,

Learning Specialist Range 3 - Visible Wellbeing

Job posted: 14/11/2022
Applications close: 27/11/2022 (Midnight)
1 day remaining

1 day remaining

Job Description

Location: North West Region | Mildura

Job type: Part time / From 27/01/2023 - 26/01/2026

Organisation: Education and Training

Salary: Salary not specified

Occupation: Education and Training

Reference: 1314899

Reference: 1314899

Occupation: Education and Training

Salary Range: Salary not specified

Work location: North West Region | Mildura

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.

Location Profile

Mildura South Primary School is a Positive Education School and a member of the Positive Education Schools Association.  Our mission: 'We bring our best selves to school and love the work that we do' informs our priorities as we strive to develop the whole person focusing on Literacy and Numeracy, ensuring that we provide challenging learning experiences in an engaging learning environment.  Our Positive Education culture values a high work ethic and collaboration with teachers working in Professional Learning Communities to achieve the best outcomes for students.  Together as a whole school community we support each other in discovering new learning about ourselves, our capabilities and what we can accomplish.  Through our culture of coaching and continued professional learning we are able to achieve our vision:
- All students achieving high standards given the right time and support
-All teachers can teach to high standards given time, coaching and professional learning and the right assistance
-High expectations, teaching to point of need and early ongoing intervention are essential
-All leaders, teachers and students can articulate what they are learning and what success looks like. (Clarity: Lyn Sharratt 2019)
We have a strong commitment to Technology, encouraging and enabling the students to connect to the world beyond our school gate. 
The school has introduced STEM as a weekly curriculum area for all students from Years 3-6 to ensure our students are engaged in problem solving and authentic engaging learning that challenges their thinking and creates opportunities to collaborate with peers.
Our staff consists of 1 Principal, 2 Assistant Principals, 1 Leading Teacher (leading Wellbeing/Special Education) and 3 Learning Specialists (Literacy and Digital Technology). The Wellbeing/Special Education Leading Teacher supports all students and staff across the entire school. There is a strong emphasis on maintaining a safe, secure, welcoming and stimulating environment that encourages successful learning. Our school has a culture of teachers learning from each other through a cognitive coaching program, implementing the Victorian Teaching and Learning Model and reflecting on student voice to improve teaching practice. All staff continue to strive to make every day count for our students.
We have 19 classroom teachers, 5 specialist teachers, 7 Education Support Officers (Student Learning) and a part time Psychologist. We have a full time IT technician and part time Library person. Our school is well resourced enabling us to implement strategies to address the needs of all students, including those with special needs.  Assessment for High Quality Practice at Mildura South Primary. Assessment is formative and teachers gather in their Professional Learning Communities to discuss 'faces on data' and the best practice to ensure that all students have the opportunity and learning experiences that enables them to flourish.  Summative Assessment is carried out each term in Literacy and Numeracy and goals are set according to individual needs to facilitate each child being  taught at their point of need.
Parent support, dedicated staff and positive students ensures excellence in education at Mildura South Primary

Learning Specialist Range 3 - Visible Wellbeing

Job type:

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

Job classification:

Not provided

Contact:

Chris Callipari | 50232148

Learning Specialist Range 3 - Visible Wellbeing