Learning Specialist Range 3 - F-2

Department of Education Victoria; Melbourne; On-site; AUD 90,000 - 110,000; Full time

Job summary

Department of Education Victoria – Deer Park VIC is seeking a Learning Specialist who will model excellence in teaching and learning while mentoring teachers and leading professional learning across early years. The role focuses on literacy and numeracy, data-informed practice, and collaborative school improvement.

You will work with leadership to implement high-impact teaching strategies, deliver demonstration lessons, observe colleagues, and provide feedback to enhance student achievement,

Qualifications

• Expert knowledge of the Victorian curriculum and ability to model exemplary teaching.
• Ability to implement high-impact teaching strategies to meet student learning needs.
• Ability to monitor and assess student learning and provide feedback to students and parents.
• Exemplary interpersonal and communication skills for collaboration with stakeholders.
• Ability to model behaviours consistent with Department values and facilitate professional learning.
• Capacity to provide instructional leadership from Foundation to Year 2 and support curriculum delivery.

Responsibilities

• 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.

Skills

Curriculum knowledge

High-impact teaching

Data-informed instruction

Interpersonal skills

Professional learning facilitation

Instructional leadership

Education

Teaching registration (VIT)

Job description

Department of Education Victoria – Deer Park VIC

21h ago , from Department of Education & Training Victoria

Deer Park North is located in the outer western suburbs of Melbourne and serves a culturally diverse community. It has an enrolment of around 300 students.

The school priorities and initiatives in the current School Strategic Plan are supported by the following School Programs:

Mathematics

Science & Sustainability Program

Auslan Languages Program

Visual Arts

Performing Arts

Physical Education and Health

Inquiry Learning

Swimming and camping programs

Respectful Relationships

Student Leadership and House System

The school is organised into professional learning teams: Foundation, Year 1, Year 2, Years 3/4 and Years 5/6. The curriculum program focuses strongly on the development of literacy and numeracy skills. The Victorian Curriculum is taught through student centred units of inquiry. Learning Technologies are integrated into the classroom programs through use of use of laptops/iPads.

High importance is placed on the provision of a calm and caring learning environment that promotes a strong sense of belonging. The school community is committed to its core values of being Respectful, Resilient, Empathetic and Your Best. These values are embedded in the life of the school and form the basis upon which our school culture is built.

The DPN Community Hub, based at the school, has provided a focal point for our school community and support and assistance to families in connecting to a range of services.

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 capacity to provide instructional leadership across the Foundation to Year 2 learning area, supporting the consistent implementation of the school¿s instructional model, evidence-informed teaching practices and a developmentally appropriate curriculum to improve student learning outcomes.

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

• 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

No job description available

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 https://www2.education.vic.gov.au/pal

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.