Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - Southern suburbs
Reference: 1493405
.Learning Specialist Range 3 Inclusion / Student Wellbeing
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.
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.
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
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 a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
Introduction
Brentwood Park Primary School is situated in the south-eastern growth corridor in the residential suburb of 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 1021 students.
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 day to day 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 designing of these and class consequences, with the guidance of the teacher.
Our school values are
Brentwood Park Primary School sees the development of ongoing support of the whole child as important, not only through the formal, but also informal curriculum. Hence our focus is on complementary wellbeing programs such as, You Can Do It! And Respectful Relationships.
Programs that encourage and develop positive interpersonal relationships also include:
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 and, 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. Student learning is facilitated through a whole school approach to learning and teaching with the development of a shared and effective school-wide pedagogy and the implementation of ¿best practice¿ educational programs to promote deep understanding and enhance student achievement. The Principals as Literacy Leaders [PALLs] program, CAFÉ Daily 5, VCOP approach to writing, Words Our Way Spelling Program and THRASS are instrumental in our literacy program and Di Sieman¿s ¿Big Ideas in Number¿, instrumental in our Numeracy program.
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. Differentiation is a core feature of our teaching and learning. Digital technologies are integrated as powerful learning tools across all programs. In addition to our computer laboratory, class sets of iPads are provided for Year Foundation to Year 3 and a Bring Your Own Device [BYOD] program, being iPads, is implemented in Years 4 - 6. Additionally, each classroom is either equipped with an interactive whiteboard or flat screen television with apple TV which are well utilised as learning tools. Co-curricula programs are developed and implemented across year levels to encourage and support children to strive towards the achievement of their personal best.
Our school provides a positive and challenging learning environment which supports improved learning for all children.
Facilities
The school has been architecturally designed with its central core accommodated in seven distinct buildings, connected by covered walkways. This core comprises an administration area; with staffroom and first aid room, a multi-media centre, eighteen modern carpeted classrooms; each with its own teacher resource room, a physical education facility, an art/craft facility, a performing arts centre; and canteen, STEM room and music room. A new pod facility has recently been added. Features of the classroom design are their flexibility in allowing connecting walls to be opened to facilitate team teaching approaches, if desirable, and the provision of additional student learning areas in the form of smaller adjoining rooms. Relocatable classroom units currently provide the required number of additional generalist classrooms. All classrooms are air-conditioned. In our commitment to and use of information technology, the multi-media centre houses 30 networked computers, with internet access, in an adjoining laboratory. All classrooms have overhead projectors and flat screen televisions.
The permanent core design and the location of additional classrooms lend itself to the cluster arrangement at year levels, promoting close planning and teaching amongst staff. All facilities have an abundance of natural light integrated within the overall design.
The grounds are spacious and consist of grassed playing areas, two full size basketball/netball courts; with a full shade structure over one, three sets of playground equipment and a sandpit; all with shade structures overhead. A free-standing gazebo is a central feature of the established gardens. School council ensures the ongoing development and maintenance of the school grounds in the provision of a safe and attractive environment for the students.
Brentwood Park Primary School staff are expected to:
Other responsibilities as negotiated with the Principal.