Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Classroom teacher
Location: Loddon Mallee - Campaspe
Reference: 1482280
Kyabram P-12 College is a co-educational school located approximately 200 km north of Melbourne, in the rural township of Kyabram on the western edge of the Goulburn Valley, midway between Echuca and Shepparton. Enrolment numbers have remained stable at approximately 920 students, with six percent of students with English as an additional language and seven percent are Aboriginal or Torres Strait Islander. Our Student Family Occupation (SFO) index is 0.5473 and our Student Family Occupation and Education (SFOE) Index is 0.4817. Our staff consists of 136 EFT staff which include 3.0 principal class, 99 teachers, and 34 education support staff.
We offer a seamless journey from the start of a student¿s schooling experience to the completion of their secondary education be it in the VCE University Placement (UP) pathway or VCE Vocational Major (VM). Our dedicated teaching team focus on the learning and wellbeing of every student. The college aims to equip all students to approach their futures with spirit and confidence. We foster the partnership between students, parents/ carers, staff, and the broader community. We teach and encourage every student to:
Be respected and respectful as an individual.
Be tolerant and nurture individual diversity.
Make the most of their opportunities to learn in an innovative, challenging, and inspiring education environment.
Demonstrate a high degree of personal responsibility and accountability.
We strongly value our community relationships with emphasis being placed on the College values of Respect, Responsibility, and Community.
We have implemented SWPBS (School-wide Positive Behaviour Support) in the college which is an evidence-based framework designed to help schools create positive, safe, and fair settings where students and teachers can thrive. It focuses on teaching and encouraging positive behaviour, supporting all students, and providing extra help to those who need it.
A comprehensive curriculum P-12 is enhanced by well documented units of study delivered within the college pedagogical model. The college curriculum offers a wide range of subjects at VCE and has a well-established Applied Learning program which continues to be a leader in its field, providing support and guidance to other schools. The College also offers students an extensive range of VET subjects which can be accessed from Year 10 into Year 12. The college is a Registered Training Organisation (RTO), and have been able to support a wide range of career choices for students.
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.
The Learning Specialists Coaches will be highly skilled classroom practitioners who deliver high-quality teaching and learning. They will have a range of responsibilities, including teaching demonstration lessons, observing, and providing feedback to other teachers and facilitating school-based professional learning.
The Learning Specialists Coaches will 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 Coach is to model excellence in teaching through demonstration lessons. They will mentor/ coach teachers in improving their skills, knowledge, and effectiveness.
The role of the Learning Specialist Coach is aimed at building excellence in teaching and learning within the Teaching Service.
Professional Learning
¿ Model exemplary classroom practice through teaching demonstration lessons and supporting teachers to seek, analyse and act on feedback on their practice.
¿ Develop a coaching program that will meet the specific needs of our teaching staff.
¿ Implement a whole college approach to classroom observations and the benefits of sharing and learning from colleagues.
¿ Plan and conduct a series of professional learning activities for teachers to implement classroom observations.
¿ Play a key role in the provision of professional learning through the development of processes and protocols for observation and feedback of teacher practice and peer collaboration.
¿ Supervise and train one or more pre-service teachers and mentor and/ or coaching teachers.
¿ Model exemplary use of student data to inform teaching approaches.
¿ Model exemplary professional learning practice including the process of seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice.
Supporting
¿ Work with the school leadership team to develop a shared view of highly effective teacher practice.
¿ Lead and model the implementation of whole-school improvement strategies related to curriculum planning and delivery.
¿ Develop and promote school-wide professional learning structures, processes, and protocols through Professional Learning Communities.
¿ Provide expert advice about the content, processes and strategies that will shape individual and school professional learning.
¿ Work with identified Learning Community Leaders (primary year levels) and Collaborative Team Leaders (secondary year levels) to evaluate teacher practice and drive improvement after year levels/ domain areas which may involve providing intensive coaching support to identified staff (aside from new teachers).
Coaching
¿ Work one to one in a coaching capacity with all new teaching staff to assist in their induction into the school.
¿ Work closely with identified provisionally registered VIT teachers throughout the year to successfully attain their full registration. This will involve meeting with the provisionally registered VIT teacher/s at least three times each term to monitor progress of documentation. Meetings minutes are to be recorded and an update to the Executive Team is to take place at the end of each term. The coach will observe the provisionally registered VIT teacher/s, and in turn, be observed by the provisional registered VIT teacher/s.
¿ Open own classrooms and promote other teachers and leaders to observe lessons and provide feedback.
¿ Demonstrate high-level expertise in teaching and learning and high impact teaching strategies and provide evidence-based professional learning and support for teachers to inform their effectiveness and development.
¿ Support teachers to seek, analyse and act on feedback on their practice.
¿ Support meetings/ professional learning sessions that are conducted for new teachers.
The Learning Specialist Coach may be required to carry out other duties as determined by the principal.
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.