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Learning Specialist 3 - Student Wellbeing

Job posted: 05/08/2022
Applications close: 18/08/2022 (Midnight)
8 days remaining

8 days remaining

Job Description

Location: Gippsland | Moe

Job type: Full time / From 27/01/2023 - 26/01/2028

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Education and Training

Reference: 1290203

Reference: 1290203

Occupation: Education and Training

Salary Range: Salary not specified

Work location: Gippsland | Moe

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

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

Baringa School is committed to excellence in Special Education. We aim to provide an innovative, caring and stimulating environment where learning is relevant and purposeful and where students develop a sense of belonging through mutual respect and cooperation. Our school motto is “Learning, Caring, Achieving”.

 

Baringa School is located in Moe, which is in the Latrobe Valley. The school provides a comprehensive educational program for students who have an intellectual disability aged from 5 to 18 years of age. Current enrolment is 165.

 

The student population is drawn from a wide geographical area incorporating Trafalgar through to Traralgon.

 

GUIDING PRINCIPLES

 

Baringa School community sees the provision of a safe, caring and positive learning environment as its most important goal. The environment aims to support students as they strive to develop social, emotional, communication and educational skills that will lead to independence. School community commitment to providing a curriculum that challenges student learning through achievement and success is strong. 

 

CURRICULUM

 

The curriculum at Baringa is based on the Victorian curriculum and covers English, Mathematics, Personal & Social Development, Health & Physical Education, Independent Living Skills, Art, Technology and Communication.  A number of enrichment programs are also offered including Outdoor Education, Camps, Advance (a community volunteer program) vocational training including Work Experience and Pre work skills, and travel training.

 

The school operates in Units of Lower Primary (ages 5 – 9), Upper Primary (ages 9 – 12), Secondary (ages 12 -16) and a Senior Learning Centre (SLC) for students over 16 which provides a range of options including preparation for post school pathways and independent living skills.

 

Our Assistant Principal in Student Wellbeing leads a student support services team, which includes a Psychologist, a Primary Welfare Officer and three Speech Pathologists.  This team provides welfare support to all students across the school.

 

Baringa School is committed to the implementation of a whole school approach to Positive Behaviour Intervention and Support (PBIS) for student engagement and learning. Staff understand that behaviour is a learned skill, and that prosocial behaviour can be taught through explicit teaching and positive recognition.  Teaching expected behaviours is a shared responsibility and requires a combined effort by all staff to ensure our students are Safe, Respectful Learners.

 

 

Individual student needs determine the curriculum focus for each student. Parents and professionals identify these collaboratively during Support Group meetings. When collated, these needs drive the curriculum provided for students. Through this process, Individual Learning Plans and personal goals for students are established.  Many students present with challenging behaviour and require individual behaviour plans and modified or negotiated programming to ensure successful participation at school.

 

To help all our students to continue to build and develop their literacy skills, a new research-based literacy program called InitiaLit has been introduced across our school curriculum.  InitiaLit addresses reading, spelling and writing by explicitly teaching the relationship between sounds and letters which builds knowledge and understanding of word structure, providing students with a reliable set of skills and strategies to use when reading and writing words.

 

 

FUTURE PLANS

Baringa School has a continuing commitment to work together to improve all school environments. The concept of promoting positive student behaviour through positive programming continues to be an important underpinning program to support students in all areas of learning.

 

Curriculum priorities focus on student achievement and engagement through the extension of literacy and numeracy across the school, extension of information technology to support learning, and further training in improving teaching and learning across the school, with a particular emphasis on explicit teaching and differentiated learning.

 

Ensuring that staff have strong capabilities in relation to working in a special education setting will continue to be an important focus for professional learning, particularly as experienced and Special Education qualified staff retire, and new staff come into the school.  Knowledge and understanding of the principles underpinning School Wide Positive Behaviour Support and Understanding Poverty are important aspects of our culture and beliefs in relation to student wellbeing and engagement.

Who May Apply

Teachers with a commitment to Special Education.

Teachers who do not have an approved special education qualification but do have current provisional or full registration with the Victorian Institute of Teaching may apply.  Preference will be given to applicants who have an approved special education qualification.

Learning Specialist 3 - Student Wellbeing

Job type:

Full time / From 27/01/2023 - 26/01/2028

Job classification:

Not provided

Contact:

Kelly Mether | +10351271744

Learning Specialist 3 - Student Wellbeing