Learning Specialist Range 3

Department of Education Victoria; Colac; Sur place; AUD 90 000 - 120 000; Plein temps

Résumé du poste

Department of Education Victoria in Colac seeks Learning Specialists to model exceptional teaching and learning and to mentor teachers across the school. You will lead professional learning, use student data to inform practice, and support curriculum priorities in a collaborative environment.

The role emphasizes demonstrating high-level teaching practices, coaching peers, and contributing to whole-school improvement through data-driven approaches and professional development activities.

Qualifications

• Demonstrated high-level expertise in teaching and learning
• Model exemplary teaching practice including literacy and numeracy
• Lead and support whole-school literacy and data-informed teaching

Responsabilités

• Demonstrate high-level teaching and learning practice through lesson demonstrations
• Mentor and coach teachers to improve effectiveness and development
• Lead and model the implementation of school improvement strategies via professional learning communities
• Provide evidence-based feedback to teaching staff and develop school professional learning structures

Connaissances

High-level teaching practice

Data-informed teaching

Mentoring and coaching

Professional learning facilitation

Collaborative communication

Formation

Victorian Institute of Teaching registration or eligibility

Description du poste

Department of Education Victoria - Colac VIC

8d ago , from Department of Education & Training Victoria

Colac Primary School inspires successful, responsible and independent learners in a safe, caring and inclusive environment.

We provide a safe and supportive environment in which students can learn and grow. We want to foster a positive school culture so that all children are actively involved and reach their potential.

Mission:

Colac Primary School aims to work with families to provide a high quality education for all students in a caring, positive and stimulating environment ensuring our students:

• Develop qualities and skills of independence, problem solving, communication and creativity
• Achieve high standards of literacy and numeracy
• Work in a co-operative environment, sharing the responsibility for their own learning and behaviour
• Are extended to their potential by encouraging, recognising and rewarding achievement and effort
• Are responsible and caring community members.

School Values:

The values which are central to the life of our school, guiding our policies, programs and interactions are:

• Kindness To show care and concern
• Personal Best To give your best to whatever you do
• Courage To do things even when they are difficult
• Honesty To be truthful and trustworthy
• Tolerance To accept other people's differences
• Respect To be considerate, use good manners and take special care of our school and environment

Colac PS is located on Murray St East in the city of Colac. The school services the eastern residential area of Colac and rural areas of Yeo, Warncoort and Irrewarra. Enrolment is expected to be approx 140 in 2027.

Our curriculum is guided by the Victorian Curriculum 2.0 and comprises: The Arts, English (including Phonics Plus), Mathematics, Humanities, Science, Health and Physical Education, Technology & Respectful Relationships. It also includes aspects of personal and social learning such as our values program and peer mediation. We currently run a LOTE program (Chinese) using skype to communicate with our Chinese tutors directly from Beijing.

Specialist teachers conduct Art, Library, STEM and Physical Education classes.

Enrichment is provided through programs including:

Extra-Curricular activities include:

Computers are provided in all classrooms. All computers have internet access and are well used in a variety of curriculum programs. LCD Screens are sited in all classrooms and a full class set of IPADS is used to enhance learning in Grades P-2.

Our 2025-2029 Strategic Plan Goals are:

Goal 1 To maximise learning outcomes for every student

Goal 2 To strengthen wellbeing and engagement for every student

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.

SC6Demonstrated expert knowledge of evidence-based literacy instruction, including systematic and explicit phonics. Demonstrated ability to lead consistent whole-school literacy practice, use assessment data to identify student needs and build teacher capability in the teaching of reading.

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.

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

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.

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.

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

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:

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

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.