Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Education and training
Location: Melbourne - Southern suburbs
Reference: 1552335
Clyde Creek Primary School is a new multi-campus school located in the City of Casey. Having opened in 2022 as part of the Victorian Government commitment to deliver 100 new schools between 2019 - 2026. We currently have 870 students across both our Primary Campus and Specialist Campus. We have classes across Year Prep - Year 6.
Our beautiful school facilities support our commitment to our school mission, vision and values.
Clyde Creek Primary School's mission is to provide a high-quality education in a safe, connected and inclusive environment that nurtures individual abilities and life-long learners.
Clyde Creek Primary School's vision is to:
Clyde Creek Primary School's values are: CARE, COLLABORATION, PERSISTENCE and SUCCESS.
CARE:
· We model and demonstrate care for ourselves, each other, our learning, our environment and our community.
· We are polite, friendly, empathetic/respectful, inclusive and show genuine kindness.
· We are a community of students, staff and families supporting the hopes and educational aspirations of all.
· We respect diversity.
COLLABORATION:
· We work in partnership with other students, staff, parents, and carers to listen, learn and evolve together.
· We value teamwork to help each other to grow and achieve.
· We communicate, build trust, support and inspire each other.
PERSISTENCE:
· We are motivated to learn and succeed.
· We persist and use our growth mindset, giving our best efforts in all of our learning.
· We practice, self-reflect, problem-solve, and build resilience.
· We persist with challenges and build resilience.
SUCCESS:
· We recognise we are all members of the school community who are encouraged to be confident, positive, persistent and resilient.
· We continually work to achieve our personal best as we embrace new learning.
· We are drivers of our own learning and take pride in ourselves and school.
· We encourage each other's success and always strive for our personal best.
· We are ambitious learners and work hard towards our goals.
See our school values, classes and grounds in action
https://vimeo.com/871053567/cc91732fc8?share=copy
Context
The Disability Inclusion reform agenda announced in the 2020/21 State Budget will invest more than $1.5 billion into the Victorian Education system over four years. This investment will support the Department of Education (the Department) to further improve outcomes for schools and students with disability and diverse learning needs. A key initiative under the reform is the Inclusion Outreach Coaching initiative, which supports schools to implement inclusive practices, guided by Inclusion Outreach Coaches (Learning Specialists).
Classification
Teacher Class (Learning Specialist) - Range 3
The successful applicant will be a highly skilled classroom practitioner who continues to spend the majority of their time in schools and classrooms 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 Specialist class employees 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.
For more information on the responsibilities of a Learning Specialist Range 3 employee, please visit:
https://www2.education.vic.gov.au/pal/industrial-agreements/resources
Inclusion Outreach Coaches are based in specialist schools and partner with mainstream schools for defined periods, to provide coaching support to school leadership and staff aimed at strengthening inclusive practices. Coaches partner with the schools to increase their capability to implement preventative, evidence-based strategies that benefit all students. Together, the coach and school use data to identify a goal to work towards and plan and monitor for improvement and sustainability. Coaches collaborate with Departmental regional team members in a team-based response to the identified need. There is an emphasis on Tier 1 preventative, system change practices. Coaches do not work directly with students or provide individual student support. Coaches will undertake training to support schools in data-based decision making and using a Multi-tiered System of Supports. Coaches use a hybrid delivery model, so travel will be required.
Additional Area Responsibilities
Operating in collaboration with the Department's Area teams, this role will also have the following Area responsibilities:
Required
Applicants must:
Desirable
Other Relevant Information
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.
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
Inclusion Outreach Coaches are based in specialist schools and partner with mainstream schools for defined periods, to provide coaching support to school leadership and staff aimed at strengthening inclusive practices. Coaches partner with the schools to increase their capability to implement preventative, evidenced-based strategies that benefit all students. Together, the coach and school use data to identify a goal to work towards and plan and monitor for improvement and sustainability. Coaches collaborate with Departmental regional team members in a team-based response to the identified need. There is an emphasis on Tier 1 preventative, system change practices. Coaches do not work directly with students or provide individual student support. Coaches will undertake training to support schools in data-based decision making and Multi-tiered Systems of Support. Coaches use a hybrid delivery model, so travel will may be required. To be eligible to apply you must have a current Working with Children Check and drivers licence.
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.