Learning Specialist 3 -Specialist Teacher

Government schools; Melbourne; Sur place; AUD 90 000 - 120 000; Plein temps

Résumé du poste

Government schools in Melbourne’s Northern Suburbs VIC seeks a Learning Specialist 3 to lead high-quality teaching and school improvement across multiple campuses. The role focuses on modelling exemplary practice, mentoring teachers and leading professional learning communities to raise student outcomes.

As a Learning Specialist, you will collaborate with leaders to implement curriculum priorities, monitor student progress and support inclusive, high-impact teaching across year levels.

Qualifications

• Demonstrated expert knowledge of the relevant curriculum.
• Demonstrated expertise in high impact teaching strategies.
• Demonstrated ability to model monitoring and assessment of student learning.
• Demonstrated exemplary interpersonal and communication skills.
• Demonstrated ability to model professional learning and lead school improvement.

Responsabilités

• Demonstrating high-level expertise in teaching and learning practice.
• Modeling exemplary classroom practice including through teaching demonstration lessons.
• Leading and modelling whole-school improvement strategies related to curriculum planning and delivery.
• Providing evidence-based feedback to teaching staff to inform their effectiveness and development.
• Supervising and mentoring student teachers and coaching teachers.

Connaissances

Curriculum knowledge

Data-driven instruction

Mentoring

Communication

Description du poste

Learning Specialist 3 -Specialist Teacher

Government schools – Melbourne Northern Suburbs VIC

Hume Valley School is a special school with a current enrolment of 372students from 5 to 18 years of age. The school population represents a broad range of socio-economic and multicultural backgrounds.

The main school campus in Koroit Avenue accommodates students from Prep to Year 2 and Year 7 to Year 10. Our newly established Narrun Campus, co-located with Dallas Brooks Community Primary School, accommodate our students from Year 3 to Year 6, inclusive and our Tanderrum Way campus, co-located within Hume Central Senior Secondary College, caters for our Years 11 and 12 students.

School facilities include:

• a large gymnasium, stage and performing arts centre


• fully productive school and kitchen gardens in which students work and learn horticultural and environmental sustainability skills


• a well-equipped food technology centre


• a school cafe


• a visual arts room and project room


• traffic safety education course and teaching facilities


• eLearning Centre


• First Aid and change room facilities


• Fully accessible and inclusive learning spaces

Our Visionis to create an inclusive, safe, respectful and engaged learning community where all students are motivated and enabled to maximise their social, personal, educational and post school potential.

Values

The school values, Respect, Responsibility and Resilienceare embedded in all school policies and practices. At the centre of the school¿s values are the expectations that all students be ready for learning, respect themselves and others, act safely and care for their school.

Teaching and Learning

The school community is committed to creating a vibrant educational environment where students and their learning are highly valued.

The Prep to Year 9 curriculum is based on the Victorian Curriculum, Year 10 students participate in a Pathways pre-vocational course, while Year 11 and 12 students undertake Foundation Level VPC, a range of VET in Schools subjects and School Based Apprenticeships.

The school offers individual educational planning for each student. The comprehensive curriculum is designed to enable inclusive and flexible approaches to learning to accommodate the various learning styles and special needs of all students.

Personal Learning Support Plan Goals are set at the Student Support Group meetings held at the beginning of the year and reviewed throughout the year. The individually planned programs are based on the student¿s abilities, strengths and interests with particular emphasis on English, Mathematics, Science, Humanities, Personal and Social Capabilities.

Specialist programs are provided in the areas of Visual Arts, Performing Arts, Instrumental Music, Physical Education and Inter School Sport, Traffic Safety Education, Outdoor Education, Food Technology, Gardening and environmental sustainability (Prep to Year 9) and Horticulture (Years 10 to 12), Media & Design, Independent Living Skills, Health & Safety, Careers Education and Vocational Training.

All programs focus on the development of literacy and numeracy skills, behaviour and social skills, creative and recreation skills and for older students, independence and work/industry skills. Enrichment programs include travel training, a community access (excursion) program and the highly engaging community connections and mentoring programs.

School Community

The Hume Valley School Community, parents, staff and students, work cooperatively to ensure a safe, professional approach to providing a quality education.

Parent and community group programs and activities are facilitated within the school to provide support for families in coping with the challenges of nurturing children with disabilities. These programs include regular parent group meeting, events and information sessions.

