Inclusion Outreach Coaching

The Inclusion Outreach Coaching (IOC) initiative supports schools to build inclusive education capabilities and practices.

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Inclusion Outreach Coaching (IOC initiative) is a system capability-building initiative under the Victorian Government’s Disability Inclusion Reform agenda.

Its purpose is to make schools welcoming and inclusive for all students, including those with disability and diverse learners.

Inclusion Outreach Coaches (IOCs) work with school workforces across the state to build their capability in inclusion to support students’ learning and wellbeing. IOCs support school leaders, teachers, education support staff and other staff with a focus on providing guidance and expertise around implementing, embedding and monitoring high quality inclusive practices.

Through building expertise in inclusion, IOCs help schools across Victoria make sure students can thrive and reach their potential in a supportive learning environment.

This short animated video explains the IOC initiative.

What does an IOC do?

IOCs are learning specialists who undertake systems coaching training so they can support educators and leaders to develop their schools’ inclusive practices.

IOCs have:

  • expertise in inclusive practices, problem-solving, systems coaching and Multi-tiered System of Supports (MTSS)
  • knowledge of best practice evidence-based coaching guidance, resources and professional learning
  • a deep knowledge of teaching and learning
  • the skills to coach and support others.

IOCs work within schools with a school-based team of school leaders and inclusion educators to develop whole school and classroom inclusive practices and processes to improve outcomes for all students.

Inclusion leaders interested in undertaking a system capability-building role can enquire about IOC job openings via Contact Us.

IOC support overview

Over a 5-year rollout by area, specialist schools are being funded to employ an IOC. At the end of the rollout in 2025, there will be 89 ongoing FTE IOC positions across Victorian government schools.

Each IOC spends 1 day a week supporting inclusion in their base specialist school. They also support up to 3 mainstream partner schools at a time.

IOCs tailor their support to the needs of the school:

  • For partner schools, they guide the school’s team of leaders to develop a Partnership Agreement that outlines a goal, timeframe and actions to achieve the goal (see ‘Information for partner schools’ for more detail.
  • For their base school, IOC capability-building support is negotiated with the school leadership team (see ‘Information for base schools’ for more detail).

Eligible schools can request the support of an IOC through their region – see Contact Us.

To check eligibility, see Disability Inclusion for an overview of Areas where the initiative has been rolled out.

What responsibilities are in and out of scope for an IOC?

IOCs’ unique and important work as system leaders in inclusion means there are role boundaries about the work they can undertake.

The IOC role is focused on providing coaching support to school leadership and other school staff aimed at strengthening inclusive practices. IOCs help schools to use data and establish whole school processes and systems to make and embed school-wide improvements.

This means IOCs do not work directly with students or provide individual student support. They do not lead curriculum, take sole charge of a class or lead Student Support Group meetings. Other out of scope activities include student welfare, yard duty, student supervision at excursions and sports days etc.

Where coaches or schools are unsure, they are strongly encouraged to speak with their Regional Inclusion Outreach Coaching Coordinator (RIOCC) who will provide further guidance and advice.

How do IOC coaches complement school support structures in regions?

IOCs are one of the supports available to help schools improve their inclusive practices. When schools request assistance with inclusion from their region, the region assesses their context, need and readiness to determine if an IOC is the most appropriate support for them.

IOCs have an emphasis on preventative, system change practices, and regions determine if this would be the best approach for the school, or if they should be offered support from another workforce. This may include support from the Visiting Teacher Service (VTS), Student Support Services (SSS), or another Disability Inclusion (DI) support, such as the Diverse Learners Hub’s Education Improvement Leaders - Diverse Learners (EIL-DLs). Schools may also be provided with a combination of support services.

IOCs also collaborate with other regional team members in a team-based, multidisciplinary response to the identified need in the school. For instance, IOCs engage with the professional learning suites offered as part of the Inclusive Classrooms program and the DI scholarships on offer.

For an example of how an IOC might work with an EIL-DL to support a school, see this video:

Marong Primary School
View transcript

Further information

Further information for schools is available on the Policy and Advisory Library (PAL) – Reference 136.

Contact us

For further information, please contact:

Disability Inclusion - further capability building initiatives

Diverse Learners Hub: Extensive professional resources and information for teachers supporting diverse learners, inclusive education and learning difficulties, including dyslexia and dyscalculia.

Inclusive Classrooms: A professional learning program designed to strengthen the capability of education workforces to improve support for students with disability in schools.

Graduate Certificate in Education: The course aims to deepen the disciplinary knowledge and pedagogical practice of teachers, so they have the skills, expertise, and confidence to meet the needs of all students, including students with dyslexia and dyscalculia, through contemporary, evidence-based strategies and fidelity of practice.

Masters of Inclusive Education: The postgraduate study in inclusive education will help teachers assist their schools to:

  • plan for and support students with disability and additional learning needs
  • use contemporary evidence-based, best practice approaches.
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