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Learning Specialist 3

Job posted: 27/11/2024
Applications close: 10/12/2024 (Midnight)
2 days remaining

2 days remaining

Job Description

Location: Gippsland | Traralgon

Job type: Full time / From 28/01/2025 - 27/01/2027

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Education and Training

Reference: 1455023

Reference: 1455023

Occupation: Education and Training

Salary Range: Salary not specified

Work location: Gippsland | Traralgon

Location Profile

Tyers Primary School Profile 2024

Tyers Primary School is nestled in the delightful township of Tyers, just a short drive from the CBD of Traralgon. The school is surrounded by beautiful rolling hills and paddocks, offering a calm, tranquil, rural setting.

The school has high expectations of students with a strong focus on personal learning growth. Our school prioritises academic focus alongside student wellbeing, since the one is most definitely intertwined with the other. Both priorities are guided by the most effective teaching methods which align with evidence-based practise.

Tyers Primary School values a strong partnership with our families and the local community providing many opportunities for parent involvement, such as regular working bees, parent teacher conversations, school council and Parents Association events.

Currently, our school team consists of the Principal and 6 experienced teachers who share the responsibilities of school management and curriculum delivery. This includes four caring classroom teachers and skilled part time specialist teachers for Art, Music, Performing Arts, and Digitech. A Business Manager, three fantastic Education Support Staff and our fabulous before and after school care co-ordinator complete our staffing profile.

Staff are committed to building positive relationships with students and are dedicated to supporting those with learning differences, providing an inclusive environment for all. Our school uses the Berry Street Education Model and the Zones of Regulation which are proactive approaches to teaching emotional regulation. These approaches are being explicitly taught in all grade levels and are becoming embedded into all aspects of life at Tyers Primary School.

Our school uses an Explicit Direct Instruction approach to teaching. We explicitly plan and teach to the 5 core components of Literacy: Phonological Awareness, Phonics, Vocabulary, Fluency and Comprehension, based on the soundest research guided by the science of reading. Our students learn music, visual arts and PE, with opportunities to be involved in our kitchen garden and caring for the school¿s chickens.

Extracurricular activities are important for students to pursue their interests. They also help to foster a sense of belonging, school connectedness and school pride. Students can compete in a wide range of sports including, athletics, basketball, swimming, AFL, soccer and cross-country running. We also annually enter student Artwork in our local Tyers Art Show Festival.

Vision

Tyers Primary School is a community focused school that strives for excellence. Our aim is to empower students to acquire, demonstrate, articulate and value the self-motivation, skills and knowledge that will support them, as life-long learners, to participate in and contribute to live a fulfilling life as a productive member of the global society.

Mission

Is to enable all learners¿ access to learning through the provision of.

¿              differentiated, in-depth and cohesive learning programs aligned to year level content and achievement standards informed by the Victorian curriculum.

¿              highly effective teachers and school leadership, focussed on improving student outcomes, through their commitment to ongoing professional development, quality teaching, evidence-based practices, coaching and mentoring and collaboration.

¿              a quality inclusive learning environment that is responsive to student voice.

¿              enriching, engaging resources.

¿              opportunities for community and parents to openly participate in learning and decision-making partnerships.

Values

¿              Respect

¿              Compassion

¿              Integrity

¿              Empathy

¿              Advocacy

¿              Courage

During 2024, the school has undergone the review process. The 2025- 2028 Goals and Key improvement strategies are listed below:

Goal 1:

Improve students¿ learning growth and achievement in literacy and numeracy.

KIS

·         Strengthen a culture of high expectations, shared accountability and feedback for continuous improvement

·         Build teachers¿ capacity to collect and use formative assessment.

·         Develop teachers¿ capabilities to respond to students¿ learning needs through data-informed planning and high impact strategies.

Goal 2:

Improve students¿ engagement and resilience.

KIS:

·         Engage parents as partners in their children¿s learning and wellbeing.

·         Build and embed whole school feedback, goal setting and reflection processes to support student agency.

·         Strengthen and embed multi-tiered systems of support to respond to students¿ individual learning and wellbeing needs.

