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Learning Specialist - Diversity and Inclusion

Job posted: 03/08/2022
Applications close: 16/08/2022 (Midnight)
2 days remaining

2 days 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: 1289011

Reference: 1289011

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

The Learning Specialist - Diversity & Inclusion role is a significant leadership position within the college and is responsible for the delivery of a high-level differentiated curriculum meeting the unique needs of students on Individual Learning Plans. They will play a significant leadership role in the achievement of Cheltenham Secondary College Goals and Priorities as outlined in the Strategic Plan and Annual Implementation Plan.

In undertaking this role, the Leader of Diversity and Inclusion will work with and delegate roles to meet the following needs and responsibilities of each domain area.

  • Oversee the management of the school’s approach to Diversity and Inclusion and Program for Students with a Learning challenge
  • Use student learning data to guide and tailor the response to intervention, including how best to structure Individual Educational Plans and Modified Programs to ensure students are learning and showing measurable growth
  • Work collaboratively to support and design data-based learning/pathway interventions to ensure students are fully engaged in their learning
  • Lead support for teachers to better understand how to differentiate to ensure all students are learning
  • Work to design engagement and involvement strategies to include families more fully in their child’s schooling.
  • Deliver staff professional learning to support inclusion and to support staff understanding of possible student wellbeing concerns, like depression.
  • Model high-level learning and teaching practice, including demonstration teaching for others.
  • Contribute to the development of the Annual Implementation Plan, the Annual Report and the Strategic Plan.
  • Participate fully in the school leadership team to ensure a focus on your own leadership growth and development is valued and nourished
  • Manage the NCCD Data
  • Support the role of the Student Aides

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

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

Cheltenham Secondary College is well reflected in the statement: "Tradition and excellence in a caring, disciplined environment."  

Founded in 1959, Cheltenham Secondary College is a single campus, Year 7 to 12 coeducational college of approximately 900 students. The College motto is 'Health and Learning'. The College is committed to providing comprehensive, relevant and challenging programs that enable all students to work towards achieving their potential and to be responsible and contributing citizens to their community, Australia and the World.  We provide balanced and relevant education in an encouraging and nurturing way.  

VALUES AND ENVIRONMENT

The College’s values are Personal Best, Sense of Community, Respect and Responsibility. These values guide us in everything we do from personal growth and responsibility, inclusion and social justice, lifelong learning (to learn, to know, to be and to live together), experiential learning and eLearning.

How do we define or display these values?

  • Development of personal excellence and willingness to participate is encouraged and acknowledged. 
  • By maintaining traditional values linked to the dress code/uniform, strong discipline and a supportive welfare structure.
  • As a unified environment, we advocate honesty, loyalty, courtesy, consideration for all, tolerance and respect for one another.  
  • By fostering a sense of pride in self and a willingness to excel, which in turn encourages team spirit.

LOCATION AND ZONE

The College is bordered by a residential area, a light industrial zone and a large shopping complex (Westfield Southland), with both Monash University and Holmesglen TAFE Moorabbin Campus in close proximity. The College is well serviced by public transport, including bus services and the Cheltenham, Southland and Moorabbin railway stations.

Many enrolments are from outside the College's designated zone. During the last few years, student enrolments have stabilised at around 900. Enrolments also include a cohort of overseas fee paying students, thus adding further to the multicultural nature of the College. Enrolments of boys exceed enrolments of girls at most year levels. The Student Family Occupation Index is reducing slightly.  

STAFF

Cheltenham Secondary College has a dedicated staff who are committed to the best outcomes for students, who support the ethos of the College and are approachable and receptive. There is low turnover of staff.

CURRICULUM PATHWAYS

Students are grouped horizontally in year levels and managed in three sub-schools: Junior (years 7 and 8), Middle (years 9 and 10) and Senior (years 11 and 12) Schools. The College also runs an Intermediate and a Senior VCAL program.  The Year 12 pass rate is very high and the vast majority of students go on to tertiary study.

The College provides a common and comprehensive program of cross and cocurricular activities to all students across all year levels.  Each sub-school is led by a Director and four Coordinators.

As students move through the school, the opportunities available to sub-school curriculums are:

                Middle School

                Years 9 and 10:

  • Students are provided with the common core curriculum, but are also able to choose elective subjects in their chosen areas, leading to their final choices of a Senior School program that provides them with academic, vocational and traineeship post-secondary needs.

Year 10:

  • Students undertake work placement.
  • Some students take up apprenticeships, traineeships or transfer to a senior campus college after year 10.
  • Students are able to participate in Vocational Education and Training (VETis), in University Enhancement programs.

Senior School

Year 11:

  • Year 11 students undertake work placement.

Years 11 and 12:

  • Students have the option to continue their academic pathway through the VCE and VCE VM programs.
  • Students are able to participate in Vocational Education and Training (VETis), in University Enhancement programs.
  • A significant number of students study a Language other than English (LOTE) outside normal school hours with external providers.

 

Additional Student Opportunities

  • An extensive cocurricular activities program exists which allows students to develop their talents outside of the classroom.
  • The College takes a very high profile in inter-school competitions (especially sport and debating), has an extensive instrumental music program, a Year 12 Leaders program, a Student Representative Council, Form Captains and an invaluable peer support program.  
  • The Avenues, a sister school interstate exchange program which expands the opportunities for students and focuses on competitive and cooperative programs in sport, culture and the arts.  

Cheltenham Secondary College Community

  • Parents and Friends: The College welcomes and actively encourages parent participation in their children's schooling through the College Council and its range of subcommittees and the Parents and Friends Association.
  • Local Council, Sporting Groups and other key broader community groups: City of Kingston, Kingston and Districts Netball Association, the Local Learning and Employment Network (LLEN), various Rotary Clubs, RSL and welfare organisations.  
Learning Specialist - Diversity and Inclusion

Job type:

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

Job classification:

Not provided

Contact:

Karl Russell | 03 9555 5955

Learning Specialist - Diversity and Inclusion