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Learning Specialist 3

Job posted: 28/08/2024
Applications close: 17/09/2024 (Midnight)
3 days remaining

3 days remaining

Job Description

Location: Melbourne | Northern Metropolitan

Job type: Full time / From 28/01/2025 - 27/01/2030

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Education and Training

Reference: 1431953

Reference: 1431953

Occupation: Education and Training

Salary Range: Salary not specified

Work location: Melbourne | Northern Metropolitan

Location Profile

Reservoir Primary has an enrolment of approximately 320 students from diverse cultural and socioeconomic backgrounds. Our values of Respect, Responsibility, Acceptance, Resilience and Personal Excellence form the basis for our school culture.

Our facilities provide large, flexible learning spaces within an attractive environment:  A current building program will  provide us with a state of the art STEM, Art and Library facility. Grounds are in excellent condition, combining spacious grassed areas as well as artificial surfaces, providing safe, all-weather playing spaces. Every classroom has an interactive whiteboard installed. The use of technology is considered to be an essential component of school life; this is reflected in the ready access students have to laptops and iPads and additional technology hardware.

The well-resourced teaching areas share communal and breakout spaces between classrooms; adding to the flexibility and enabling students to work cooperatively together. An Out of School Hours Care program operates before and after school.

An open and consultative management approach promotes a shared and collaborative approach to provision of an ongoing, quality learning environment. Student learning is at the heart of Reservoir Primary School. We are committed to continual improvement in student learning, and a strong culture of teacher professional development. Teachers work in teams to develop educational programs that cater for the diverse needs of our students.

There is an expectation that all students will learn; teacher efficacy is pivotal in ensuring this happens. The continued focus on improving student learning in the core areas of Literacy and Numeracy is based on assessment, the use of data, and planning for individualised student learning. Students have a record of high achievements.

Specialist areas include Science, Visual Arts, Physical Education and Auslan. Staff work in Professional Learning Teams learning and planning regularly together. Curriculum change is led and supported by a strong Leadership Team and in recent years; staff have developed a comprehensive understanding of strategies to explicitly teach Literacy and Numeracy.

The school is committed to the provision of a caring and challenging learning environment that equips children with the necessary skills to become well-adjusted and valued members of the community.

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

Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.

The Department of Education 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au

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:

 https://www2.education.vic.gov.au/pal/child-safe-standards/policy

DE Values

The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department'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 department values is available at:

 https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

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.

Learning Specialist 3

Job type:

Full time / From 28/01/2025 - 27/01/2030

Job classification:

Learning Specialist Range 3

Contact:

Carolyn Bamberg | 94605798

Learning Specialist 3