Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - Northern suburbs
Reference: 1488281
Mernda Primary School No. 0488 was first established in 1853 on Plenty Road just south of Bridge Inn Road. Originally named `Plenty State School¿, it was renamed to Mernda Primary School in 1913 in line with a change in suburb name. The original school building still stands today near the entry to the Woodland Waters estate. The original school buildings were made from palings, weather boards and covered with a shingle roof.
In the early 1970¿s, our student enrolment numbers grew to over 100 students. The Plenty Road Site could no longer cope, especially without town water and only three toilets! The new four-classroom Mernda Primary School building was opened in Johnson¿s Road, Mernda in 1976. Over the years portables and other structures continued to be added in order to accommodate growing student numbers.
In 2011 Mernda Primary School moved to its current site on Everton Drive and into brand new school buildings and grounds. The new building accommodated up to 450 students and Mernda Primary also hosts a 2007-2010 Labour Government Building Education Reform (BER) building, with 4 classrooms along with modern portable classrooms to accommodate its growing population.
Today with an enrolment of almost 900 students and a rapidly growing population in the surrounding area, our current site in Everton Drive, Mernda Villages caters for the school¿s every need. This state of the art facility features open learning areas, STEAM learning spaces, an inviting Library resource area, Performing Arts Centre, Gymnasium, playgrounds for all ages encouraging cooperative and creative play, a Digihub and an Environmental Area known fondly as the `Frog Bog¿.
Our current school site allows Mernda Primary to move into the 21st century and provide our students with buildings and facilities that we are proud of.
Every child at Mernda Primary is treated as an individual and our highly trained teachers work tirelessly to provide individualised and targeted programs for all of our students.
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 Demonstrated expertise in the implementation of the FISO 2.0 framework, with a proven capacity to lead and embed evidence-based strategies across all components to build teacher capacity, enhance collaborative practices, and improve student learning outcomes.
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.