Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - Western suburbs
Reference: 1486512
Footscray High School is a new and contemporary multi-campus secondary school in Melbourne’s vibrant, geographically rich and culturally diverse inner west.
The Footscray High School will comprise two junior 7-9 campuses and a senior 10-12 campus (from 2022). In 2021, the school will comprise of three campuses:
(1) Barkly Campus (Year 7&8)
(2) Pilgrim Campus (Year 7&8)
(3) Kinnear Campus (Year 9-12)
At Footscray High School we are committed to every student having access to a world class education. Inspiring young people to develop the ‘essential skills’ required for their future pathways in an inclusive and positive learning environment is our priority.
We provide all students with a comprehensive and innovative curriculum that focuses on individual growth and addresses the skills and dispositions required for citizens of the 3rd millennium. Our vision is to draw on international research and best practice to ensure that our curriculum and programs promote choice and agility to deal with complex, unknown and rapidly changing futures.
Footscray High School’s vision is to provide excellence in learning and teaching, achievement, innovation and self- improvement within a supportive, healthy, safe and secure environment that is inclusive of all.
Footscray High School’s mission is to provide excellence in education through a caring and diverse environment that encourages the holistic development of each student. We aim to provide students with rich academic, social, physical and creative experiences that develop their full talents and uniqueness.
We aspire to be an educational establishment renowned for its vibrant community, which develops creative thinking and learning dispositions in order for our students to engage with the complex challenges of an ever-changing world. The community have a collective responsibility to engage in the total life of the school and to actively pursue a range of learning experiences. Our ultimate aim is to develop compassionate students with the personal qualities and attributes that will enable them to face their future with confidence.
Footscray High School’s Pillars are:
UNITY
Our school is built on collaboration. This is where three campuses, many cultures and infinite personal journeys unite with pride and with purpose.
We lift each other up, building on the strength and support of our whole community to achieve greatness.
RESPECT
Respect – for ourselves, our colleagues, our individual traditions and our shared future inspires us in every way.
We treat each other with care, compassion and kindness; we act with integrity; and we are engaged in making a positive impact on our world.
CREATIVITY
We embrace doing things differently because we want to make a difference.
We draw on wisdom, experience and our own original thinking to create new possibilities.
Future focused, open minded and proudly progressive, we constantly seek a better way.
ENDEAVOUR
The boldness of our vision is matched by our relentless spirit, our self-belief and the pride that comes from hard work.
The enthusiasm which drives our endeavour also demonstrates our character: In the classroom and beyond, we strive to be our very best.
Due to current COVID19 restrictions we will not be able to conduct school tours. Please visit our website https://footscray.vic.edu.au/
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.
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
A role description is available upon request.
This is a tenured position of 4 years.
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.