Learning Specialist: Science Domain Leader - Range 3

Department of Education Victoria; City of Melbourne; On-site; AUD 110,000 - 140,000; Full time

Job summary

Keysborough Secondary College, part of the Department of Education Victoria, seeks a Learning Specialist at the Science Domain Leader level to elevate teaching and learning across Years 7–12. The role emphasizes modelling high-quality practice, leading professional learning and collaborating with domain teams to drive student achievement and wellbeing.

The Domain Leader will develop curriculum across Years 7–12, promote evidence-based strategies, and support staff in implementing school

Qualifications

• Demonstrated expert knowledge of the relevant curriculum and ability to model exemplary teaching across the curriculum.
• Demonstrated expertise in high impact teaching strategies and using data to inform practice.
• Proven ability to lead and develop teams to drive school improvement priorities.
• Strong interpersonal and collaboration skills with staff, students and parents.
• Commitment to professional learning and reflective practice aligned with DoE priorities.

Responsibilities

• Lead and develop domain teams to improve student outcomes in science.
• Model excellence in teaching, deliver demonstrations and coach teachers.
• Oversee curriculum development and ensure a comprehensive scope and sequence.
• Manage budgets, resources and professional learning for the domain.
• Collaborate with Year Level Leaders and Curriculum Committee to align programs.

Skills

Curriculum knowledge

High impact teaching strategies

Data-informed decision making

Team leadership

Professional learning

Job description

Learning Specialist: Science Domain Leader - Range 3

Department of Education Victoria – Keysborough VIC

Keysborough Secondary College is a multi-campus school with one campus in Keysborough (Acacia Campus) and one in Springvale South (Banksia Campus). Both campuses offer programs for students in years 7-12 with an organisational structure arranged around Junior and Senior sub-schools.

Enrolments in the College stand at around 2300 and are growing. The College provides a broad range of VCE, VCE-VM and VET subjects for our students across the two campuses. The College also has a significant International Students Program with its own ELC.

Student achievement and engagement is generally above Like School groups and retention is high. Our student population is culturally and linguistically diverse and characterised by families of high SFOE as a result of which the college attracts significant Equity Funding.General Satisfaction with the College, as measured by the Parent Opinion Survey, is consistently high and in 2024 was 86%.

Our college Vision states that: At Keysborough College, we are a diverse learning community where every student thrives. Our RED values (Respect, Excellence, and Diversity) are at the heart of our college. By prioritising wellbeing and fostering student agency, we empower students to take ownership of their learning through meaningful and individualised pathways. Through the promotion of the RED Values, implementation of the SWPBS framework, our students thrive.

At Keysborough Secondary College we promote teaching and learning that is collaborative, technology rich, reflective, purposeful and personalised that prepares students for our rapidly changing world.Our Teaching and Learning model employ evidence-based practices aligned with the VTLM 2.0 to create engaging learning environments that foster academic and personal growth. We have a strong emphasis on teaching teams through the Professional Learning Communities and Domain Teams, which enables staff to work collaboratively to provide an engaging and rigorous curriculum. Provision of opportunities for targeted intervention, and extension and enrichment are included in the learning program to ensure that students are supported at the point of need.

Keysborough Secondary College has undergone an extensive renewal program with the construction of two Junior Village neighbourhoods, a Senior Village neighbourhood, and a purpose-built STEM Centre on each Campus. Construction or refurbishment of a Food Technology, The Arts and Technology Centre on each campus has also been completed. The final stage has been completed for the new Administration Centre on the Banksia Campus and the refurbishment of the Music area at the Acacia Campus.

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 Proven ability to lead and develop teams to drive improvement priorities identified in the College Strategic Plan and Annual Implementation Plan, through collaboration, evidence-informed practice and a sustained focus on improving student 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.

The Domain Leader

plays a significant role in assisting the College improve student performance and educational outcomes as determined by the College strategic plan and state-wide priorities. The Domain Leader also contributes to the development and implementation of college-wide policies and priorities.

A criticalcomponentofthisworkwillfocusonincreasingtheknowledgebaseofstaffwithintheCollegeabout student learning and high-quality instruction to assist the College with defining quality teacher practice.

CentraltotheDomainleader¿sresponsibilitieswillbethedevelopmentofcurriculumacrossallYearlevelsand ensuring a comprehensive Scope and Sequence of curriculum delivery is both promoted and enacted across the College. The Domain Leader will have overall responsibility for the development and delivery of the curriculum across the Domain.

Responsibilities

The responsibilities of this position will be:

The Domain Leader will:

• ensure the needs of student `Priority Cohorts¿ will be addressed in all aspects of their role (Priority CohortsincludeIndigenous,OutofHomeCare,Inclusion,YouthJusticeandEquityfundedstudents)

• overseetheorganisationandmanagementoftherelevantDomain

• manageandmaintainthecollectionofresourcesoftheDomain

• overseeandmanageCurriculumwithintheDomain

• supportstafftodevelopanengagingcurriculumthatalignswithVCAAmandatedobjectivesina collaborative manner, utilising the college PLT processes.

