Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Loddon Mallee - Swan Hill
Reference: 1550676
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 ability to support school to home relationships and increase the connectedness of parents and community to school.
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
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.
Swan Hill Specialist School has a strong positive profile in the local Swan Hill community. Located at the edge of the township in an urban area. We have a hall and commercial kitchen and an indoor swimming pool. Relocatables have replaced several buildings and an additional four relocatable buildings have been the response to enrolment growth. The school site is large and accommodates a community kitchen garden at the rear.
Sheltered play equipment is available for younger students, Middle Years access a newly developed inclusive play area and the school continues its work in upgrading and enhancing the external areas around the school with a $1.6 million dollar cover sports court to begin this year.
Students come from a wide surrounding rural area with some travelling very long distances to access a specialist education. A high percentage of students come by subsided bus transport, including a self-managed bus service.
Students are from a diverse socio-economic background with many families significantly disadvantaged, evidenced by a high Student Family Occupation (SFO) density of 0.82. More boys (71.89%) than girls are enrolled with student¿s disabilities ranging from moderate Intellectual Disability (ID) to mild intellectual disability with a wide range of diagnosis and associated conditions. Many students have a multi disability such as autism or a physical, emotional and behavioural disability. A small percentage of students come from language backgrounds other than English (LBOTE) and there are approximately 20% of students who come from an indigenous background. Recent enrolment growth and the need to provide a range of different program options and supporting staffing arrangements have been an important focus for the school over the last planning period.
There is a very supportive School Council who provide leadership and direction for the school. There are over 50 staff members almost equally divided between specialist teachers and Education Support Staff (ES),many staff members working at the school on a part time basis. Leadership of the school is by the principal, assistant principal and coaches. Leadership have led the work across the school around curriculum and have extended the learning of all staff to build teacher capacity. A multi-disciplinary team of allied health professionals including a social worker and speech pathologist are employed or contracted by the school and a school nurse program is running. The school also has available a SSS Team.
The curriculum is based on the Victorian Curriculum from A- D levels and Foundation to Year 10. Senior students undertake VCAL and capable students additionally undertake VET competency-based offerings. Class sizes are approximately six to thirteen students in each room with a teacher and education support (ES) member. Specialist programs in art, music and physical education are an integral part of the educational program. Each room has access to kitchen facilities to enable home crafts learning. Classrooms are equipped with modern ICT technology and there are netbooks and iPads as tools for learning.
The school has excellent links with the local community focused on educational opportunities, transition links, recreation and welfare. Programs such as Inclusion Outreach are run through the school and provide quality links to other local schools. The SHSS regularly shares its expertise with neighboring schools. The school values are kindness, trust and belonging.
Full time (TF negotiable)
Ongoing 2 year tenure