A well-resourced therapy team and a student wellbeing team provide support to students and their families across the school and coordinate the consistent application of School Wide Positive Behaviour Support and Trauma Informed policies and practices.

The school has an excellent history of achievement in meeting the needs of the students. It provides a supportive learning environment in which the students feel secure, and develop self-esteem by experiencing success.

Location Profile

Hume Valley School is a special school with a current enrolment of 372students from 5 to 18 years of age. The school population represents a broad range of socio-economic and multicultural backgrounds.

The main school campus in Koroit Avenue accommodates students from Prep to Year 2 and Year 7 to Year 10. Our newly established Narrun Campus, co-located with Dallas Brooks Community Primary School, accommodate our students from Year 3 to Year 6, inclusive and our Tanderrum Way campus, co-located within Hume Central Senior Secondary College, caters for our Years 11 and 12 students.

School facilities include:

• a large gymnasium, stage and performing arts centre


• fully productive school and kitchen gardens in which students work and learn horticultural and environmental sustainability skills


• a well-equipped food technology centre


• a school cafe


• a visual arts room and project room


• traffic safety education course and teaching facilities


• eLearning Centre


• First Aid and change room facilities


• Fully accessible and inclusive learning spaces

Our Visionis to create an inclusive, safe, respectful and engaged learning community where all students are motivated and enabled to maximise their social, personal, educational and post school potential.

Values

The school values, Respect, Responsibility and Resilienceare embedded in all school policies and practices. At the centre of the school¿s values are the expectations that all students be ready for learning, respect themselves and others, act safely and care for their school.

Teaching and Learning

The school community is committed to creating a vibrant educational environment where students and their learning are highly valued.

The Prep to Year 9 curriculum is based on the Victorian Curriculum, Year 10 students participate in a Pathways pre-vocational course, while Year 11 and 12 students undertake Foundation Level VPC, a range of VET in Schools subjects and School Based Apprenticeships.

The school offers individual educational planning for each student. The comprehensive curriculum is designed to enable inclusive and flexible approaches to learning to accommodate the various learning styles and special needs of all students.

Personal Learning Support Plan Goals are set at the Student Support Group meetings held at the beginning of the year and reviewed throughout the year. The individually planned programs are based on the student¿s abilities, strengths and interests with particular emphasis on English, Mathematics, Science, Humanities, Personal and Social Capabilities.

Specialist programs are provided in the areas of Visual Arts, Performing Arts, Instrumental Music, Physical Education and Inter School Sport, Traffic Safety Education, Outdoor Education, Food Technology, Gardening and environmental sustainability (Prep to Year 9) and Horticulture (Years 10 to 12), Media & Design, Independent Living Skills, Health & Safety, Careers Education and Vocational Training.

All programs focus on the development of literacy and numeracy skills, behaviour and social skills, creative and recreation skills and for older students, independence and work/industry skills. Enrichment programs include travel training, a community access (excursion) program and the highly engaging community connections and mentoring programs.

School Community

The Hume Valley School Community, parents, staff and students, work cooperatively to ensure a safe, professional approach to providing a quality education.

Parent and community group programs and activities are facilitated within the school to provide support for families in coping with the challenges of nurturing children with disabilities. These programs include regular parent group meeting, events and information sessions.

A well-resourced therapy team and a student wellbeing team provide support to students and their families across the school and coordinate the consistent application of School Wide Positive Behaviour Support and Trauma Informed policies and practices.

The school has an excellent history of achievement in meeting the needs of the students. It provides a supportive learning environment in which the students feel secure, and develop self-esteem by experiencing success.

Selection Criteria

SC1Demonstrated 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.

SC2Demonstrated 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

SC3Demonstrated 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.

SC4Demonstrated 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.

SC5Demonstrated 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.

Diversity and Inclusion

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces.It is our policy to provide reasonable adjustments for staff with disability (seeWorkplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via*******@education.vic.gov.au

Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.

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:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

DE Values

The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department'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 department values is available at:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

Qualification Requirements

To be eligible for employment, transfer or promotion in the principal or teacher class:

• The person must have provisional or full registration approved by the Victorian Institute of Teaching; and


• if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and


• a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).

Details of qualification requirements as updated from time to time can be found atRecruitment in Schools.