Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - Eastern suburbs
Reference: 1546043
Learning Specialist ¿ Numeracy / Maths Leader
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 Demonstrated exemplary knowledge and leadership in Mathematics and whole-school numeracy, including the capacity to lead Mathematics curriculum, assessment and pedagogy, build teacher capability, and drive evidence-informed improvement in student numeracy outcomes, including NAPLAN Numeracy.
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:
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 Learning Specialist ¿ Numeracy position is held in conjunction with the Maths KLA Leader role. The successful applicant will provide integrated leadership of Mathematics curriculum, assessment and pedagogy and whole-school numeracy improvement across Yarra Hills Secondary College. The position has lead responsibility for driving improvement in student numeracy outcomes, including NAPLAN Numeracy achievement and growth, while building teacher capability in high-quality mathematics and numeracy teaching. The successful applicant will undertake both the Numeracy Learning Specialist and Maths KLA Leader responsibilities for the tenure of the advertised position. The role reports to the Assistant Principal ¿ Student Learning. Please refer to the details below for the position description and full responsibilities of the Numeracy Learning Specialist role.
NATURE AND PURPOSE OF POSITION
The Numeracy Learning Specialist provides College-wide instructional leadership in numeracy and leads improvement in student numeracy outcomes, including NAPLAN Numeracy achievement and growth.
The role is held with the Maths KLA Leader position, providing integrated leadership of Mathematics curriculum, assessment and pedagogy, teacher capability and whole-school numeracy improvement. These responsibilities apply in addition to the Maths KLA Leader position description.
The role translates College priorities into evidence-informed classroom practice and supports the Yarra Hills Instructional Model, aligned with VTLM 2.0, particularly in mathematics and numeracy.
CORE ACCOUNTABILITIES
1. Numeracy outcomes and improvement
Lead the development, implementation and evaluation of whole-school numeracy priorities aligned with the School Strategic Plan, Annual Implementation Plan and College teaching and learning priorities.
Analyse, monitor and report NAPLAN Numeracy outcomes and other relevant student learning evidence to identify strengths, priority skills and cohorts.
Coordinate evidence-informed instructional responses and monitor implementation and impact.
2. Teacher capability and instructional practice
Build teacher capability through modelling, demonstration lessons, coaching, co-planning, professional learning, observation and feedback.
Support consistent evidence-informed numeracy practice, including explicit explanation and modelling, worked examples, checking for understanding, guided practice and cumulative review.
Provide specialist advice and feedback to strengthen the quality and consistency of numeracy teaching.
3. Mathematics and cross-curricular numeracy
Use the combined portfolio to align Mathematics curriculum and pedagogy with the College's broader numeracy priorities.
Work with KLA Leaders and teaching teams to identify authentic numeracy demands and strengthen explicit teaching of relevant knowledge, skills, language and representations.
Support coherent and consistent approaches to numeracy across learning areas.
4. Strategic leadership and collaboration
Work with the Assistant Principal ¿ Student Learning and Director of Teaching & Learning to establish numeracy priorities, implementation actions, success measures and review processes.
Collaborate with the Literacy Learning Specialist, other Learning Specialists, KLA Leaders, PLCs, MYLNS/Learning Support staff and relevant improvement teams to strengthen student learning.
Support MYLNS, Learning Support and intervention work where specialist numeracy expertise is required.
Complete Records of Specialist Involvement (ROSI) for Disability Inclusion Profile processes where mathematics or numeracy expertise is relevant, providing evidence-informed advice regarding adjustments to support the student¿s access, participation and learning.
Contribute specialist numeracy expertise to College improvement planning and relevant professional networks.
Contribute to relevant College events and activities.
Deputise for the Campus Principal as required.
Undertake other reasonable duties consistent with the position, as directed by the Principal or delegate.
COMMON LEARNING SPECIALIST EXPECTATIONS
Demonstrate exemplary teaching practice and deep knowledge of evidence-informed teaching and learning.
Build the capability of others through coaching, mentoring, modelling and feedback.
Work collaboratively across both campuses and contribute to collective responsibility for student learning, engagement and wellbeing.
Use evidence to evaluate impact and support continuous improvement.
Engage in ongoing professional learning and contribute positively to College leadership and professional culture.
AUTHORITY, ESCALATION AND ROLE BOUNDARIES
The Numeracy Learning Specialist is authorised to lead agreed College numeracy improvement work and provide specialist instructional leadership, advice, coaching and professional learning.
The role has College-wide instructional leadership responsibility for numeracy but no line-management authority outside the Maths KLA unless specifically delegated. KLA Leaders retain responsibility for curriculum and assessment within their learning areas; classroom teachers retain responsibility for planning, teaching, assessment and meeting student learning needs.
Where agreed numeracy practices or improvement actions are not implemented, the Learning Specialist will first seek improvement through collaboration, coaching and feedback. Unresolved or significant concerns are referred to the relevant KLA Leader and/or Assistant Principal - Student Learning for line-management or Principal Class follow-up.
College-wide decisions on curriculum architecture, assessment and reporting, the instructional model and teaching and learning policy remain subject to Principal Class authority through the Student Learning portfolio.
Key Learning Area Leader
NATURE OF POSITION:
Yarra Hills Secondary College coordinates the development and delivery of its teaching and learning program through the Executive Team, Directors of Teaching & Learning and Key Learning Area Leaders.
The leader of each KLA is a middle leader responsible for leading the teaching and learning program within their Learning Area, including curriculum, assessment and instructional practice. KLA Leaders provide leadership to their teams in implementing agreed College curriculum and teaching and learning directions, while contributing constructively to their ongoing development and improvement.
