Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - Southern suburbs
Reference: 1489930
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
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.
Derinya is a large thriving government school located in Frankston South with an enrolment of 834 students and a high socio economic profile. Our school has 35 straight classes and we have over 70 dedicated, passionate staff who are committed to continually maximising the potential and wide ranging achievements of our students in a safe, caring and happy environment. We live our overarching school values daily. We strive to develop compassionate global citizens through shared values and high expectations who think creatively and are responsible and caring lifelong learners.
Our buildings date back to 1970. We have developed a new master plan and have recently completed stage 1 with 10 new classrooms and 2 open spaces. We view the environment as the `third teacher¿, taking great pride in our facilities and classrooms ensuring learning is both supported and celebrated.
Our extensive curriculum continues to be underpinned with a sharp focus on literacy and numeracy and is supported with appropriate levels of challenge ensuring a personalised approach for all children. Students are encouraged to think creatively about the world they live in, inquire with curious minds and care for the earth, always giving their best effort. We encourage student responsibility for learning, goal setting and reflection. Our engaging specialist programs include visual and performing arts, PE, Japanese and science. A multitude of co-curricular programs and initiatives enhance the learning opportunities of students, engaging them in a diverse range of activities both within and beyond the classroom, school and world. Innovation and creativity are celebrated and there are many opportunities to develop student leadership. Learning enhancement and enrichment occurs throughout the school as necessary through tutoring, education support staff and a variety of high abilities opportunities.
The positive staff, student and parent surveys endorse excellent performance of our school as a highly effective learning community. We are ever growing in our quest for excellence and continue to strengthen our practice through research and professional development targeted around the Education State Initiatives and targets.
The Derinya GEM (Gratitude, Empathy, Mindfulness) program, developed by our student health and wellbeing team caters for the social and emotional development of all children through explicit classroom teaching. In conjunction with learning around GEM and our school values sits the Respectful Relationships curriculum and a strong focus on using The Zones of Regulation for identifying and learning about managing emotions and building relationships. Restoratives practices are used to support all members of our community to have healthy relationships with each other. The school has access to two psychologists who provide either one on one support or guidance in classrooms.
The school plays an important role in the Frankston South community celebrating strong links with our wonderful parent body and local networks. Through the tremendous work of the School Council, our Parents Association ¿ the Community Connect Team, staff and students, a harmonious, engaging and productive learning community is nurtured. The Parent Survey endorses the excellent work being undertaken at our school. Our annual Derinya Art and Craft Exhibition features highly on the Victorian Arts Calendar. Our school works as a Community of Practice with the Frankston Federation of Schools and Northern Peninsula Network. At Derinya, our community works collectively to achieve our potential and create a positive, vibrant centre of learning. The growth of the school is testament to its success.