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Learning Specialist 3 - Inclusion and Enhancement

Job posted: 03/08/2022
Applications close: 16/08/2022 (Midnight)
1 day remaining

1 day remaining

Job Description

Location: Melbourne | Southern Metropolitan

Job type: Full time / From 27/01/2023 - 26/01/2026

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Education and Training

Reference: 1289548

Reference: 1289548

Occupation: Education and Training

Salary Range: Salary not specified

Work location: Melbourne | Southern 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.

Vaccination Requirement

For positions in special settings, a person is not eligible for employment unless they meet the vaccination requirements on commencement in the position.

Location Profile

Cranbourne East Secondary College was established in 2011 and is located in the Hunt Club Estate, adjacent to Cranbourne East Primary School and Marnebek School. In 2022, the school has an enrolment of 1830 students. The College currently has the equivalent of 180.1 full time staff, including a Principal, 6 Assistant Principals, EFT 125.2 teaching staff and 47.9 Education Support staff. We are a very multicultural school, with a significant number of students born overseas (with 5.45% being refugees). Approximately 1% of students are indigenous.

Cranbourne East Secondary College has developed a strong sense of community that has been fostered and maintained, throughout a period of rapid growth. What sets us apart, is the high expectations of success we have for all students, which have become firmly entrenched in the culture of our school community. These expectations extend beyond agreed behaviours, and are ingrained in the learning that students are demonstrating in the classroom and form the basis for our extra-curricular programs. 

At Cranbourne East Secondary College these high expectations have led to a median student score of 32.  

We have a highly resourced careers team which ensures each of our students are provided quality individual counselling towards their chosen career pathway.
 
Our College wide, Instructional Model & PLT Communities drive our Teaching and Learning practices. This consistent approach to Teaching and Learning, ensures seamless transitions and consistency for all students from Years 7 through to Year 12. 
 
We recognise the importance of wellbeing for all our students and in response have a dedicated team overseeing an extensive range of supports that ensure our students enter our classrooms ready to learn. 
 
At Cranbourne East Secondary College, we are giving every student, every opportunity to exceed their potential by providing a high-quality pathway to success. 

We endeavour to promote an atmosphere of mutual respect, understanding and co-operation which is underpinned by our college values:
 

Respect, Growth, Achievement, Responsibility 

The College is organised into year level teams for both students and teachers. English, Maths, Science, Humanities and Physical Education are compulsory from Years 7 to 10 with the Arts, Technology and Languages offered as electives. Teams support our varied engagement programs which include: Year 9 Pathway to Success, Year 7 and 8 Learning for Success, Connect for Success, Effective Reading Program, Enrichment classes, Applied Learning Programs, STEM, Hands on Learning and a Sport Pathway program. 

Other Information

The objective of learning specialists is to improve the skill, knowledge, and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school. 

  • 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.

At Cranbourne East Secondary College all Learning Specialists are responsible for a specific portfolio area, as defined by their role description and will: 

  • Be an active member of the Leadership Team/School Improvement Teams
  • Develop an action plan, for area of responsibility, which is consistent with the College Annual Implementation Plan and Strategic Plan. It is expected this would be completed before the beginning of the teaching year
  • Contribute to the Professional Learning Agenda and lead staff in their learning
  • Review, develop and document policies and processes consistent with the portfolio
  • Continually monitor and review progress towards goals in the AIP and Strategic Plan
  • Contribute to the development of a culture within the College of high expectations and high aspirations
  • Demonstrate a strong commitment to their own professional growth as a leader and the Performance and Development Culture of the College
  • Communicate an understanding and belief in the College Strategic Plan
  • Lead a Collegiate Team in development and review of performance and development plans
  • Ensuring that they and their Collegiate Team members goals are in alignment with College directions as outlined in the AIP and Strategic Plan
  • Assisting their Collegiate Team members in relation to targeting professional learning
  • Assisting their Collegiate Team members in the analysis of data in relation to their classroom teaching practice
  • Supporting their Collegiate Team members when they are not meeting Performance and Development Goals to improve
  • Monitor an annual budget in relation to the initiatives and priorities of their portfolio
  • Work closely with and support other Leaders and the Principal Team
  • Deputise for the Principal team when the need arises.

 

Key elements of the portfolio: Inclusion and Enhancement

The Learning Specialist of Inclusion and Enhancement works as part of the leadership team/school improvement teams to create a clear vision for the College and provide strong leadership in the implementation of the vision for teaching and learning. The Learning Specialist of Inclusion and Enhancement has a deep knowledge and expertise in high quality teaching and learning and in delivering improved achievement, engagement and wellbeing for students.

