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.

Learning Specialists will actively contribute to events in the Accountability Cycle by leading discussions, recording and providing information required for the School Council Annual Report, Annual Implementation Plan, Self-Evaluation, Review and Strategic Plan. 

In recognition of the importance of exemplary teaching practice for improved student learning outcomes, the key roles of the Learning Specialist 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 on their practice
• ·         providing evidence-based feedback to teaching staff to inform their effectiveness and development
• ·         providing expert advice about the content, processes and strategies that will shape individual and school professional learning
• ·         supervising and training one or more pre-service 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 including through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice.

The Learning Specialist ¿ Director of Curriculum & Assessment is accountable to the Assistant Principals responsible for Middle School and Senior School.

The Director of Curriculum & Assessment is an integral component of the Leadership and Curriculum teams. The Director of Curriculum & Assessment will work closely with all Learning Area Leaders, Middle/Senior Sub School Leaders and Learning Specialists to ensure the consistent implementation and innovation of both the curriculum program and quality teaching and learning.

The Director of Curriculum and Assessment will have specific responsibility for:

• ·         Model exemplary classroom practice including through teaching demonstration lessons
• ·         Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery with reference to Victorian Curriculum Standards and VCE study designs
• ·         Leading and modelling the use of developmental rubrics and high quality moderation processes
• ·         Lead teachers to deliver differentiated learning, through curriculum planning and assessment, for their students using relevant data to inform practices
• ·         Collaborate with the Leadership Team, Learning Area Leaders and the VCE VM/VET Coordinator
• ·         Convene the Monbulk College Curriculum Committee
• ·         Lead the Learning Area Leaders and our teachers to develop, document, implement and evaluate curriculum with particular emphasis on literacy, numeracy, differentiation, learning continuums and assessment
• ·         Ensure there is quality management of the implementation and evaluation of the curriculum and that all curriculum is in alignment with expected standards (Vic Curriculum, VCE Study Designs)
• ·         Maximise the provision of quality Professional Development in collaboration with the Leadership Team
• ·         Collaborate with Learning Specialists - Literacy and Numeracy across the Curriculum to identify impact
• ·         Facilitate the development of a common and consistent approach to formative assessment across the College
• ·         Working with learning area leaders to develop and document curriculum which incorporates critical thinking and effective teaching strategies
• ·         Supporting teachers to understand and use a variety of assessment to provide regular, accurate and meaningful monitoring of student progress
• ·         Promote research based, data driven practice in teaching and learning
• ·         Manage and audit the College exam process at years 10-11 (including deadlines for teachers to write and submit papers)
• ·         Deliver Professional Learning Workshops for staff with a focus on effective pedagogy, curriculum innovation, documentation and assessment processes
• ·         Work with the High Ability Practice Leader and Disability Inclusion Leader to ensure documentation of intervention and support programs across the Curriculum
• ·         Oversee and refine assessment and reporting processes and the production of cycle and semester reports
• ·         Oversee the development of curriculum handbooks
• ·         Other duties as directed by the Principal

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.

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).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: brett.west@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:

 Child Safe Standards: Policy | education.vic.gov.au

The Department’s employees commit to upholding DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:

http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

• 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

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.