Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Barwon South West - Greater Geelong
Reference: 1494842
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.
Position Responsibilities:
In recognition of the importance of exemplary teaching practice for improved student learning outcomes, the key roles of the Learning Specialist 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.
Montpellier Primary School is located in residential Highton, a Geelong suburb which is nestled between the Barrabool Hills and the Barwon River. The school was established in 1969 and has a current enrolment of approximately 560 students.
The priority at Montpellier Primary School is to meet the individual learning needs of all students and to enhance their learning opportunities and achievement. Across Grades Prep ¿ Six, there is a fundamental and strong focus on Literacy and Numeracy and all students demonstrating individual improved learning growth through cycles of goal setting, feedback and reflection. All teachers engage in year level and specific PLCs that focus on improving student outcomes through data analysis and targeted teaching.
The school has had a strong focus on the key elements of providing an inclusive education. Ensuring individual students are catered for by providing targeted teaching and learning is a priority. More recently, we have prioritised the High Impact Teaching Strategies (HITS) and High Impact Wellbeing strategies, with a strong focus on Differentiated Teaching and Explicit Teaching. There are two Instructional Models that are implemented; GANAG (Goal, Accessing Prior Knowledge, New Information, Applying New Knowledge and Goal Reflection) for English and LES (Launch, Explore, Summarise) for Maths and Science.
Montpellier has implemented the School Wide Positive Behaviours approach with the underlying values that drive our school culture of Aspire, Empathy, Respect and Responsibility. We are also developing a strong sense of student voice, agency and leadership. We encourage students to take ownership of their learning and provide opportunities for them to exercise agency and contribution to their learning community in order to promote self-worth, engagement, purpose and academic motivation.
Student leadership is facilitated via the Grade 6 Leadership Team and Grades 4-6 Student Council Representatives. Our Specialist classes are Art, PE, STEM, Performing Arts and Indonesian. We have a 1:1 BYOD iPad program to transform and amplify learning for Grades 3-6 students. An annual Dance Extravaganza and Concert, Interschool Sports, regular excursions and incursions as well as an annual camping program in Grades 4 and 6. These are all key features of experiences provided for students each year. Parent and carer involvement is important at our school and encouraged.