Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Classroom teacher
Location: Melbourne - Eastern suburbs
Reference: 1486089
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
When submitting your application please ensure you upload it as one document (preferably PDF) that includes your cover letter (optional), response to selection criteria (SC) and resume/CV, names and contact numbers (telephone and email if possible) of two referees
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action
Please save this file with your first and last name at the beginning of the file name you choose.
For further information please email Lisa Vandenbosch (Principal) at [email protected]
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.
APPLICANTS: When submitting your application please ensure you upload it as one PDF document that includes your cover letter (optional), response to selection criteria (SC) and resume/CV, names and contact numbers (telephone and email if possible) of two referees.
School Profile Statement
At Botanic Ridge Primary School, we pride ourselves on grounding our instructional model and teaching practices in evidence-based research. Explicit teaching and shared practice are at the core of our instructional model to build confident independent learners.
Botanic Ridge Primary is a government school with an early childhood setting which opened Term 1 of 2020. There is provision in the Primary School for children from Foundation to Year Six with facilities for a long-term enrolment of 500 children. An integrated Family and Community Centre caters for Four-Year-old Kindergarten and Maternal health is also onsite. The Family and Community Centre is operated by the City of Casey, who are the Department of Education and Training¿s funding partners in the project.
The facilities have been designed with the following key design principles in mind:
School values, philosophy, and vision
Botanic Ridge Primary School Statement of Values and School Philosophy is integral to the work that we do and is the foundation of our school community. Students, staff and members of our school community are encouraged to live and demonstrate our core values of respect, responsibility, safety and growth.
Vision
Botanic Ridge Primary School¿s vision is to inspire and empower all children to learn and achieve through building curiosity and collaboration in a challenging and supportive learning environment that inspires growth. To encourage resilience and a positive self-image, with a focus on respecting ourselves, others and our world.
Mission
Botanic Ridge Primary School¿s mission is to
Create a positive climate for learning where we will develop independent learners and problem solvers through explicit teaching.
To lead the development of dynamic relationships through collaboration, high expectations and opportunity for student and community voice and agency in learning. Where we will develop independent learners and problem solvers through explicit instruction, who design, develop and assess their learning through opportunities encompassing voice, agency and leadership.
To develop a viable and rich curriculum that is informed by the Strategic plan, promotes shared evidence based pedagogical approaches and is bound by rigorous evaluation embedded in Professional Learning Community cycles of inquiry. Where there is a focus on teacher precision, quality and consistency of practice, while also fostering core adaptions based on student needs. Teachers collaborate within their Professional Learning Communities to ensure consistency of planning and implementation of the instructional model. Teacher professional learning is at the core of the school¿s strategic plan to improve student outcomes.
To create a climate for learning that supports an appreciation of different cultures and supports children to deepen their understanding of, and respect for, differences through respectful curiosity and their friendships with other children. A learning community where we teach our children about our environment, Australia and its past, inclusive of our indigenous people. Our children will learn about the importance of behaviours that demonstrate, respect and understanding of all people who inhabit our land and our planet.
Professional Learning community
Our school presents an exciting opportunity for teachers to work collaboratively with the Leadership team and other staff in the creation of a dynamic learning community situated in a contemporary designed school strongly connected to the community.
The staff of this school will demonstrate the qualities of collaboration and teamwork, be highly skilled and knowledgeable about how students learn offering diverse expertise and multiple learning opportunities within and outside the Learning Community Spaces. Explicit direct instruction, routines and high expectations are fundamental to the Botanic Ridge philosophy.
The students and parents are seeking highly energised staff with a passion for learning and a commitment to work as partners to develop our students, academically socially and emotionally. Botanic Ridge Primary School is seeking applications from educators who are committed to a teaching pedagogy reflective of the science of learning & teaching. We are looking for educators who have skills in a variety of disciplines, who are flexible, committed to the education profession, the students and peers and will contribute to the positive culture of our school.