KLA Leaders are directly managed by the Director/s of Teaching & Learning and, within their respective areas of responsibility, also take direction from the Principal, relevant Assistant/Campus Principals and, where applicable, the Disability & Inclusion Leading Teacher.
KLA Leaders are also responsible for the effective management of the human, physical and financial resources allocated to their Learning Area. The tenure of this position is three years.
CORE ACCOUNTABILITIES
A Key Learning Area Leader will lead the development, documentation, implementation and continuous improvement of curriculum, assessment and reporting practices within their KLA. They will work collaboratively with their learning area team to ensure the consistent delivery of a guaranteed and viable curriculum, aligned with the Victorian Curriculum and/or VCAA requirements and implemented in accordance with the College¿s agreed curriculum framework, policies and planning expectations.
A Key Learning Area Leader is also an instructional leader, responsible for leading and positively supporting the implementation of the College¿s agreed instructional model within their KLA, modelling agreed practices in their own teaching, and building the capability of staff through collaboration, feedback, coaching, modelling and professional learning.
As members of the College leadership team, KLA Leaders will contribute constructively to the development of College directions and, once agreed, actively support, communicate and lead their implementation within their learning area, including agreed College improvement priorities and other relevant whole-school priorities and initiatives.
Curriculum, assessment and reporting
Working collaboratively with colleagues and building their capacity to ensure that:
the KLA provides a guaranteed and viable curriculum consistent with the College¿s agreed curriculum framework and relevant Victorian Curriculum and/or VCAA requirements;
curriculum documentation, including scope and sequences, unit plans, assessment tasks and associated resources, is complete, current, accessible and consistent with College expectations;
agreed curriculum is consistently implemented across relevant subjects and year levels;
common assessment and moderation practices are implemented, and student learning is assessed and reported, in accordance with Department, VCAA and College requirements;
curriculum implementation and evidence of student learning are regularly reviewed to identify priorities for improvement;
proposed new programs or substantive curriculum initiatives are submitted to the Director/s of Teaching & Learning within required timelines.
Instructional leadership and staff development
Lead and positively support implementation of the College¿s agreed instructional model, with particular attention to explicit teaching and modelling, gradual release of responsibility and scaffolding, checking and responding to student understanding, and engagement routines.
Ensure agreed instructional practices are reflected in curriculum documentation, unit and lesson planning, collaborative planning and review processes.
Build staff capability through constructive professional conversations, feedback, coaching, modelling and sharing effective practice, while promoting positive, improvement-focused professional dialogue about agreed College teaching and learning approaches.
Identify and respond to professional learning and development needs within the KLA, including the induction and support of new, graduate and other staff requiring additional guidance.
Engage with classroom practice, including through learning walks, classroom visits, observation or modelling opportunities where appropriate, to support professional learning and continuous improvement.
Leadership, collaboration and College priorities
Actively support, communicate and lead the implementation of agreed College improvement priorities, initiatives and directions within the KLA.
Contribute constructively to Teaching & Learning meetings and other relevant College leadership processes.
Conduct effective KLA meetings using published agendas and minutes, with appropriate communication, consultation, decision-making and follow-up.
Represent the needs and perspectives of the KLA while supporting the broader priorities and interests of the College.
Identify and communicate emerging concerns relating to curriculum delivery, staff capability or KLA operations to the Executive Team and/or Director/s of Teaching & Learning.
Coordinate KLA contributions to relevant College events, information evenings and other whole-school activities.
Staffing and resource management
Liaise with relevant College leaders regarding KLA staffing, teaching allotments and workforce-planning needs, and coordinate the work of teachers and relevant education support staff.
Contribute to the selection and induction of new KLA staff as required.
Manage KLA budgets and the effective allocation, care and maintenance of physical and curriculum resources in accordance with College processes.
Identify and communicate accommodation, equipment and resource requirements within College planning timelines.
Undertake other duties consistent with the role at the direction of the Executive Team.
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.
Learning Specialist ¿ Numeracy / Maths Leader
Yarra Hills Secondary College is a multi-campus college of approximately 450 students across two campuses in the Mooroolbark/Kilsyth and Mount Evelyn districts of outer eastern Melbourne, and is part of the North East Victoria Region (NEVR) of DET. Yarra Hills organises its student management and administration on the basic structure of its two campuses, one of which is Year 7 - 10 and Year 11/12 VCE Vocational Major (VM) only and one which has Year 7- 10 and Year 11/12 VCE and VCE/VM educational pathways. With strong enrolments in recent years and a solid standing in the local community, Yarra Hills anticipates stability and growth in the coming years. Our programs build strong foundations that support future success by emphasising literacy, numeracy, and embedding information and communication technologies across all subjects in the curriculum. A solid core curriculum is supported by an extensive elective program that recognises the different needs and talents of students and supports individual learning and career pathways. All Year 10 students have access to participation in an extension program into VCE studies, assisting in maximising tertiary entrance scores. A broad and engaging curriculum has led to a high proportion of our students achieving successful academic pathways to university or TAFE through VCE or alternatively into vocational pathways through VET and VCE Vocational Major (VM), as well as school-based apprenticeships and training (SBATs) and the DET HeadStart Program. The college co-curricular program also includes outstanding sport, camps, performing arts, visual arts and outdoor education programs, as well as a very highly regarded instrumental music program. The school has 103.93 equivalent full-time staff: 4 Principal class, 68 Teachers and 35 Education Support Staff. As the school is multi-campus, the successful applicant may be required to work across both campuses. Please keep your Selection Criteria up to one page per criterion, only.