Learning Specialist - Teaching and Learning

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

Job summary

Department of Education Victoria in Melbourne is seeking a Learning Specialist - Teaching and Learning to lead high-quality instruction and support teachers to implement the Guaranteed and Viable Curriculum across year levels.

The role focuses on modelling exemplary teaching, data-informed practice and leading professional learning communities, coaching staff to improve student outcomes and student engagement.

Qualifications

• Demonstrated expert knowledge of the relevant curriculum and ability to model exemplary teaching.
• Ability to monitor and assess student learning and provide feedback to students and parents.
• Experience leading professional learning for teaching staff and coaching teams.

Responsibilities

• Demonstrating high-level expertise in teaching and learning practice.
• Modelling exemplary classroom practice including through teaching demonstration lessons.
• Leading and coaching staff to implement whole-school improvement strategies.
• Developing processes and protocols for observation and feedback of teacher practice.
• Providing evidence-based feedback to teaching staff to inform their development.
• Supervising and mentoring student teachers as needed.

Skills

Curriculum knowledge

High impact teaching

Assessment data usage

Interpersonal skills

Professional learning leadership

Education

VIT registration

Postgraduate initial teacher education accreditation

LANTITE compliance

Job description

Learning Specialist - Teaching and Learning

Department of Education Victoria - Melbourne VIC

2d ago , from Department of Education & Training Victoria

Glenroy College is a co-educational Year 7-12 school in Melbourne's northern suburbs with an enrolment of about 450 students. We are 13 kilometres from the CBD with close access to public transport and community facilities, with our diverse community being drawn from the nearby areas of Glenroy, Coburg, Oak Park, Hadfield and Pascoe Vale

At Glenroy College we are committed to teaching the skills that will guide our students to contribute positively to society, allowing them to explore their passions in an environment that encourages creativity and diversity.

Our values of Achievement, Respect, Integrity and Teamwork underpin everything we do, and every learning opportunity is designed to allow students to grow into the future-ready citizens we need, citizens with a sense of belonging and a belief that they can positively impact the world around them.

Along with our focus on excellent academic growth, our broader definition of success ensures social, emotional, sporting and artistic success are also central to being a student of the College. Our Student Leadership programs, sporting and musical activities, connections with the local community and extensive Wellbeing programs allow students to be supported, connected and valued.

We celebrate every student, knowing that our college is enriched by the differences individuals bring to our school, and we are proudly connected to the indigenous culture of our country. Our expert staff are fully committed to ensuring that the values and traditions of all of our community members are nurtured each and every day

Selection Criteria

SC1 Demonstrated 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.

SC2 Demonstrated 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

SC3 Demonstrated 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.

SC4 Demonstrated 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.

SC5 Demonstrated 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

The Learning Specialist: Teaching and Learning has a specific responsibility for implementing the next phase of our instructional model rollout by working with teachers and students to build a shared understanding of what a high-quality, rigorous lesson looks and feels like. They will also lead the refinement of our Guaranteed and Viable Curriculum, working with the Curriculum Leadership Team to support the design of lessons, rubrics, assessment tasks, and unit plans, and to support curriculum documentation that will embed cross-curricular priorities. Along with the wider Leadership Team, they nurture a culture of collective efficacy through leading PLCs and coaching a range of staff.

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 (see Workplace 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 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.