·         Build staff capacity to differentiate learning within the school's instructional approach

Selection Criteria

  • SC1 `Content of teaching and learning'. Demonstrated ability to inform and influence the work of others involved in the engagement, mental health, wellbeing or learning of children and young people.
  • SC2 `Teaching practice'. Demonstrated ability to input into the development, implementation and evaluation of processes and strategies relating to mental health, wellbeing or learning.
  • SC3 `Assessment and reporting of student learning'. Demonstrated ability to support a student's mental health, wellbeing or learning by developing and maintaining connection with external services.
  • SC4 `Interaction with the school community'. Demonstrated high level interpersonal skills and communication skills. Demonstrated high level of capability to establish and maintain collaborative relationships with students, parents, other employees and the broader school community to focus on student learning, wellbeing and engagement.
  • SC5 `Professional requirements'. Demonstrated ability to influence and negotiate by gaining buy-in and ownership for ideas, gaining agreement to proposals, or involving experts or other third parties to strengthen a case.

Role

The Royal Commission into Victoria's Mental Health System highlighted that primary schools provide opportunities to identify children with mental health and wellbeing challenges, who can then be referred to treatment, care and support.

The Mental Health in Primary Schools initiative is being expanded to every government and low-fee non-government primary school in Victoria. Scaling up across the state from 2023, by 2026 every primary school will be able to employ a Mental Health and Wellbeing Leader to implement a whole-school approach to wellbeing.

The Department of Education has been piloting the Mental Health in Primary Schools initiative in Victorian schools since 2020 in partnership with the Murdoch Children's Research Institute and the Faculty of Education at the University of Melbourne. Evaluation of this pilot initiative has shown that 95 per cent of Mental Health and Wellbeing Leaders consider the Mental Health in Primary Schools model has improved their school's capacity to support students' mental health and wellbeing needs.

Participating schools receive funding to employ a Mental Health and Wellbeing Leader, a qualified teacher, to work across the school to implement a whole-school approach to mental health and wellbeing for students, staff and families based on a broad knowledge of the needs of the school community.

The role of the Mental Health and Wellbeing Leader is to:

  • build capability of the whole school with regard to mental health and wellbeing (identification, promotion and prevention),
  • provide support to staff to better identify and support students with mental health needs,
  • establish clear pathways for referral for students requiring assessment and intervention, and monitor and evaluate student progress.

The role provides a proactive focus for the promotion and prevention of mental health and wellbeing through assessment and implementation of context-relevant programs, approaches and initiatives based on a broad and extensive knowledge of the needs of the school.

The Mental Health and Wellbeing Leader role is not a clinical role and is not designed for direct intervention. The role is seen as a key conduit in creating referral pathways once a teacher or other staff member identifies a concern in the classroom.

Mental Health and Wellbeing Leaders are provided training in mental health literacy, supporting emerging needs, and building school capacity and receive ongoing support and professional development through structured and regular Learning Communities Training is developed and facilitated by the Faculty of Education at University of Melbourne, supported by Murdoch Children's Research Institute.

Responsibilities

Operating in collaboration with their school, leadership and wellbeing team where relevant, the Mental Health and Wellbeing Leader will:

  • Promote a whole school approach to mental health and wellbeing to students, staff and families
  • Support teachers and school staff to expand their capacity to embed evidence-based mental health strategies, interventions and programs and build mental health literacy to identify and support primary school students with mental health concerns.
  • Collaborate with school staff to inform, influence and provide input into teaching and learning relating to mental health and wellbeing. Provide support to schools staff and classroom teachers to build their capabilities to embed mental health into the classroom.
  • Work with school leadership and wellbeing teams to embed whole school approaches to mental health into school planning and strategic processes. Coordinate clear referral pathways internally (within school) and externally (to community services) for students identified as requiring further assessment and intervention.
  • Proactively work with and support regional staff, school wellbeing and leadership teams, teachers, parents/carers and other external agencies to coordinate targeted mental health support for primary school students.
  • Contribute to the school's existing wellbeing team.

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

Other Information

Learning Specialist :Mental Health, Wellbeing and Disability inclusion

-                 Team Leader ¿ Health & Wellbeing/Disability Inclusion

-                 Plan, develop and implement the Mental Health Initiative

-                 Disability Inclusion ¿ Coaching and support for building staff capacity to implement Tier 2 & 3 evidence based strategies and reasonable adjustments for individual and cohorts of students

-                 Knowledge and expertise in EDI model and provide guidance, mentoring, peer observations and provide professional learning to all staff, with a learning and wellbeing focus.

-                 Key contact for SSG and Key contact meetings with SSS staff

-                 Student management processes and proceduires

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 - 27/01/2027

Job classification:

Learning Specialist Range 3

Contact:

Karen Lanyon | 035/191-8260

Learning Specialist 3