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Learning Specialist 3

Job posted: 24/11/2022
Applications close: 07/12/2022 (Midnight)
1 day remaining

1 day remaining

Job Description

Location: Melbourne | Western Metropolitan

Job type: Full time / From 27/01/2023 - 24/01/2025

Organisation: Education and Training

Salary: Salary not specified

Occupation: Education and Training

Reference: 1317969

Reference: 1317969

Occupation: Education and Training

Salary Range: Salary not specified

Work location: Melbourne | Western Metropolitan

Selection Criteria

SC1      Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.

SC2      Demonstrated expertise in the implementation and modelling of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth

SC3      Demonstrated exemplary ability to model the monitoring and assessment of student learning. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4      Demonstrated exemplary interpersonal and communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.

SC5      Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.

Role

Learning Specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning and have a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers and facilitating school-based professional learning.  Learning Specialists are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for students. The role of the Learning Specialist will be to model excellence in teaching and learning through demonstration lessons and, mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce.

The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service.

Responsibilities

In recognition of the importance of exemplary practice for improved student learning outcomes, the key roles of the Learning Specialists may include but are not limited to:

  • Demonstrating high-level expertise in teaching and learning practice
  • Modelling exemplary classroom practice including through teaching demonstration lessons
  • Working with the school leadership team to develop a shared view of highly effective teacher practice
  • Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
  • Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration
  • Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
  • Providing evidence-based feedback to teaching staff to inform their effectiveness and development
  • Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
  • Supervising and training one or more student teachers and mentoring and/or coaching teachers
  • Modelling exemplary use of student data to inform teaching approaches
  • Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
  • Modelling exemplary professional learning practice included through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice

Who May Apply

Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.

EEO AND OHS Commitment

The Department of Education and Training is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms – gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department.  The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.

Child Safe Standards

Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

Other Information

Please ensure that your application includes:

  • a resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
  • a section addressing the selection criteria and the requirements for application under the Who May Apply section
  • names and contact numbers (telephone and email if possible) of two referees

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

Conditions of Employment

  • All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
  • Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
  • A probationary period may apply during the first year of employment and induction and support programs provided.
  • Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

VIT LANTITE

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.

Location Profile

Introduction
St. Albans Meadows P.S., which was established in 1980 is situated in the City of Brimbank, approximately fifteen kilometres to the west of Melbourne, just beyond the Western Ring Road.  The community, which is somewhat isolated by the Ring Road and other major roads, is dominated by the Grantham Green housing estate which is now quite well established. 

Many young families occupy houses in the estate and the majority of their children attend our school.  Some students also attend the school from as far afield as Sydenham.  St. Albans Meadows has a high reputation as a caring and progressive school and parents of students with gifted academic ability, learning difficulties and/or behavioural problems, in particular, choose the school because of the quality of its educational and welfare programs.

The school enjoys excellent relations with Sunshine Park Kindergarten from which most students enrolling in prep come from.

Enrolment trends showed growth from 270 children in 1998 to 435 children in 2022.  Enrolments are expected to remain fairly stable at the 400 plus students mark.  77% of the students are from non English speaking backgrounds (NESB) and 40% of these students are of Vietnamese descent.  The NESB students represent a wide range of nationalities, linguistic groups and cultures


Guiding Principles
Underlying all aspects of the school program are the firm beliefs that:

* Every student has the ability to learn.
* This happens best in a flexible, happy, positive and caring environment where students are actively involved and where they see purpose in their learning.
* Programs must be designed to cater for different learning styles and learning rates.
* The achievement of high academic standards is important, but this should be balanced with the development of confidence, self-esteem, cooperation and tolerance.
* Students can and should accept responsibility for their own learning, behaviour and work completion.
* They should be constantly challenged to improve their knowledge, skills and understandings.
* Pride in performance should be encouraged.
* Involvement in school decision-making is valuable for children and can be fostered through such activities as membership of the Junior School Council and attending our Leadership Camp.

Teachers are dedicated to developing each child's potential.  They strive to achieve best practice in their approaches to teaching and learning.  Frequent participation in quality Professional Development activities is encouraged and a very strong emphasis is placed on a team approach to curriculum planning, implementation and evaluation.

Curriculum
A comprehensive curriculum has been developed around the Australian Curriculum.  Classroom curriculum programs are supported by specialist teachers in the areas of Art, Library, Lote,  Physical Education, Performing Arts, E.A.L., Reading Intervention, Corrective Reading and Reading Recovery.  Programs are enriched through numerous activities including excursions, guest speakers and artists, a camping program and special event days.

The following enrichment programs are also provided: Swimming, Interschool Sports, Intraschool Sports, Sports Academy, Fun Runs, Perceptual Motor Program, School Concerts, State School Spectacular, Instrumental Programs and lessons for Keyboard, Violin, Drums, Guitar, Ukelele, School Band, School Choir, School Dance Group, Homework Club, Chess Club, Minecraft Club, Early Bird Readers, Breakfast Club, University of NSW Assessment, Leadership Camp, Mathematics Intervention, Mathematics Extension, Family Maths Night, Literature Extension Groups, Literacy Intervention and Oral Language.

The school is proud of its Special Needs Program and is committed to its further development. The program is led by a full time Special Needs Coordinator who liaises with an educational psychologist, speech pathologist, community welfare agencies, parents, teachers and over 30 program aides that work closely with our students. There are a range of services that are tailored and designed for the individual needs of our students and their families.

Our Kitchen Garden Program provides our students with exciting learning and development of life long skills. The students are directly involved in growing, caring, harvesting and sharing the cooked meals they produce using our own organic produce. The school has completed the construction of a purpose built Kitchen Garden Centre where the students have access to state of the art facilities to use as part of our program. Images of these facilities can be seen on our facilities gallery. Students have established a whole school composting initiative to further support our Kitchen Garden program.

Parent involvement in the school is both valued and encouraged.  School Council Membership is strong and sub-committees are responsible for the daily operation of the canteen and Fundraising.  Parents also assist in curriculum classroom activities.

St. Albans Meadows P.S. is proud of its achievements and optimistically looks to the future.  Provision of quality programs continues to be of paramount importance to all members of the school community, giving our children the excellent educational opportunities they are entitled to.

Learning Specialist 3

Job type:

Full time / From 27/01/2023 - 24/01/2025

Job classification:

Not provided

Contact:

Mr Stephen Crockford | 03 9364 6144

Learning Specialist 3