All Learning Specialists at Taylors Lakes Secondary College are instructional leaders responsible for the professional growth of all staff and for the growth and achievement of all students. They are highly skilled classroom practitioners and undertake roles commensurate with their salary range.   They work with staff both in and out of the classroom to build their capacity to consistently apply the College’s Curriculum, Instruction and Assessment and Wellbeing models. They engage with the wider system, looking outside of the school for best practice as they design and implement initiatives to meet the goals of the College Strategic Plan. Our Learning Specialists set high expectations for themselves as they do for all staff and students at the College and are committed to their own ongoing professional growth. 

The Numeracy Leader is responsible for implementing a teacher professional learning and coaching program to build teacher capacity to measure and identify the numeracy needs of their students and embed explicit strategies in their classrooms to support the growth of all students, in line with the College Curriculum, Instruction and Assessment Framework and DET priorities. It is expected that the Numeracy Leader will work collaboratively and ensure they also personally model the qualities of a good learner. The Numeracy Leader will work as a member of the Curriculum and Instruction Team (CIT) with the Curriculum and Assessment Leader and the Instructional Practice Leaders. They will also liaise with the Sub-School Leaders to provide the key numeracy data needed to identify students at risks and to support pathways planning as students move through the College. Over the period of the appointment the focus may need to change in line with emerging priorities and data trends. The Numeracy Leader will be expected to support the practice of teachers, through peer observations, team teaching, coaching, and learning walks. The role statement below outlines the key focus areas and accountabilities as well as the more generic responsibilities associated with the position.

Key Focus Area:  Building Staff Capacity 

• To support the implementation of the College’s Learner Model with the Leadership Team 
• To ensure that all have access to the performance data and numeracy strategies and support them to build their capacity to improve the growth and achievement of every student 
• To lead, in consultation with the Instructional Practice Leaders, a consistent coaching program for all teachers to access in improving instructional practices and student outcomes by working within other teachers’ classrooms and modelling their own high quality teaching practices in their own classes for teachers to observe 
• To manage, document and evaluate numeracy improvement strategies and programs (e.g., Middle Years Literacy and Numeracy Support (MYLNS) and Group Numeracy Support (GNS) within the College, in response to the needs identified in PAT and NAPLAN data and embedded in research of best practice 
• To develop, implement and document the numeracy instruction component as part of the induction program for all new staff 
• To promote the importance of numeracy through enhancing the visibility of numeracy and numeracy practices in classrooms and across both the College and College Community 
• To be responsible for the overview of students in any Numeracy Support Programs, and other intervention programs, including the identification of students requiring assessment and the monitoring of their progress
   

Key Focus Area:  Collection and use of student achievement and growth data 

• To coordinate, in conjunction with the Literacy Leader, the development and implementation of the PAT and NAPLAN testing schedule ensuring that all relevant data is uploaded to Compass in a timely manner 
• To ensure all new students to the College are PAT tested and that any data gathered is communicated to the relevant members of the College, including the Sub-School and any relevant programs such as Inclusion, VHAP, LEAP, etc.  
• To provide an overview of key data sets to the leadership team and other groups within the College, including relevant transition data 
• To compile key data to support the College’s Course Planning process to assist course advisors to support students and their families to make informed decisions about student pathways through and beyond the College 
• To improve student learning through liaison with: 

• Principal Class and Sub-School Leaders in development and implementation of strategies to enhance student engagement in their learning 
• Instructional Practice Leaders to ensure integration of numeracy strategies across all Learning Areas 
• Curriculum and Assessment Leader in development and implementation of strategies to enhance literacy across the College 
• Learning Area Leaders to ensure high impact teaching strategies are implemented and practiced across learning areas  
• Time Allowance, Special Payment and Organisational Duties position holders in curriculum and instruction related areas 

• Other stakeholders, groups, and critical friends beyond the College 
    

Primary Accountabilities: 

• The Numeracy Leader will be required to carry out the responsibilities as outlined in the key areas above, and to take responsibility for progress towards accountability targets with specific reference to: 

• Student achievement data 
• VCE data 
• Student Attitudes to School data 

• Pivot Student Perception data  

• To support the implementation of key student learning improvement strategies within the annual implementation plan after consideration of progress towards completion of the strategic plan, relevant school data and school, network, and system priorities 
• To celebrate and showcase the success of both students and staff 
• To participate in the Leadership Team, Curriculum Team and Coaching Team meetings as required and to work with Principal Class members 
   
  In recognition of the importance of exemplary teaching practice for improved student learning outcomes, the key roles Learning Specialists are expected to undertake at Taylors Lakes Secondary College include:  

• To be participate and be highly active within the coaching program at the College 
• To contribute to the implementation of a whole-school approach to promoting a performance and development culture that supports quality teaching with the aim of improved student learning outcomes 
• To communicate regularly with the Leadership Committee, school community and College Council through newsletters, electronically and other means on initiatives, events, and achievement within the area of responsibility 
• To provide teachers with models of high-quality practice in relation to student achievement and engagement for teachers generally and leaders specifically 
• To use and monitor usage of the school’s electronic management system for recording and retrieval of information relevant to the position 
• To model an atmosphere of collegiate support and ensure that positive recognition is made of staff achievement in appropriate forums and publications 
• To ensure the implementation and monitoring of Occupational Health and Safety issues in the school and particularly in the area of responsibility, including ensuring that any new staff to the program undergo an appropriate induction program. 

 Time Allowance: 3 periods per week