Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - Northern suburbs
Reference: 1494268
Established in 1891, Wales Street Primary School is located in the Melbourne suburb of Thornbury approximately 10 kilometres northeast from Melbourne's Central Business District (CBD). The school site includes three main buildings that house classrooms, a multipurpose hall, dedicated specialist classrooms for the Arts, a library, a Light Timber Construction (LTC) building and two relocatable buildings. The school has had recent re-development and construction of the current school buildings completed in 2021. School funded projects have been completed to provide a Nature Play adventure playground, an outdoor classroom, an imagination garden and a new pirate ship playground. The use of outdoor spaces is conducive to the connection to nature and to care for the environment which is valued by our community.
Enrolments are approximately 610 students and have remained stable for the past 7 years enabling the school to offer 25 classes taught in a single level grade structure. The Student Family Occupation Education (SFOE) index is 0.1216. The staffing profile of Wales Street Primary School includes 32 fulltime equivalent (FTE) staff, Principal, 2 Assistant Principals, 1 Leading Teacher, 3 Learning Specialists and 15 Education Support (ES) staff, including classroom integration and office administration staff.
The schools F-6 curriculum framework incorporates the eight learning areas required by The Education and Training Reform Act 2006 aligned with the Victorian Curriculum. In 2016 the school gained accreditation for the International Baccalaureate - Primary Years Program.
Classroom teaching and learning is supported by the provision of a specialist curriculum. Physical Education (PE), Italian, Visual and Performing Arts, and Science, Technology, Engineering and Maths (STEM), are specialist areas provided by the school. We provide a play-based learning program for our foundation to grade 2 students to experience developmental play and encourage curiosity and connection to the units of inquiry.
A range of strategies and programs assist students needing additional support or extension are provided by the school. Enrichment learning activities and extra curricula programs are offered for students in a range of environments. These include art, instrumental music, performance productions, camps and excursions, sporting programs and student leadership opportunities. An accredited School Aged Care (SAC) operates onsite.
The school employs a qualified nurse and provides a student welfare team to enhance student engagement and wellbeing. We have a BYOD 1:1 program for grade 4-6 students and iPads are used in the F-3 classrooms to support the teaching and learning of Digital Technologies.
Our programs are focused on the ability of our students to think independently, apply knowledge and have the capabilities to face the challenges that lie ahead with enthusiasm, confidence and resilience.
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 capacity to support the school's culture of continuous improvement through exemplary leading of curriculum development, curriculum planning, professional learning and coaching of teachers to enhance instructional practices.
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.