Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Barwon South West - Greater Geelong
Reference: 1494965
Location Profile
Newcomb Primary School is an inclusive school of 140 students from diverse cultural and socio-economic backgrounds. We are situated five kilometres from the city of Geelong at the approach to the Bellarine Peninsula.
The school implements the Respectful Relationships Program, teachers work in Professional Learning Communities, and we implement a School Wide Positive Behaviour framework. Both life skills and social skills are paramount to the success of each child and are incorporated into our programs. Our school values of Respect, Responsibility and Resilience are embedded across the school and form the basis upon which Our School Wide Positive Behaviour framework and behaviour management system operates.
Newcomb Primary School is highly committed to improving the development of its staff and students and has much to celebrate. We use an evidence-based approach and are committed to a science of reading and learning methodology incorporating a Multi-Tiered System of Support (MTSS). All staff have the opportunity for regular coaching and professional learning opportunities.
Our Mission is to provide a calm, safe, cooperative, and vibrant learning environment in which students strive to achieve their personal best and encourage others to do the same.
Our Vision is for all children to reach their full potential where they will be equipped with the academic and life skills to reach their full potential and be responsible citizens who are lifelong learners.
SC1 Demonstrated expertise in inclusive teaching and learning practices, with the capacity to model high-quality, evidence based instructional strategies.
SC2 Demonstrated experience in planning, implementing and evaluating evidence-based intervention strategies for students with disabilities and providing feedback to teaching staff to inform their effectiveness and development.
SC3 Demonstrated ability to input into the development, implementation and evaluation of processes and strategies relating to teaching students with disability and diverse learning needs in a range of school settings.
SC4 Demonstrated ability to provide explicit advice to teaching staff to assess and monitor student achievement and learning progress in line with the Victoria curriculum and the VTLM, and support teaching staff with effective strategies to engage with parents and families, including reporting on student progress.
SC5 Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people.
SC6 Demonstrated ability to provide leadership, professional learning and coaching that informs and influences the work of others involved in the engagement and wellbeing of children and young people.
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.