Scope of the role:

The Learning Specialist of Inclusion and Enhancement will be responsible for leading a multi-disciplinary team dedicated to promoting an inclusive learning environment that meets the diverse needs of students. They will use available data to identify students at different points on the learning continuum, students with additional learning needs, below or near national benchmarks in literacy and numeracy and students who require extension. The Learning Specialist of Inclusion and Enhancement will lead professional learning to develop an understanding of what differentiated teaching and differentiated content is (using evidence-based practices such as HITs) so that reasonable adjustments are made for these students. They will be supporting literacy and numeracy intervention programs and facilitating student involvement in programs targeting highly able students. The Learning Specialist of Inclusion and Enhancement will lead the implementation of disability inclusion reforms to transfer from Program for Students with Disabilities (PSD) to Disability Inclusion Initiative.

Responsibilities

 

  • Promoting a culture that is supportive and responsive to individual needs and differences whereby each student’s strengths and attributes are recognised and valued. Develop a shared understanding of authentically inclusive curriculum for all students
  • Use available data to identify students with additional learning needs, students below or near national benchmarks in literacy and numeracy, and students who are highly abled
  • Leadership of multi-disciplinary team dedicated to programs (PSD team, literacy and numeracy intervention, ERP, High Abilities) that meet the diverse needs of these students
  • Facilitating student involvement in the appropriate program that addresses their specific additional needs
  • Meet with teams to regularly evaluate data collected through both assessments and observations to reflect and report on student learning growth
  • Lead teachers in the development of IEPs. This includes provide guidelines on developing learning goals that reflect the personalised learning adjustments required for each student
  • Assist with the preparation for SSG meetings by ensuring teachers complete IEPs and report on student progress by specific dates
  • Lead professional learning to develop a shared understanding of differentiated teaching and content is so that reasonable adjustments are made for students with additional needs. Modelling exemplary classroom practice including demonstration of evidence-based practices (HITs) to build capacity in staff to cater for students at different points on the learning continuum ensuring maximum inclusion within all classrooms
  • Provide learning expertise around modification and reasonable adjustments of curriculum and assessment tasks to improve learning and performance for students requiring intervention or enrichment. This will include advice to teachers on how to communicate these adjustments to students and families
  • Provide information to staff regarding the Nationally Consistent Collection of Data (NCCD) on Students with Disability, relevant legislation, and the College’s obligations to ensure accurate records and data are collated in accordance with regulatory guidelines and expectations.
  • Completing the annual submission of NCCD data by support teachers in the collection of data and evidence and facilitating moderation meetings to ensure the college meets the requirements for the NCCD.
  • Lead the implementation of disability inclusion reforms to transfer from Program for Students with Disabilities (PSD) to Disability Inclusion Initiative
  • Participate in professional networks pertaining to communities of practice related to students with additional needs

 

 

  • Plan, chair, and lead Intervention Team meetings as per meeting schedule. Distribute agendas and minutes for these meeting in a timely manner
  • Model, lead and support the use of the CESC Inquiry Cycle in the PLT time to improve student outcomes, including the exemplary use of student data to inform teaching approaches
  • Meet regularly with PLT Leaders to monitor the progress towards the Action Plan goals and build their leadership capacity
  • Support, mentor and coach teachers, and pre-service teacher/s, to improve teaching practice and student outcomes for students of additional needs
  • Undertake Learning Walks to collect evidence of teaching practice and student learning behaviours in classes to inform teacher development
  • Lead the staff professional learning program, within allocated meeting time, that supports the staff in their understanding and implementation of High Impact Teaching Strategies (HITS)
  • Lead and facilitate Learning Walks to compliment the professional learning programs
  • Positively promote and advocate for the Intervention and Inclusion Teams
  • Analyse whole school data (Victorian Curriculum Assessments, NAPLAN, On Demand, PAT-R and PAT- M) and ensure evidence-based intervention programs are implemented
  • Annually review the impact of all intervention programs to ensure they are enhancing growth in student learning
  • Engage in personal professional development as a leader and within the scope of inclusion intervention, and enhancement. This will involve being up to date with current research and the Department of Education priorities, policies, guidelines and resources
  • Meet with the overseeing Assistant Principal to review the progress towards the Action Plan and discuss the next steps in Inclusion, intervention, and enhancement
  • Effectively manage resources, including all budgets and ordering processes
  • Other duties as directed by the College Principal/ Assistant Principal.

 

Learning Specialist 3 - Inclusion and Enhancement

Job type:

Full time / From 27/01/2023 - 26/01/2026

Job classification:

Not provided

Contact:

Meagan Cook | 5990 0200

Learning Specialist 3 - Inclusion and Enhancement