Teaching and Learning Coach

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

Job summary

Department of Education Victoria – Glen Huntly Primary School is seeking a Learning Specialist to model exemplary teaching and lead school-wide improvement in curriculum planning and delivery. The role focuses on mentoring teachers, delivering professional learning, and using evidence and data to improve student achievement and wellbeing.

The Learning Specialist will work within a dynamic, inclusive school community, delivering demonstration lessons, observing peers, and coaching staff to

Qualifications

• Demonstrated expert knowledge of the relevant curriculum.
• Demonstrated ability to model high-impact teaching strategies.
• Demonstrated ability to use data to inform teaching practice and growth.

Responsibilities

• Demonstrate high-level teaching practice and model lessons.
• Lead and model whole-school improvement strategies related to curriculum delivery.
• Provide professional learning and feedback to teachers and school staff.
• Mentor and coach teachers to improve practice and student outcomes.
• Use student data to inform teaching approaches and support learning growth.

Skills

Curriculum knowledge

High-impact teaching

Data-informed practice

Collaborative relationships

Coaching/mentoring

Education

Teaching registration (VIT)

Job description

Department of Education Victoria – Glen Huntly VIC

6d ago , from Department of Education & Training Victoria

At Glen Huntly Primary School, our vision is to optimise student learning growth across all curriculum areas and for every level of ability. Students are at the centre of every decision we make, and we are united in our belief in the potential and success of both students and staff.

We are deeply committed to:

• Inspiring students to be respectful, caring, and resilient citizens¿both locally and globally¿under our guiding motto: Learning Today, Leading Tomorrow.
• Being a high-performing school where evidence-informed best practice is embedded and visible in every classroom.

Our Values

GHPS fosters a school culture built on the following core values:

• Respect and Care ¿ for one another and for our environment.
• Pride and Personal Best ¿ striving to achieve our highest potential and taking pride in ourselves and our school.
• Resilience ¿ embracing challenges, persevering through difficulties, and building self-confidence.
• Teamwork and Optimism ¿ working together with enthusiasm and a shared commitment to learning.
• Creativity ¿ embracing new ideas and possibilities to reach our goals.

GHPS consistently achieves strong academic outcomes while nurturing socially and emotionally connected students. Our inclusive and welcoming school community plays a key role in fostering student resilience and wellbeing.

A central challenge¿and opportunity¿for GHPS is to maintain our high standards while continuing to support learning growth for all students, including those who are highly capable and students with English as an Additional Language.

Our PLCs

Our PLCs drive continuous school improvement by:

• Using the Inquiry Cycle to link student learning needs with teacher professional development.
• Leading the development, implementation, and monitoring of core curriculum in literacy, numeracy, and integrated studies including history, design technology, science, sustainability, and digital technologies.

Our teachers and staff are dedicated, compassionate, and relentless in their pursuit of excellence for every child. We embrace a growth mindset and continuously refine our approach through research, collaboration, and data-informed practice.

We are a culturally diverse and inclusive school that supports belonging and engagement to develop a positive and safe learning culture. This is fostered through;

The Zones of Regulation

• Circle Time
• Restorative Practices
• The Resilience, Rights and Respectful Relationships program

Facilities and Community

GHPS operates across two campuses¿junior and senior¿and includes 13 classes. Our staffing includes a Principal, an Assistant Principal, a Learning Specialist, 17 teachers, 12 Education Support staff, a Business Manager, an Administration Assistant, an IT Technician, and a Library Assistant. We offer five specialist subjects: Physical Education, Art, Science, and Music with Japanese as our Language Other Than English (LOTE).

We are proud of our excellent facilities, which include:

• Specialist spaces for science/STEM, art, music, and library
• A large grassed oval
• Three playgrounds
• Outdoor basketball court
• Synthetic turf soccer pitch

We have a dedicated and engaged parent community that partners with the school to create a strong sense of connection and belonging. The active involvement of our families is essential to each child¿s success and to the positive, inclusive culture of our school.

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.

SC6 Demonstrate your ability to improve teaching practice and student learning outcomes through instructional coaching. In your response, provide examples of how you have used evidence-informed teaching practices, student learning data, classroom observation, modelling, feedback and professional learning to build the capacity of individual teachers or teaching teams.

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

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.