Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Education and training
Location: Melbourne - Southern suburbs
Reference: 1544265
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 as Middle Leaders
At Fleetwood, Learning Specialists are an important part of the school's middle leadership structure. Their role sits between whole-school strategic leadership and classroom implementation. Learning Specialists are expected to lead improvement through influence, expertise, collaboration and the development of others. This means moving beyond identifying issues or providing advice. Learning Specialists are expected to take initiative, propose solutions, coordinate action, communicate progress, monitor implementation and evaluate impact.
The Learning Specialist is expected to:
Building the Capability of Others: A central responsibility of the Learning Specialist is to improve the practice of others. Success is demonstrated through increased teacher capability, greater consistency of practice and improved student outcomes. The Learning Specialist will build capability through modelling, observation and feedback, instructional coaching, co-planning and intellectual preparation, professional learning and collaborative analysis of evidence. Within Fleetwood's Multi-Tiered System of Support, the role will primarily strengthen Tier 1 universal instruction and Tier 2 targeted support, while contributing expertise to Tier 3 support where appropriate.
Improvement, Initiative and Solution-Oriented Leadership: Range 3 leadership requires initiative, professional agency and follow-through. Within agreed priorities, the Learning Specialist will identify needs, use evidence to understand problems, develop practical solutions and take action.
They are expected to:
Communication and Relational Leadership: High-quality communication is a fundamental expectation of this role. The Learning Specialist will communicate clearly, proactively and professionally across leadership, PLCs and teaching teams. They will maintain regular communication with the Assistant Principal - Teaching and Learning, communicate expectations and decisions clearly, provide respectful and actionable feedback, raise concerns early and ensure agreed actions are followed up. The Learning Specialist will build trusting professional relationships while maintaining clarity, accountability, appropriate challenge and high expectations.
Our Leadership Culture - The Big 4
Fleetwood's leadership culture is guided by four principles:
Accountability - We take responsibility for our impact, follow through on agreed actions and keep students at the centre of our decisions. Leaders communicate progress, address barriers and evaluate whether their work is making a difference.
Collaboration - Improving outcomes for students is collective work. Leaders seek the expertise of others, share their own expertise and build collective responsibility rather than working in isolation.
Consistency - Students and staff thrive when expectations, routines and practices are clear and predictable. Leaders actively support agreed whole-school approaches and work to reduce unnecessary variation.
Inclusion - Every student has the right to belong, participate and experience success. Leaders consider diversity, reasonable adjustments and equitable access when designing and implementing improvement.
These principles sit alongside our school values of being Respectful, Responsible and Safe and guide how we work with students, families and one another.
Evidence, Implementation and Impact: The Learning Specialist will use evidence to identify priorities, support implementation and evaluate impact. They will work with leaders, PLCs and teachers to analyse student learning and implementation evidence, identify problems of practice, monitor agreed improvement strategies and determine whether changes in practice are improving student outcomes. The Learning Specialist will communicate progress and barriers to leadership and recommend adjustments where evidence indicates that implementation or impact needs to improve.
The Learning Specialist will:
We are seeking a Learning Specialist who believes every child can learn, grow and thrive when they are known, supported and appropriately challenged. The successful applicant will understand that a Range 3 Learning Specialist is both an expert practitioner and a leader of improvement.
We are particularly interested in applicants who has:
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.
Fleetwood PS is located in Narre Warren and currently has 315 students in 16 classrooms. The school has one Principal, 2 Assistant Principals, 2 Learning Specialists, 17 full time teachers and 3 part time teachers. There are 3 Education Support staff working in the school office as our main Administration team. There are 16 Education Support staff who work alongside teachers in classrooms to support students with disabilities and learning difficulties, 1 Inclusion and Strategies Coach, 2 Library Assistants, 2 Community Engagement Officers, an Occupational Therapist and a Community Hub Leader. The school employs 1 part-time employee to assist with Buildings & Grounds.
SCHOOL VISION
Fleetwood Primary School is an inclusive community that nurtures and encourages curiosity in learners to pursue their dreams.
VALUES
We achieve excellence together by being responsible, safe and respectful learners.
LOCATION
Fleetwood Primary School is located in Narre Warren in the South Eastern growth corridor of Melbourne. The school was established in 1929 and moved to its current location on Fleetwood Drive in 1996.
FACILITIES
The school consists of the main building which houses 14 classrooms, library, staffroom and administration areas. A separate Specialist building houses two classrooms. Our art room and performing arts rooms are in the Performing Arts Centre, along with our auditorium. We have two standalone buildings; an Out of Hours Care facility and a full-size gymnasium with two classrooms, housing our Community Hub and Digital Technologies. We also have an EAL centre to support selected students.
GROUNDS
The school grounds include a wide variety of playground facilities. We have a large oval, a soccer pitch, two basketball courts, and large shaded play areas for both active and passive play. The school takes pride in our grounds and takes great care to ensure gardens and playing spaces are well maintained.
ENROLMENTS/STAFF
The school has an enrolment of 315 students and 50 staff. All staff network with neighbouring schools in the Casey North Network to share ideas and pride themselves on their continued professional learning. The teaching staff, together with our highly valued education support staff, provide a comprehensive and engaging curriculum that caters for all levels of achievement. The school places a large emphasis on distributive leadership and professional collaboration through our Professional Learning Community work. The school employs the School-Wide Positive Behaviour System and Berry Street Model to inform teaching practices and behaviour management.
CURRICULUM AND PROGRAMS
Literacy, numeracy and student wellbeing skills are given a high priority. We also place importance on the nurturing of cultural, social, creative, physical and personal development of all members of our school community. All areas of the school have access to up-to-date computer technology being iPads, laptops, robotics, and desktop computers with internet access. The school uses an integrated inquiry approach to learning. In the junior grades investigations is a highlight. Specialist areas include Physical Education, Digital Technologies, Auslan, Performing Arts and Visual Arts. Our programs reflect the school¿s focus on providing students with a broad range of experiences.
PARENT INVOLVEMENT
Parent involvement is highly valued at Fleetwood Primary School. We have a commitment to a strong home-school partnership and welcome parent involvement in school activities. Fundraising activities focus on building social interactions with parents. Parents are invited to attend Friday afternoon assemblies and many special events throughout the year. Parents are very active on School Council and on our fundraising subcommittee. We encourage parents and grandparents to assist in the classroom, on excursions, during sports days and to attend all special school events.
For further information about the school, please visit: fleetwoodps.vic.edu.au or facebook.com/fleetwoodps