Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Health and allied health
Location: Melbourne - Southern suburbs
Reference: 1545307
Selection Criteria
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.
SC6 Proven ability to successfully lead the implementation and evaluation of Mental Health and Wellbeing programs across a school inclusive of, the Mental Health in Primary Schools initiative and the comprehensive evidenced-based Respectful Relationships program.
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.
Responsibilities
The Mental Health and Wellbeing Leader will work across the school to implement a whole-school approach to mental health and wellbeing for students, staff and families based on a broad knowledge of the needs of the school community. This includes:
building the capacity of school staff, in particular classroom teachers, to identify and support students with mental health concerns in the classroom
coaching staff in relation to positive behaviour management practices and building relationships with students
supporting the school to create clear referral pathways internally (within school) and externally (to community services) for students identified as requiring further assessment and intervention
coordinating targeted mental health support for students by working with regional staff, school wellbeing and leadership teams, teachers, parents/carers and external agencies
Mental Health and Wellbeing Leaders are not required to have mental health or other relevant qualifications, as the role is not expected to provide one-on-one counselling to students. Instead, the role is designed to ensure mental health prevention and early intervention are embedded in the classroom. Using their intimate knowledge of the in-classroom experiences of teachers, Mental Health and Wellbeing Leaders complement the school¿s existing wellbeing team by bringing it together with regional staff, community services and other health professionals to engage and build relationships with appropriate mental health and wellbeing support
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.
Introduction
Brentwood Park Primary School is situated in the south-eastern growth corridor in the residential suburb Berwick. The school is well situated within the local community. The local pre-school and Kambrya College are adjacent on the school¿s northern and southern borders, respectively. A medical centre and the community centre are in close proximity. Brentwood Park Primary School has a current enrolment of 1005 students.
Guiding Principles
Victorian government schools are child safe environments. Our school actively promotes 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 the child safe standards. The school¿s Statement of Commitment to Child Safety and Child Safety Code of Conduct is available on the school¿s website.
The whole school community of Brentwood Park Primary School is committed to the needs of the children, fostering their self-esteem and enabling them to work towards achieving their personal best in a positive, challenging and supportive environment. In all cases the welfare of the child is our prime concern. All teachers accept responsibility for the provision of a safe and caring environment for all children.
Staff, parents and children are jointly involved in decision making. Parents, as part of the school team, are encouraged to become involved in our programs. The school strongly emphasises the importance of the home-school partnership with a high level of co-operation between parents, staff and children. Parent support is high, with parents responding to the learning team concept promoted and practised by the school. This emphasis is reflected in the daily involvement of parents in a range of school activities such, School Council, fundraising team, camping program and excursions. All members of the school community feel valued and welcome.
Staff are committed to professional development to ensure the provision of high-quality programs at Brentwood Park Primary School. Personal professional development planning for teachers is consistent with school aspirations detailed in the School Strategic Plan and Annual Implementation Plan. Student Wellbeing is an intrinsic component of the ethos of Brentwood Park Primary School. Our student Codes of Conduct are unique and integral to the daily programs in each classroom, with the children being responsible for the design of these and class consequences, with the guidance of the teacher.
As a school, we are in the process of developing and implementing School-wide Positive Behaviour Support (SWPBS), the evidence-based framework that helps schools build safe, inclusive, and positive environments by clearly teaching and reinforcing good behaviour with the key benefits of:
Decreasing low-level classroom disruptions and bullying.
Increasing the amount of time teachers can spend on actual instruction.
Improving overall student attendance, safety, and academic performance.
Fostering respectful, strong relationships between students and staff
SWPBS focuses on proactive systems that improve both social and academic outcomes. Accordingly, our school values are:
Respect
Responsibility
Persistence
Cooperation
Safety
Aligned with the SWPBS framework for Tier 1 instruction, Brentwood Park Primary School implements the Respectful Relationships initiative, as both work together seamlessly to create a safe, supportive, and inclusive school culture. Programs that encourage and develop positive interpersonal relationships also include:
The ¿Buddy¿ system.
Student Representative Council
Camps for Years 4, 5 and 6
Peer Mediation
Prep Transition
Curriculum
Within our learning and teaching programs, we maintain a strong focus on literacy and numeracy, complemented by an inquiry-based curriculum and a comprehensive specialist program which encompasses visual arts, performing arts, digital technologies, health and physical education, and Chinese Language and Culture. A Chinese sister school relationship was formalised in 2014 with Yangzhong Experimental School in Jiangsu Province, China, through a signed Memorandum of Understanding which promotes collaboration and annual reciprocal visitations by staff and students.
A rigorous benchmarking assessment schedule which is implemented biannually and ongoing formative assessment practices, informs our teaching and learning programs in the two key learning areas of literacy and numeracy and, along with teacher observation and teacher judgement, ensures the teaching is targeted towards student learning needs. The Victorian Teaching and Learning Model (VTLM 2.0) is the framework for teaching practice.
Units of work, developed Foundation ¿ Year 6, are child centred and based on the inquiry learning model. These inquiry units cater for the history, geography and science areas of the Victorian Curriculum.
School programs are planned, implemented and reviewed for children according to their learning needs with differentiation being a core feature of our teaching and learning. In addition to our computer laboratory, each classroom is equipped with either an interactive whiteboard or flat screen television with apple TV which are well utilized.
Our school provides a positive and challenging learning environment which supports improved learning for all children.