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.

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.

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

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.

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

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

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

• 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

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 who are able to attest to the claims made in your application.

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.

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.

Corryong College Profile.

Corryong College is a P-12 College of approximately 327 students located in the far north-east of Victoria, some 125 kilometers east of Wodonga and within the Shire of Towong.  With a population of 1200 people, Corryong is the main town servicing the Upper Murray region. Whilst the local economy is closely tied to agriculture (beef and dairy cattle), the local hospital and Snowy Hydro Scheme also contributes to the local economic viability.

Tourism is a growing industry as Corryong is nestled in a picturesque valley between the mountains and the Murray River.  Close to snowfields in winter, river and lake sports in summer, excellent freshwater fishing in permanent creeks and with lots to see and do outdoors during the mild spring and autumn months. The Upper Murray offers a healthy and peaceful lifestyle.  A safe and secure place to live and raise a family in a friendly rural community that welcomes newcomers.

The College provides a comprehensive program for students from Years P-12, led by highly dedicated staff  of  teachers and  Education Support.  The College is well-known in the region for its ability to value add to student learning as students move through the College¿s year levels, evidenced in the many years of achieving excellent VCE results. The College focuses on data informed teaching that ensures every student can learn and no student is left behind.

The College provides a high quality education in a safe and secure environment which values motivation, aspiration and achievement.  Teachers work in variety of Professional Learning Teams & Communities focused on student centered points of need, to share best practice with clear learning intentions, explicit teaching and feedback that continuously strive towards a strong learning culture. The FISO (Framework for Improving Student Outcomes) Continua is regularly reviewed by the college community, aligned with analyzed data sets, to ensure whole-school ownership of school improvement. Students have a strong voice and are encouraged to be inquiring, active and independent learners. Moving towards student agency, the College is making steps towards empowering students to have input in their learning direction within the classroom and across the school.

The curriculum is seen as the means by which our students acquire the skills competencies and qualities to become informed and effective participants in society.  It emphasises literacy, numeracy, the ability to work with others, the ability to analyze and assess information, the capacity to adapt to new situations and personal organisation.

Curriculum enhancement activities are many and varied.   Students are encouraged to take an active role in extra-curricular activities.  The opportunities provided by the proximity of national parks and snowfields mean that Outdoor Education features strongly.  Instrumental Music classes are available to all students in Years 5-12. The College has an excellent sports program that features inter-house and interschool competitions. School Captains are elected and take an important leadership role in College affairs. House Captains and Vice-Captains also have important roles to play. 

The College has a strong Stephanie Alexander Kitchen Garden (SAKG), ADVANCE (CFA), Hospitality and Indonesian programs play a huge role in our students¿ development as well as strong collaboration with community.