Learning Specialist - English/Literacy Leader P-12

Department of Education Victoria; Bannockburn; On-site; AUD 90,000 - 120,000; Full time

Job summary

Department of Education Victoria’s Bannockburn P-12 College invites applications for Learning Specialist. The role focuses on delivering high-quality teaching and learning, mentoring staff, modelling lessons, and leading school-wide improvement initiatives.

You will collaborate across year levels, analyse student progress, support wellbeing, and contribute to professional learning communities within a growing P-12 context. Strong communication with families and staff is essential.

Qualifications

• Demonstrated expertise in high quality teaching and learning across year levels.
• Ability to model exemplary teaching practice including lesson demonstrations.
• Experience leading professional learning and coaching colleagues.
• Strong ability to analyse student data to inform planning and improvement.
• Demonstrated collaboration with leaders, staff, parents and community.

Responsibilities

• Demonstrating high-level expertise in teaching and learning practice.
• Modelling exemplary classroom practice including through teaching demonstration lessons.
• Leading and modelling whole-school improvement strategies related to curriculum planning and delivery.
• Providing professional learning and feedback to staff and facilitating professional learning communities.
• Mentoring and coaching teachers to improve practice and student outcomes.
• Developing and promoting school-wide professional learning structures and protocols.

Skills

High-level teaching expertise

Interpersonal skills

Data-informed practice

Collaboration & leadership

Education

Teaching qualification

Registered teacher (VIT)

Tools

CRM/School systems

Job description

Department of Education Victoria – Bannockburn VIC

1d ago , from Department of Education & Training Victoria

Our school community's vision is to inspire a passion for learning and a commitment to excellence.

Our Values:

C CURIOSITY Demonstrating a positive attitude towards learning and a thirst for gaining new knowledge

A ACHIEVEMENT Continuously striving for the best outcomes in all areas

R RESPECT Showing courtesy and respect for each other and our College

E EMPATHY Creating and sustaining a safe and supportive community that is the basis for learning

At Bannockburn P-12 College student learning is our highest priority. We believe that all students can learn to their fullest potential. Our students will develop their individual talents and be actively engaged in their learning. They will have the opportunity to be curious and creative. We will collectively and collaboratively build a safe, orderly learning environment that promotes high standards. The pursuit of excellence is the shared responsibility of the whole school community. We will provide students with the tools needed for ¿Learning for Life¿.

Our College is organised into three sub-schools, Early Years (Prep -Year 4), Middle Years (Years 5 ¿ 8), and Later Years (Years 9 ¿ 12). Within the EarlyYears there are composite classes in Years 1 & 2, and in Years 3 & 4 to accommodate the individual learning needs of our students. Each student has aHomegroup teacher and belongs to a Homegroup, Year level cohort, House, and Sub school. This structure is used to strengthen relationships, promote connection to the College and provide well-being and academic support. We have an extensive Homegroup program for all students, starting each daywitha 20 min Homegroup session, which includes explicit teaching of Social-Emotional skills and theRespectful Relationships program. The focus on relationships, beginning with the student andtheirHomegroup teacher, extends across the College to strengthen the partnership between the school and family in supporting students as individuals in their achievements.

Bannockburn P-12 College is located in the township of Bannockburn, 19 km west of Geelong, within the Golden Plains Shire, opening at the beginning of 2018. Our College provides education for primary years students in the local Bannockburn area, as there are local primary schools in the smaller nearby towns. Secondary education is provided in a wider area in the Golden Plains Shire including the neighboring townships. Bannockburn P-12 College is the only secondary education provider in the Golden Plains Shire. The College is co-educational, currently with 800 students, comprising of slightly more males than females, and growing to a long-term enrolment of approximately 1100. The College currently has a workforce of 104.46 FTE staff. including 86 FTE Teaching staff, 24 educational support staff and 7 Administration staff.

Bannockburn College is a Public / Private Partnership school. The buildings are designed with contemporary learning environments that facilitate a student-centered learning approach. Each Learning Community features a variety of adaptable learning spaces with ICT a strong focus in each space. This allows teachers to design learning experiences that encourage students to move between different learning environments and groupings. These spaces include quiet spaces for teacher/student conferencing; tiered theatrettes for presentation style activities; flexible breakout spaces that allow for group and individual inquiry equally and specialist learning spaces to engage in the application of technical skills and competencies. The College facilities include a two-court, competition standard stadium, food technology kitchens, wood and plastics technology, science, dance, music, and considerable outside areas incorporating playing fields, basketball/netball courts, and play equipment.

The College staff focus their efforts on teaching and learning excellence, high expectations and achieving exceptional outcomes for all students. Teachers plan in teaching teams, using student learning data to inform their planning and teaching. Curriculum and planning documentation is centrally stored and accessible to all staff. The recently revised College Instructional Model encompasses all subjects at all year levels. Curriculum leaders continue to work with teams on implementing our Guaranteed and Viable Curriculum for consistent planning and teaching to the stage where it is used extensively by all teachers and is a common approach. Compass, Google Classroom and See-saw are used to support teaching and learning with the introduction of textbooks at secondary year levels this year. The Victorian Curriculum is delivered from Prep to Year 10 with French and Auslan languages offered. Both VCE and VCE VMunitsareoffered in Years 11 and 12. Our Later Years elective subjects run on the basis of student choice, with Year 9 and 10 electives combined. Students have the opportunity for acceleration in selectingVCEsubjectsinadvance. Significant effort is placed on our Later Years course selection process to meet the needs of individual students, increasing their engagement in learning.

Students are supported in their learning by teachers catering to individual differences and ensuring we know each student as a learner and a young person. Students have opportunities for additional support through Well-being staff in each Sub-school, Mental Health Practitioner in Schools staff, Chaplain, or external providers such as Headspace. Our PSD students are supported through ES classroom assistants and closely monitoring progress in order to continually adapt to the students' needs.

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.

SC6 Demonstrated exemplary level skills and capacity to lead collaboratively across a P-12 College.

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

Other Information

The College presents an exciting opportunity for the College Leadership Team and staff to exercise a significant influence on the creation of a contemporary school connected to the community and the future effectiveness of learning outcomes of the students.

The over-arching drivers in our curriculum are personalising learning and increasingly building each student¿s capacity to direct, influence and take responsibility for their own learning.

The successful candidate will need to have the flexibility and adaptability to be able to handle the rigours of working in a growing school.

Important information for applicants

• Applications are strongly recommended to address the specified selection criteria. No longer thanone page of standard 12 point text is suggested for each selection criterion.
• Personal and other information should not exceed 2-3 pages.
• The applicant¿s name, contact details and the position number for which they are applying should be clearly displayed on the front page of any attachment.
• The names and contact details of up to three referees are encouraged to be provided with the application or upon request.

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

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.