Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Barwon South West - Greater Geelong
Reference: 1503532
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 Demonstrated high level knowledge and exemplary skills to promote and facilitate inclusive education for students with diverse learning needs through the implementation of the Disability Inclusion funding model.
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:
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 (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 [email protected]
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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
To be eligible for employment, transfer or promotion in the principal or teacher class:
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
Ceres Primary School is an exciting, stimulating and vibrant school located 10km from Geelong, in the picturesque surrounds of the Barrabool Hills.
Our school has modern facilities, which includes 8 classrooms, library and multipurpose room. Our spacious and attractive grounds give students the opportunity to be environmentally conscious. We are committed to continuous improvement and attaining distinction in teaching and learning at every level. We have an enrolment of 120, with our students coming from our immediate and wide catchment areas. Currently we do not have any programs offered for overseas students. We provide quality-learning programs in all curriculum areas.
Specialist programs encompass Performing Arts, Art, PE & Health, STEM, and a Library program (MARC) which ensures student strengths and talents are addressed. Emphasis is on inquiry based learning and explicit teaching to the point of need through fluid groupings, with a strong commitment to Values Education.
Technologies are embedded within the curriculum to facilitate exciting and engaging learning programs to meet students' individual needs facilitated through "Bring your own device" program. We currently have 22 staff members, which includes a Principal, 6 full time teaching staff, 6 part time teachers and Specialist staff, 7 education support staff and 2 non-teaching staff (administration). We do not currently have any Torres Strait or Aboriginal staff. Our current leadership structure includes 1 Principal, a Learning Specialist, a Tutor and Data Coach, and PLT Leaders.
All students are respected as individuals and teachers and families work together to promote learning. We strive towards the healthy development of every child in an inclusive environment so that each has the knowledge, skills and resilience to be successful in a rapidly changing world. The Ceres Primary School community values the extension of each student's individual potential by encouraging, recognising and rewarding effort and achievement. We strive to provide a co-operative and friendly environment where students share the responsibility for their own learning, behaviour and health.
At Ceres Primary School we value mutual working partnerships with parents, in the education of each individual, to aid in the student's social, emotional and academic growth. This is also achieved by providing a safe and secure environment, which has a community and family atmosphere.
Students are working on embedding the actions and behaviours of the 3R Values which are Respect, Resilience and Responsibility. We continue to promote student voice and participation with all year levels involved in leadership opportunities. Our year 5 & 6 students participate in being involved in Junior School Council, as Student Leaders and House Captains.
There is a strong relationship between parents, staff and students, with a high level of parent participation on School Council, as classroom helpers, in fundraising, buildings and grounds development and community social activities.