Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - CBD and Inner Metro suburbs
Reference: 1485920
Docklands Primary School is located on the lands of the Kulin Nation. We opened in 2021 to continue a tradition of learning that has flourished here for over 60,000 years. Our school caters for a diverse community in inner-city Melbourne, welcoming students from Foundation to Grade 6. An onsite Early Learning Centre with two kindergarten rooms supports a smooth transition from pre-school to primary school.
The work of every person at Docklands Primary School is centred around two interrelated aims: to provide an outstanding education for every student in our care, and to grow great teachers. At Docklands Primary School, we invest heavily in our people big and small because we know that no single asset or resource matters more to our aims.
World class facilities in the heart of our city
Staff at Docklands Primary School enjoy working in a beautiful inner-city location, with great access to all our wonderful city has to offer. Our teachers work in modern classrooms (many with city views) and all enjoy the purpose-built teaching facilities. Curriculum resources are carefully selected, and our learning spaces are well-resourced. Every classroom is fitted with integrated technology, including assistive technologies for students with particular needs. Our students benefit from access to a beautiful school library, a competition sized indoor gymnasium, landscaped play areas and a stunning Arts Centre.
Our approach to instruction
Teachers at Docklands Primary School are committed to explicit and responsive instruction. Our approach to instruction across the school is flexible but is underpinned by 3 guiding principles:
Great teams of teachers, committed to excellence
Our staff engage in collaborative and detailed planning so that every teacher can focus energies on high quality instruction. We plan a knowledge-rich curriculum, which means that we can articulate with clarity the specific content to be taught across all levels and learning areas. At Docklands Primary School, teachers do not plan and resource lessons on their own; rather, we are building high-functioning teams of teachers because we know we are better when we plan together.
The chance to hone your craft
We provide systematic opportunities for teachers to improve their practice, not because they are not good enough, but because we can always be better. We provide well-sequenced and rigorous professional learning opportunities. Every week, we run a one-hour whole staff Professional Learning Workshop; here, we draw on insights from research evidence to define and describe high quality pedagogical practice. We value teachers' expertise and experience and provide opportunities for teachers to build on what they know in meaningful ways. We expect our teachers to share their expertise, and to embrace their role as the expert practitioners in our community.
Connected to our weekly workshop series is an Instructional Coaching program. Teachers of all experience levels have the chance to set goals, to seek feedback from an instructional coach, and to deliberately practice specific techniques in the classroom. We are beginning to embed video recording as a mechanism for collaborative review of our teaching, and we take the time to celebrate our progress along the way.
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 capacity to lead an Evidence Based Teaching and Learning 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.
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.