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Learning Specialist - SWPBS and Restorative Practice

Job posted: 15/05/2022
Applications close: 28/05/2022 (Midnight)
9 days remaining

9 days remaining

Job Description

Location: Melbourne | Northern Metropolitan

Job type: Full time / From 06/06/2022 - 27/01/2025

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Education and Training

Reference: 1276421

Reference: 1276421

Occupation: Education and Training

Salary Range: Salary not specified

Work location: Melbourne | Northern 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

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

Other Information

  • 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

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.

Vaccination Requirement

A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.

Location Profile

The College’s vision is to be an environment in which every student achieves their highest potential, and the school has structures and processes that ensure that every student is in ‘the right place to learn’. Our high expectations of students, teachers, and parents underpin the work that we do and provide a framework as we strive to continually improve our learning environment, professional practices, and student achievement outcomes. Established in 1984, Craigieburn Secondary College is set in landscaped grounds in the Northern suburbs of Melbourne. Our 1114 students are drawn from the local area and a diversity of cultural and language backgrounds. The staff comprises of 5 Principal Class, 100 teachers including 9 leading teachers, 2 learning specialists, and 42 education support staff.

Over the past five years, the College has grown significantly and quickly, with an increase in students from 750 in 2015 to 1196 in 2021. Providing a safe learning environment for this large cohort has been a major focus for the school, and in particular, ensuring there are lots of spaces, spread out across the grounds for smaller groups of students to spend their recess and lunchtimes. We have also focussed on building positive relationships between staff and students and improving student voice and agency, as corner stones for our safe and supportive culture.

The curriculum is designed to provide opportunities and support structures that assist every student to reach their full academic, personal, and career potential and to create pathways to a fulfilling and meaningful future. The College offers an enrichment and acceleration program that provides extension opportunities for students in all areas of the curriculum in years 7-9 and leads to accelerated learning opportunities in year 10. We also offer differentiated literacy and numeracy fluency programs that aim to address student learning at their point of need, facilitating high learning growth to bring these students closer to age expected achievements. Catering to the diversity within our community, we offer an EAL curriculum program that develops student language skills across all subjects for years 7-12. There are many and varied opportunities for students to participate in school life, including Visual and Performing Arts, Sport, Camps, Excursions, Creative Writing, Community Service, Mentoring, and an extensive Student Leadership program.

Teaching and Learning at our school are underpinned by a strong professional learning program for all teachers. This program is informed by our Teaching Code of Practice that sets out our high expectations and incorporates an instructional framework that is used by all teachers in every classroom. The Code of Practice also ensures there is a focus on positive relationships within the classroom, where teachers actively seek and give feedback in the pursuit of professional excellence and personal best. Student voice contributes to the reflective practices of teachers in the form of regular feedback opportunities on key areas of practice. Students and teachers work together to improve the classroom experience and learning.  Over the past four years, teachers and leaders have been developing their skills in using an inquiry cycle to frame their work and to be better able to evaluate the impact of intervention strategies at the classroom, program or whole school level. 

Within a strong culture of support for students who are PSD, Koori and OOHC all are individually cased managed by a strong team of integration aides and youth workers. Individual Learning Plans are developed through collaboration with staff, students and families to ensure the goals are appropriate and relevant. Learning partners facilitate the implementation of ILP's in the classroom by supporting teachers with teaching strategies and approaches for individual student goals.

Craigieburn Secondary College expects its students to work to the best of their ability, respect the rights of all others, to strive for excellence, and to take pride in their work and their school. The College community's actions and decisions reflect the values of Respect, Responsibility, Achievement, and Community.

There are numerous enrichment and support programs;

1.            A select entry enrichment and acceleration program (CEAP) that offers places to a limited number of highly capable and committed students who are challenged by the academic rigours set by the program.

2.            The Craigieburn High Achievers Club, where aspirational and determined senior students meet with each other and their teachers on a weekly basis to improve their study habits and achievement results.

3.            Literacy and Numeracy Fluency programs running for all Year 7 students, Corrective reading, as well as Language Support programs and professionals.

4.            Leadership programs including School and House captaincies, SRC, Duke of Edinburgh and, the Alpine School, and Hands on Learning

5.            Student Engagement and Wellbeing programs such as Breakfast Club, Homework club, and Sporting teams

6.           Allied health team made up of a Speech pathologist, visiting Doctor and Psychologist, mental health practitioner, two student counsellors, three youth workers and a school nurse.

7.            Our Performing Arts program that includes musical productions, bands, dancing and drama.

8.            The Engage program is targeted to year 8 students who are at risk of disengagement. Students work closely with dedicated staff within a closed program for 8 weeks. The program has a strong emphasis on developing key relationships as well as building literacy, numeracy and social skills that can be used after students transition back into their normal classes.

Learning Specialist - SWPBS and Restorative Practice

Job type:

Full time / From 06/06/2022 - 27/01/2025

Job classification:

Not provided

Contact:

Michael Fowles | 03 9308 1144

Learning Specialist - SWPBS and Restorative Practice