Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Loddon Mallee - Macedon Ranges
Reference: 1542031
Wallan Primary School is a large, growing primary school situated in the township of Wallan, 50 kilometres north of Melbourne. We currently operate 35 well-appointed classrooms, as well as two Visual Arts rooms, Auslan/Performing Arts room, new Kitchen space, mini Gymnasium, Canteen and a brand new competition-grade Basketball Gymnasium. The school oval is well maintained and includes a half-size soccer pitch area. The shaded play areas, playgrounds and gardens are continuing to be further developed to create a welcoming environment for all students, staff, families, and visitors to the school.
Wallan Primary School is strongly committed to using well-researched Literacy and Numeracy approaches for teaching and learning. Effective teachers have precise knowledge about their students' understandings which they use to personalise all learning opportunities. Ongoing teacher and classroom support/coaching is provided by expert Literacy and Numeracy Leaders and additional assistance programs are in place for students in need of extra support. To further enhance classroom programs, access to technology is available in every classroom and has continued to be expanded to ensure we are one-to-one in years one to six and banks of ipads in Foundation.
The school has developed a culture that strives for continual and ongoing improvement. The commitment to best practice and Department of Education and Training initiatives has further enhanced the teaching and learning environment. The Wallan Primary School Inquiry program provides a sequential and comprehensive curriculum that clearly reflects the Victorian Curriculum and is being further developed to include student voice and agency. Teachers collaboratively plan curriculum with the support of the Learning Specialists and PLC Leaders in their teaching teams to provide the best teaching and learning experiences for the students in all year levels throughout the school. The school recognises the importance of nurturing, accepting and utilising the school community¿s diverse talents, skills, knowledge and expertise to achieve outstanding performance, share roles and tasks, reduce workload, encourage professional growth and support effective teaching and learning. There continues to be a strong commitment to individual and whole school Professional Learning, teacher mentoring, coaching, classroom observations and feedback to improve teaching practice. Learning Specialists and Leaders support teachers and teams to improve and continually build capacity.
Wallan Primary School recognises the importance of developing positive attitudes and values. The school believes it is vital we focus on the development of positive attitudes towards people, the environment and learning. It is committed to providing a high quality education for all students in a safe, caring and stimulating environment. An essential element of this is a comprehensive school-wide student engagement program to ensure student needs are identified and supported in a safe and happy environment. To further build a school wide culture that reflects our values, the school has established a ¿team building¿ program for students in years one to six. Whole school and classroom rules are clearly communicated to encourage children to accept responsibility for their behaviour and actions. Wallan PS has committed to a minimum three-year partnership with Real Schools in 2024. Achievements are publicly recognised and celebrated. Specialist programs and extra activities further enhance the curriculum and include Physical Education, Visual Arts, STEM, Auslan, Food (Yr 3-6), Performing Arts (F- Yr2), Bush (F - Yr2), inter-school sports, camps, excursions, incursions, and transition programs. Classroom and specialist teachers communicate regularly with families and share student work throughout the term on various platforms including Seesaw. Student¿ led conferences, combined with twice-yearly refined digital reports, provide parents with accurate information regarding student progress.
Our student leadership structure consists of a variety of school forums for all students and creates the opportunity for student input and voice across the school. The school motto is ¿Working Together for a Better Future¿ and is clearly demonstrated through active student, parent and staff participation and collaboration in the development and implementation of policies and programs throughout the school. Parent involvement in all aspects of the school¿s programs is keenly encouraged. The active and supportive School Council take great pride in the achievements of the school and work hard to lead the school forward.
We promote the values: ¿ Do Your Best ¿ Help Others Succeed ¿ Respect Your Environment
SC1 ¿ Curriculum, cohort and portfolio leadership
Demonstrated expert knowledge of the relevant curriculum and ability to model exemplary teaching practice, including literacy and numeracy across the curriculum. Demonstrated capacity to oversee allocated cohorts and lead an assigned whole-school portfolio, ensuring school priorities are implemented consistently and effectively.
SC2 ¿ VTLM 2.0 and building teacher capability
Demonstrated expertise in the implementation and modelling of VTLM 2.0 strategies that respond to student learning needs. Demonstrated ability to coach and support teachers to strengthen their practice, evaluate their impact on student learning and implement agreed whole-school approaches with consistency.
SC3 ¿ Data, assessment and student learning growth
Demonstrated exemplary ability to model the monitoring and assessment of student learning. Demonstrated ability to support staff to analyse and use multiple sources of data to inform teaching, identify students requiring additional support or extension, and monitor student learning growth and achievement.
SC4 ¿ Student behaviour, wellbeing and stakeholder engagement
Demonstrated capacity to provide high-level leadership in supporting complex student behaviour, wellbeing and engagement needs, including coordinating appropriate supports and working collaboratively with students, staff, families, leadership and relevant external professionals. Demonstrated exemplary interpersonal and communication skills, including the ability to manage complex situations and maintain timely, clear and professional communication with all stakeholders.
SC5 ¿ Leadership, professional practice and school improvement
Demonstrated ability to model behaviours and attitudes consistent with Department values and contribute effectively as a member of the school leadership team. Demonstrated ability to support others to reflect on and improve their practice, facilitate professional learning, lead agreed school improvement priorities and contribute to the effective day-to-day leadership and operation of the school.
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
Please ensure that your application includes:
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
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.