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Learning Specialist - Literacy

Job posted: 27/07/2022
Applications close: 16/08/2022 (Midnight)
4 days remaining

4 days remaining

Job Description

Location: Melbourne | Western Metropolitan

Job type: Full time / From 03/10/2022 - 02/10/2025

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Education and Training

Reference: 1288382

Reference: 1288382

Occupation: Education and Training

Salary Range: Salary not specified

Work location: Melbourne | Western 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.

SC 6    Demonstrated ability to develop and lead high quality, evidence based pedagogy and engagement practice to support outstanding student achievement and wellbeing outcomes.

Role

The successful candidate will join a strong and collaborative leadership team who have an unrelenting focus on improving student-learning outcomes.

Each Learning Specialist has a commitment to increasing learning and engagement results in the college F-9 in accordance with the goals and targets in the College Strategic Plan.

Whilst this position targets the years, Foundation to Year 4 the work may not be exclusively in these levels and will involve working with other staff across year levels.

Role

  • Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities;
  • Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery with a focus on Foundation to Year 4
  • Modelling exemplary classroom practice through; teaching demonstration lessons and pedagogy coaching.
  • Leading and managing components of staff performance and development;
  • Leading and modelling best practice pedagogy through demonstration lessons;
  • Modelling exemplary use of student data to inform iterative cycles of improvement;
  • Driving the implementation of The College’s Student Engagement Improvement Strategy to support individuals, classes, cohorts and the community
  • Supporting inclusion and assisting with the Program for Students with Disabilities
  • 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;
  • Contributing to the overall leadership of optimal pedagogy and engagement within the school.

Other duties as directed by the Principal

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

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

The advertised position is for a Learning Specialist Teacher - Literacy to lead in an unrelenting manner, achievement of the goals and targets in the college Strategic Plan with outstanding student achievement through the use of evidence based high impact teaching strategies.

A teaching and coaching component is included in this role.

Principal, Nicole O'Brien would be pleased to discuss this opportunity with interested candidates.

Truganina College places its learners at the centre of all that we do. The College caters for the educational and personal needs of each learner by providing an environment that inspires learning, promotes positive relationships, security, a sense of belonging and a culture of respect and pride. The College motto of; Inspiring Excellence in Learning to Believe, Achieve and Succeed underpins all decisions that are made.

Officially opened in 2015 Truganina College is located within the City of Wyndham on the corner of Clearwood and Brigalow Drives, Truganina, MEL 203 B3. The area is believed to be named after Truganini, a full-blooded Aboriginal Tasmanian woman who spent a short time in the area.

The College is organised around the primary and middle years stages of schooling. The school has a strong focus on effective transition from Early Learning Centres and to Senior Secondary education.

The College has a culture of high expectations and a clear focus on visible learning with strong learning growth for every student.

The key components of the teaching curriculum at Truganina College are the effective teaching of literacy and numeracy, using evidence informed, high impact strategies.  The College provides high quality learning experiences ensuring breadth and depth in all curriculum areas. Staff work together to share responsibility for and cater to the individual learning needs of all students.

The design of learning environments reflects the specific requirements of all disciplines and supports a diverse range of active, student centred approaches that are based around the idea of ‘learning to learn’, emphasising such cross-disciplinary skills as critical thinking, problem solving, communication and team work whilst using information technology to support the learning. 

The College culture is one of shared practice, distributed leadership and the development of differentiated learning that are age, stage and ability appropriate. 

The learning environment is developing to allow students to make decisions about their learning. Effective learning environments create these opportunities by making learners responsible for their choices and empowering them with the spaces and options that can make those choices work. Student input into decision making is developing.

Truganina College engages in partnerships which support the learning and wellbeing needs of students at different developmental stages and the needs of families. Partnerships involve maternal health centres, kindergartens, local schools, and tertiary providers. The college is building strong links with the community. The learning process is a joint effort between the college and the families. The language of learning is used in all interactions with the community.

People with a strong passion for, and interest in further developing a new school and an understanding of the commitment required are encouraged to apply. The staff work closely with the Principal and the wider school community to establish the vision and strategic direction of the school.

 

Learning Specialist - Literacy

Job type:

Full time / From 03/10/2022 - 02/10/2025

Job classification:

Not provided

Contact:

Nicole O'Brien | 0416 466 851

Learning Specialist - Literacy