Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Loddon Mallee - Central Goldfields
Reference: 1537275
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.
Responsibilities
¿ Demonstrate high-level expertise in teaching and learning practice and modelling exemplary practice and values in inclusive education, to support the development of an inclusive school culture. ¿ Deliver high quality, explicit technical advice on best practice for educators to effectively engage students in inclusive classrooms, so that they reach full participation ¿ Support the school-based leadership team to establish processes to help identify how to make school-wide adjustments to develop a high performing, inclusive school culture that is conducive to delivering inclusive practices ¿ play a key role in implementing professional learning, including through coaching, and supporting schools to design and implement interventions delivered through a multi-tiered systems of support framework ¿ Model effective inclusive education whole school and classroom practices and supporting teachers to seek, analyses and act on feedback on their practice ¿ Provide leadership and professional learning to others, such as school leaders and teachers to help ensure quality inclusive practices are provided by schools to improve students¿ learning and developmental outcomes ¿ Maintain professional competence and attend ongoing professional learning, including attending professional development coaching activities throughout the year ¿ Active involvement in Inclusion Outreach Coaching Communities of Practice for educator and coaching workforces ¿ Collect and analyse implementation and evaluation data of inclusion outreach coaching initiative and liaise with the Regional Inclusion Outreach Coordinator to respond to identified needs
Additional Area Responsibilities
¿ Operate in collaboration with the DE¿s Area teams ¿ Use rigorous problem-solving procedures to identify and respond to school and school based staff need; and coaching others to do so ¿ Deliver both inclusion inreach and outreach models of support to ensure the adoption and effective implementation of inclusive practices across a range of school settings ¿ Collect, analyse and use data effectively to monitor and report the measurable impact of the inclusion in/outreach practices being implemented in collaboration with the Regional Inclusion Outreach Coordinator ¿ Partner and collaborate with other coaches and workforces within the Health, Wellbeing and Inclusion and School Improvement teams in a multidisciplinary approach ¿ Maintain connectedness and capability support within the hiring specialist school (equivalent to one day per week) through: ¿ dedicating time to work with specialist school learning specialists and leadership teams ¿ coaching educators in specialist school classrooms. NB: Dedicated ES staff required to: ¿ Monitor attendance data and coordinate intervention responses ¿ Support family liaison, re-engagement and transition planning ¿ Coordinate attendance recognition and targeted student supports ¿ Liaise with wellbeing teams and external agencies ¿ Coordinate Child Safety, mandatory reporting and wellbeing referrals ¿ Support SSG processes, staff training and inclusive school practices ¿ Excellence in Teaching and Learning committee ¿ Teaching and Learning Implementation Team
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.
Maryborough Education Centre is a school where the children and the youth of this community can learn and grow in a supportive, respectful and inclusive environment, where everyone is on a strong learning journey, and where positive and supportive relationships form the basis of all our work. We consistently empower students to strive for challenging aspirations. Students are supported in following their interests and passions through multiple pathways that will successfully lead to positive outcomes in further education, training or employment. The school has a key role in supporting, and working with the wider community in meeting the challenges faced by Maryborough and district. We have a commitment to Collective Impact and the empowerment of the community to re-define its destiny in a positive way.
Vision ¿ to be an inclusive connected flourishing learning community.
Our school values have been developed in consultation with the whole community. They are:
Social ¿ community and demographics
Educational
Technological
Environmental ¿ grounds and facilities