Selection Criteria
SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of literacy and numeracy skills across the curriculum.
SC2 Demonstrated ability to lead the planning and implementation of evidence-based intervention strategies for students with disabilities. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated exemplary ability to monitor and assess student learning at a class, cohort or whole-school level and use this data to lead improvement initiatives. 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 Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school professional learning.
SC6 Demonstrated ability to provide strong leadership in inclusive practices and the use of PCMSs, including your capacity to coach staff to ensure that planned adjustments are leading to increased student success and participation.
Role
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.
Responsibilities
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:
- Demonstrating high-level expertise in teaching and learning practice
- Modelling exemplary classroom practice including through teaching demonstration lessons
- Working with the school leadership team to develop a shared view of highly effective teacher practice
- Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
- Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration
- Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
- Providing evidence-based feedback to teaching staff to inform their effectiveness and development
- Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
- Supervising and training one or more student teachers and mentoring and/or coaching teachers
- Modelling exemplary use of student data to inform teaching approaches
- Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
- Modelling exemplary professional learning practice included through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice
Who May Apply
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.
Diversity and Inclusion
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.
Child Safe Standards
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
DE Values
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
Conditions of Employment
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Qualification Requirements
To be eligible for employment, transfer or promotion in the principal or teacher class:
- The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
- if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
- a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
Location Profile
Learning Specialist - Impact Coach - Inclusion
Looking to expand your impact?
Love working with others in a high support, high expectation environment?
Passionate about impactful classroom instruction informed by the science of learning?
Willing to think critically and engage in robust discussion?
Driven to ensure every child makes outstanding progress while in our care because they have teachers and support staff who continually improve their practice?
Hamlyn Banks Primary School may just be the place for you.
What you need to know about us:
- Located in Geelong
- 14 classes.
- Our staff work in Professional Learning Teams to intellectually prepare for effective instruction based on the provided curriculum materials and student data.
- We have a diverse community that we love working with.
- Current enrollment is 298.
- We know that students who are successful in their learning, will experience wellbeing gains.
- Our specialist program includes visual arts, performing arts, physical education, and Digital Tech / AUSLAN.
- We work restoratively at all times.
- Our school values are Belonging, Excellence and Opportunity.
What have we been up to:
- Over the last 4 year SSP period, we have built a healthy school culture where being deeply committed to the learning of every child is minimum standards. Our team know what excellent teaching looks like and are committed to getting better all the time. We have selected and written curriculum materials that form a robust and well sequenced curriculum experience. We have watched student learning data improve term on term, and our student opinion data continue to strengthen. We have established inclusive classrooms, where students and staff embrace the idea of it taking a village to assist children to be successful.
Where are we headed?
- As we head into the first year of our new SSP, we are excited about our key focus areas. Over the next four years we will refine and strengthen our documented curriculum, we will establish a reliable system of supporting every single educator to continue to improve their practice, no matter their level of experience or expertise - relying on the Step Lab Coaching Model. We will continue to refine and strengthen our MTSS systems.
- We will continue to build on the work we are doing to sustain a positive and productive school culture, where every member of our community understands their importance in the work we do for kids. We take staff wellbeing seriously and absolutely know that if we get this right, kids are the winners.
What would your work look like?
- You'd be a key player in the Executive School Leadership Team supporting school improvement.
- You'll be a keen reader and learner who is passionate about improving practice.
- One day of in class teaching.
- This role champions Hamlyn Banks' belief that every student can access their education through purposeful, well-supported and inclusive teaching. The Learning Specialist Impact Coach - Inclusion, builds staff confidence and capability in inclusive practice, helping teachers deliver the Tier 1 strategies and thoughtful adjustments that allow every learner, including our students with disability, to participate fully and thrive. Working within our tiered model of support and alongside the Allied Health team, they help ensure adjustments are purposeful, well-monitored and genuinely effective, focused on impact and outcomes rather than paperwork and compliance. By coaching in classrooms, modelling inclusive approaches and keeping the focus on what each child needs to succeed, they make inclusion a strength woven through everyday practice. This is a role for someone who holds high expectations and deep care in the same hand, and who believes that a truly inclusive classroom lifts outcomes for all.
We are looking for someone who is:
- passionate about seeing kids thrive,
- deeply committed to supporting teachers and ES to be successful in their work,
- a critical thinker, and wants to be part of a team who are on a mission to create a thriving school,
- flexible, adaptable and understands the dynamic nature of a school day,
- committed to the science of learning, and
- keen to establish sensational relationships and loves a dress up day!
Please note that I can be contacted via email at [email protected] if you require further information, have questions or would like to book a school tour.
Nigel Holloway.
Principal
Important information for all applicants: Applications should be submitted as PDF. Please ensure you include the details of 3 referees within your application.