Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - Southern suburbs
Reference: 1548004
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 ability to build teacher capability through instructional coaching, modelling, feedback and professional learning, strengthening teaching practice aligned with the Victorian Teaching and Learning Model 2.0.
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.
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.
Ormond Primary School is a smaller school with a big heart and high aspirations.
Located in the heart of Ormond, in Melbourne¿s south-east, we are a connected community of 328 students. We value the strong relationships we build with our students, families and one another, working together to support student learning and wellbeing.
Our newly established school values of Care, Connect and Grow reflect who we are and the culture we are continuing to build. We hold high expectations for student learning and recognise the importance of creating a positive and supportive environment where all students can experience success.
At Ormond Primary School, we are committed to three guiding pillars that underpin our approach to teaching, learning and community:
Together, these pillars reflect our shared purpose: to equip our students to become positively contributing members of society.
Leadership and CollaborationOur leadership team comprises a Principal and Assistant Principal, supported by a distributive leadership model. Our School Improvement Team, including a Learning Specialist and Team Leaders, works collaboratively to drive our school improvement priorities and support the ongoing development of teaching practice.
We have a dedicated team of classroom and specialist teachers, supported by Education Support staff, including a part-time Business Manager, full-time Office Assistant and Integration Aides. We value the diverse skills and experiences of our staff and recognise the importance of working together to achieve positive outcomes for our students.
Our specialist programs include Performing Arts, Visual Arts, STEAM, and Health and Physical Education. We also offer Auslan as our language program, delivered within classrooms.
Teaching and LearningWe are committed to strengthening evidence-informed teaching practices, drawing on cognitive science and the Victorian Teaching and Learning Model 2.0 (VTLM 2.0) to guide our work. We recognise the importance of explicit instruction, a knowledge-rich curriculum and purposeful assessment in supporting student learning.
We are proud of our whole-school approach to systematic synthetic phonics through PhOrMeS and are continuing to strengthen our structured literacy instruction, including the use of novel studies.
We place a strong emphasis on collaboration and professional learning. We utilise the Sprint model to provide a structured approach to continuous improvement, enabling teachers to work collaboratively to identify student learning needs, implement evidence-informed teaching strategies and evaluate their impact.
Wellbeing and InclusionWe recognise that student wellbeing and learning are closely connected. We are working to strengthen consistent whole-school approaches to classroom routines, student engagement and behaviour to create calm, predictable and supportive learning environments.
We are progressing our implementation of the School-Wide Positive Behaviour Support (SWPBS) framework, focusing on developing shared expectations, explicitly teaching positive behaviours and building consistency across the school.
We value inclusion and are continuing to strengthen our practices and support structures to respond to the diverse learning and wellbeing needs of our students. This includes our emerging work in developing a Multi-Tiered System of Supports (MTSS) approach.
Professional CultureWe value the professional growth of every staff member and believe that ongoing learning, collaboration and coaching are essential to improving teaching practice and student outcomes.
We are proud of the positive and connected culture at Ormond Primary School and the work we are doing together and are looking for someone to meaningfully contribute to our journey.