Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Grampians - Ballarat
Reference: 1535360
SC1 Demonstrated expert knowledge of the Victorian Teaching and Learning Model 2.0, the research on how students learn, and the ability to lead its implementation across a team of teachers.
SC2 Demonstrated exemplary classroom practice and the ability to improve the practice of others through coaching, modelling, observation and feedback.
SC3 Demonstrated ability to use student achievement data to lead intervention, monitor growth, and inform teaching and improvement planning.
SC4 Demonstrated capacity to lead and manage student wellbeing and behaviour across a team, including building teacher capability in positive behaviour support and coordinating responses for individual students.
SC5 Demonstrated ability to lead curriculum development and documentation aligned to the Victorian Curriculum F-10 Version 2.0, including leadership of a key learning area.
SC6 Demonstrated capacity to work collaboratively within leadership teams and to contribute to whole-school improvement, with highly developed interpersonal skills including the capacity to build trust, give honest feedback, and lead colleagues through change.
Yuille Park Community College is a government school serving the Wendouree West community in Ballarat. The college is in an active school improvement phase, with a deliberate strategy of building teaching quality from within: a strong professional development infrastructure of coaching, learning walks, professional learning communities and pedagogical rubrics underpins all improvement work. Learning Specialists are central to this strategy.
Each Learning Specialist leads teaching and learning within a developmental stage (Early Years / Primary / Middle Years / Senior). Within their stage, the Learning Specialist holds responsibility for both learning and the conditions for learning - teaching quality and student achievement, and the wellbeing and behaviour of students - recognising that in our community these are inseparable: students cannot achieve in classrooms that are not calm, safe and predictable, and wellbeing is best served by students experiencing genuine academic success.
The Learning Specialist is an expert classroom practitioner who spends the majority of their time in classrooms: teaching, modelling, observing and coaching. This is not an administrative role. Its purpose is to raise the quality of teaching and the achievement and wellbeing of students, and every responsibility within it should be read through that lens.
1. Leading the Implementation of the Victorian Teaching and Learning Model 2.0
Lead the stage-level implementation of VTLM 2.0, ensuring teaching practice reflects the evidence base on how students learn and the elements of effective teaching
Translate VTLM 2.0 into practical classroom expectations, exemplars and planning structures for teachers within the stage, including the routines and conditions for learning that underpin calm, orderly classrooms
Model VTLM 2.0-aligned practice through demonstration lessons, co-teaching and exemplary personal practice that is open to observation at all times
Monitor consistency of implementation across the stage and provide honest, criterion-referenced feedback to teachers and leadership
2. Professional Development and Whole School Improvement
Design and deliver a coherent professional learning programme for the stage ¿ coaching cycles, pedagogy-focused staff meetings, PLCs, formal observations and learning walks ¿ aligned to the college's PD strategy and AIP priorities
Coach an allocated caseload of teachers each term through structured cycles grounded in the college's pedagogical rubrics, encompassing both instructional practice and classroom management
Lead the enactment of AIP strategies within the stage, including curriculum planning and documentation aligned to the Victorian Curriculum F¿10 Version 2.0
Work collaboratively with the school improvement team, fellow Learning Specialists, senior leadership and the Leading Teacher (Wellbeing and Inclusion) to align stage priorities with college direction
Champion the college's instructional model and improvement agenda with staff, students and families
3. Assessment, Intervention and Monitoring of Student Achievement
Oversee the stage assessment schedule, ensuring assessments (DIBELS, PAT, NAPLAN, teacher judgements) are administered with fidelity and on time
Lead the analysis of student achievement data at stage, cohort, class and student level, and support teachers to use data to inform planning, differentiation and goal-setting
Lead the design, implementation and evaluation of academic intervention within the stage, consistent with the college's MTSS framework, using data to identify students requiring Tier 2 and Tier 3 support
Build teacher capability in Tier 1 instruction and adjustments so intervention demand is reduced over time
Monitor intervention impact and track growth and achievement against AIP targets, reporting regularly to leadership
4. Leading Student Wellbeing and Behaviour within the Stage
Lead and manage student wellbeing and behaviour across the stage, ensuring a safe, calm and predictable environment in which learning can occur
Lead the consistent implementation of the college's behaviour expectations, routines and staged response to behaviour within the stage
Build teacher capability in positive behaviour support, classroom management and the college's Collaborative and Proactive Solutions (CPS) approach
Act as the escalation point for significant behaviour and wellbeing concerns within the stage, coordinating responses with the Leading Teacher (Wellbeing and Inclusion), senior leaders, wellbeing staff and families
Monitor wellbeing and behaviour data (attendance, behaviour incidents, AtoSS) alongside achievement data, and lead responses to emerging patterns
Ensure wellbeing and academic supports for individual students are integrated, including contribution to IEPs, SSGs and safety plans
5. Curriculum Leadership of a Key Learning Area
Lead the key learning area across the college, including curriculum documentation, scope and sequence, and assessment alignment
Build teacher content and pedagogical content knowledge in the key learning area through targeted professional learning
Monitor student achievement in the key learning area and lead responses to identified gaps
Keep abreast of curriculum changes, research and DET advice in the key learning area and lead the college's response
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.
Yuille Park Community College is a multi-campus school providing an engaging curriculum with evidence-based approaches to learning.
Our school values are Belonging, Effort, Empathy and Respect.
Students work in learning communities in multiage groups building relationships and participating in a range of programs designed to provide collaborative learning opportunities.
Yuille Park Community College provides a rich and nurturing learning environment that engages students to develop Lifelong Learning skills in an atmosphere of cooperation, challenge and respect.
Our school reflects and enhances our community¿s commitment to the development of lifelong learning skills for young people in our community.
YPCC ¿Yuille Campus¿ is the second Yuille Park Community College off site campus and provides flexible learning options for young people to re-engage and remain actively involved in their learning and to reach their potential. VPC and VM are offered as a pathway to further education and employment.
The Yuille Park Children¿s Centre operates three and four year old kindergarten sessions in a purpose built facility on our main campus and is managed by the College.