Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - Southern suburbs
Reference: 1497748
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.
Curriculum Development Leader
The curriculum development leader oversees the implementation of the whole school curriculum model to support explicit teaching at Chelsea Heights Primary Schoo.
The role includes but is not limited to:
Curriculum Design and Integration
Support and help lead the development and integration of a comprehensive and cohesive knowledge rich curriculum for Foundation to Grade 6.
Ensure alignment with educational standards and a focus on Explicit Direct Instruction (VTLM 2.0) and evidence informed teaching and learning strategies.
Professional Development and Resource Development
Support the provision of training and ongoing professional development to teachers on effective implementation of Explicit Direct Instruction and guide the development of supporting resources that support teachers to deliver high quality instruction, such as:
Collaboration with Educators
Collaborate with teachers to identify curriculum needs and address challenges related to content delivery.
Develop and oversee feedback mechanisms to foster a culture of collaboration and shared best practices among teachers and teams. Contribute to network partnerships and goals.
Support the evidence informed use of Education Support staff particularly with literacy and numeracy intervention.
Data-Driven Decision Making
Utilise student performance data to assess the effectiveness of curriculum implementation.
Analyse assessment results to identify areas for improvement and make data-driven decisions for curriculum enhancement.
Stay Current with Educational Trends
Stay informed about current trends and research in education, curriculum development, and instructional strategies.
Attend relevant conferences, workshops, and professional development opportunities.
This role will be out of the classroom with some elements of teaching to support implementation.
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.
Chelsea Heights Primary School is located in South Eastern Victoria, 30km south of Melbourne and was originally established in 1900 in what the area was then known as the Carrum Swamp. The current buildings are extensive and well developed, including true flexible learning spaces allowing individual class learning and easy cross cohort integration when appropriate.
The school has 420 students and an SFO index of 0.3061.
High Standards: High Expectations drive all practice at Chelsea Heights Primary School underpinned by the values of Respect, Cooperation and Responsibility.
The community is cohesive and aligned behind the school's strategic direction and goal to make Chelsea Heights the best possible learning environment for all students.
Chelsea Heights is determined in its focus of implementing evidence informed approaches to all learning and wellbeing areas with a focus on a calm safe orderly environment and systematic explicit instruction that is supported by a knowledge rich curriculum. Teachers plan in teams.
The school has worked to implement a Multi-Tiered Support System to Literacy and Wellbeing and caters to all students informed by inclusive practices.
Chelsea Heights has excellent specialist programs consisting of Visual Arts, ICT, Physical Education and Japanese.
The school promotes leadership and sustainability and has worked as a community to promote sustainable gardens and a culturally inclusive environment.
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.