Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Loddon Mallee - Campaspe
Reference: 1525190
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 Disability Inclusion - Demonstrated specialist leadership in the area of Disability Inclusion with a proven ability to observe, evaluate and deliver feedback to staff on classroom practice and leadership involvement in Disability Inclusion Profile applications.
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 Disability Inclusion Learning Specialist has a key role in the school's implementation of Disability Inclusion, which can include supporting the organisation of Disability Inclusion Profile meetings, supporting teachers and supporting school leadership .
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:
Disability and Inclusion Responsibilities:
Participate fully in the school leadership team to ensure a focus on your own leadership growth and development is valued and nourished.
Student Support Plans:
Professional Development & Staff capacity Building
Lead support for teachers to better understand how to differentiate to ensure all students are learning
.
Disability Inclusion Process Responsibilities:
Ensure all requirements are met for the Disability Inclusion profile meetings for students at Tier 2 and 3.
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.
Echuca Twin Rivers Specialist School is seeking applicants who display an understanding of the learning and teaching of students with special needs and who are committed to their profession.
Echuca Twin Rivers Specialist School is a rapidly expanding school, providing education for children ages 5-18 years with intellectual and associated disabilities. The school enrolment is approximately 118 students. We follow Victorian Curriculum using ABLES to assist assessment. The curriculum is based on individual needs and abilities and designed to be motivating, challenging and flexible with a significant focus on life skills and personal development.
Our 2022 - 2025 Strategic Plan has a student learning focus on Literacy, Numeracy and excellence in Education. The major emphasis is on literacy with a focus on reading, developing oral language and social skills. We believe that all our students need to be given a voice and the staff are dedicated to making the most of the school resources to achieve this goal.
Our Strategic Plan has a major teaching and learning focus on Literacy, Numeracy and Communication. All students work with iPads to strengthen literacy and numeracy skills. We offer a significant P.E.C.S program to build communication skills across different areas of the school.
The school has a strong wellbeing culture. In 2016 the school launched The Koorie Inclusive School Wide Positive Behaviour Support (KI SWPBS) program This evidence based approach supports positive school culture by creating safe, inclusive learning environments defined by proactive whole school systems to define, teach and support appropriate student behaviours.
Inclusion is of vital importance to our Community and links with mainstream schools and local sporting clubs are facilitated through community partnerships. The school promotes inclusion of all cultures, religion and gender identities and where local history, heritage and the values of the nation¿s first people can be explored and celebrated. Inclusion is promoted in our community and links with mainstream.
Family connections are vital and their continued support is greatly valued. Student wellbeing is a high priority and contact with most families on a daily basis provides holistic support not only to students but to caregivers. Our families come from a diverse background spread over a large geographical area.
Many of our students have high paramedical needs. Access to physiotherapy, occupational therapy, speech therapy and psychologist services is provided as required. Specialised therapy and augmented communication equipment is available to support these programmes.
The school prides itself on having an open and welcoming environment that encourages parent and community participation. Links with the community are encouraged. The school plays host to students on work experience, or community service programmes as well as providing onsite training for staff from local mainstream schools. We recognise and appreciate the challenging nature of the job and are proud of the professional commitment of all our staff.
Our school offers: