Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Gippsland - Wellington
Reference: 1497475
Stratford Primary School has a long and proud history of working with families of Stratford to offer an educational experience that provides and develop skills, talents and personal qualities. Located between Bairnsdale and Sale on the Princes Highway in Gippsland, Stratford Primary was established in 1860 and attracts families from a range of backgrounds and occupations. We have an enrolment of 90 students across 4 multi-aged classrooms. Students participate in a kitchen-garden program, specialist areas of P.E., art, wellbeing and Indonesian, as well as having the opportunity to participate in many curriculum enhancement activities such as music lessons, camps, incursions etc. The school reflects the design of schools throughout time with modern buildings nestled in with structures from the past, surrounded by plenty of places to play and relax.
Our aim is to work with families so that our students leave our school with empathy, compassion, initiative, perseverance, and a strong sense of self-worth.
To -
SC1-Curriculum Expertise Demonstrated expert knowledge of the Victorian Curriculum, with the ability to lead curriculum planning, development, and implementation (including Literacy and Numeracy across the curriculum), while embedding inclusive practices and differentiation to support improved achievement, engagement and wellbeing for all students.
SC2- Evidence-Based Practice Demonstrated ability to lead and model exemplary, evidence bases teaching practice aligned with the Victorian Teaching and Learning Model (VTLM 2.0) including supporting teachers to implement strategies and adjustments for diverse learning needs and evaluate impact on student learning growth.
SC3-Demonstrated exemplary ability to monitor and assess student learning at class, cohort, and whole-school levels, and to use this data to inform teaching practice, support colleagues and lead improvement initiatives, including providing feedback on student growth and achievement to students and parents.
SC4-Demonstrated exemplary interpersonal, communication and leadership skills, with the ability to foster 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 and support colleagues to adopt these practices. Demonstrated ability to reflect upon their own, others and whole school practice and contribute to the school's overall performance and identity as a professional learning community.
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: ¿ 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
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
This position will be 0.8 classroom & 0.2 leading teaching and learning with a focus on embedding elements of VTLM 2.0 across the school.
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.