• provideleadershipinpedagogyandstafflearningintheDomain

• overseestudentacademicdevelopmentofstudentswithintheDomain

• conductclassroomobservations

• workaspartoftheCollege¿sCurriculumCommitteetoachievetheoutcomesoftheAIPandStrategic Plan

• convenemeetingsofteachersassociatedwiththeDomainasrequiredbytheCurriculumCommittee and in accordance with the meeting schedule, utilising the PLT model (to be developed)

• makerecommendationsaboutcurriculuminitiativesandDomainArearequirementstothe Curriculum Committee

• prepareallrelatedbudgetsandadministerspendinginlinewiththeagreedbudget

• overseethepreparationofallcurriculumdocumentation,includingCurriculumHandbookentries,ina collaborative manner with all members of the domain team

• addressissuesincollaborationwiththeTeachingandLearningAP

• overseetheproductionofappropriatereportingtemplatesandassociatedmattersasagreedviathe curriculum committee

• participate in professional development with a focus towards implementing and evaluating effective team-basedstrategiestopromotepositiveengagementbystudentsintheirlearningandtopromotea safe and secure learning environment

• promoteacollaborativeapproachtothepreparationofcourseoutlinesfromYears7-12

• collaboratewithYearLevelLeadersasappropriatetotheDomain,onexcursionandincursionevents as required

• reviewthebooklisteachyearandupdatebooklistitemsasrequired

• ensurethatdomainspecificresourcesandclassroomsareingoodorderandthatequipment,furniture and noticeboards are well-maintained

• participate in professional development with the goal of providing educational leadership for members of the Domain Area by being informed, reflective and innovative regarding educational issues and the implementation of DoE and College priorities including High Impact Teaching Strategies,theKeysboroughSecondaryCollegeTeachingandLearningModel,theintegrationofICT into teaching programs and goals and strategies of the Annual Implementation Plan

• activelysearchfororpresentprofessionallearningthatwouldbenefittheDomainteamandislinked to the AIP

• supporttheLiteracyandNumeracyinitiativesintheCollege

• positivelyengagewithprofessionaldevelopmentopportunities

• useagreedAssessmentandReportingapproachesasdefinedwithintheCollegeAssessmentand Reporting Policy consistently and assist members of the domain to do the same

• ensurerelevantandagreedLiteracyandNumeracyStrategiesareembeddedintothecurriculumin their Domain Area

• developCourseSummarieswhichcanbeusedinCourseHandbooksandotherCollegepublications

• observelessonsofteachersintheirdomaintoprovidesupportfeedbackandpromoteconsistencyin the delivery of curriculum and ensure agreed curriculum is being delivered

• ensurequalityLearningIntentionsandSuccessCriteriaareutilisedbyteachingstaff

• aidschoolleadershipintheintroductionofaProfessionalLearningTeammodelthatguidesthework undertaken in Domain meetings

• utilisethecollegeTeachingandLearningModelinthecreationanddeliveryofcurriculum

• conductclassroomobservationstoensureconsistencyofpractice,learningintentions,successcriteria and other key features of the Teaching and Learning Framework are evident in lesson delivery

• overseethedistributionandadministrationoflearningtaskstostaffwithinthedomain

• ensureexamandassessmentsarerelevant,consistentandpreparedinadvanceofduedates

• communicatewiththeCollegecommunityasrequired,whichincludesbutnotlimitedto comprehensive Handbooks and newsletters

• promote the domain within the College community by publishing in the College Newsletter, College Website,CollegeMagazineand,whereappropriate,organisingpublicitywithinthewidercommunity

AdditionalDuties

• providefeedbackandupdatestoPCO,YearLevelLeaders, andotherDomainLeadersin relation to the differentiated curriculum developed within the Domain

• maintainconfidentiality

• liaisewithotherLeadersabouttheeducationalprogramsanddifferentiatedcurriculumforInclusion, Engagement and Pathways (eg. KEEP, STEM, Performing Arts and Sports) students

• maintainconfidentiality

• assistinthedeliveryofimprovedlearningandteachingpracticesandtheefficientfunctioningofthe College

• undertakeapplicationsfor`FundingGrantsandPrograms¿thatwouldbenefittheCollege

• undertakeadditionaldutiesasdirectedbytheCollegePrincipalorTeachingandLearningAP.

ADDITIONAL DUTIES OF THE SCIENCE DOMAIN LEADER

TheScienceDomainLeaderwill:

• promoteanddeveloptheScienceprogramoftheCollegeinlinewithDoEguidelinesandtheStrategic Plan

• provideappropriatereportingandcontacttoparentsofSciencestudents

• participateincommunityfunctionsconductedbytheScienceDomainteam

• provideprofessionaldevelopmentregardingSciencestudentstoCollegestaffonagrouporindividual basis as required or directed

• managetheSciencebudgetensuringtheprovisionofadequateresources

• overseetheeffectiveworkpracticesofSciencestaff

• liaisewithotherschoolsregardingScienceprograms,asrequired

• workcloselywiththeSTEMLeaderoftheCollege

• receivecorrespondenceandcommunicationsrelatedtoScienceanddelegatetoappropriate personnel

• refertoDomainLeaderroledescriptionforadditionalduties

• undertakeadditionaldutiesasdirectedbytheCollegePrincipalorTeachingandLearningAP.

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

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

• 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 athttp://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

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.