Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - Eastern suburbs
Reference: 1480234
Location Profile
Yarra Hills Secondary College is a multi-campus college of approximately 550 students across two campuses in the Mooroolbark/Kilsyth and Mount Evelyn districts of outer eastern Melbourne. It is part of the North East Victoria Region (NEVR) of DE.
Yarra Hills organises its student management and administration on the basic structure of its two campuses, one of which is Year 7 - 10 and Year 11/12 VCE Vocational Major (VM) only and one which has Year 7-10 and Year 11/12 VCE and VCE/VM educational pathways.
With consistent enrolments over recent years and a solid status within the local community, Yarra Hills anticipates stability and future growth. Our programs build strong foundations that provide a solid basis for future success by emphasising literacy and numeracy and embedding information and communication technologies across all subjects within the curriculum. A solid core curriculum is supported by an extensive elective program that recognises students¿ different needs and talents and supports individual learning and career pathways. All year ten students can participate in an extension program into VCE studies, assisting in maximising tertiary entrance scores. A broad and engaging curriculum has led to a high proportion of our students achieving successful academic pathways to university or TAFE through VCE or alternately into vocational pathways through VET and VCE Vocational Major (VM), as well as school-based apprenticeships and training (SBATs) and the DE HeadStart Program. The college co-curricular program includes outstanding sports, camps, performing arts, visual arts and outdoor education programs, and a highly acclaimed instrumental music program.
The school has 93 equivalent full-time staff: 4 Principal class, 55 Teachers and 38 Education Support Staff.
NATURE OF POSITION:
Yarra Hills Secondary College organises its student management and administration on the basic structure of its two campuses, one of which is Year 7 - 10 & Year 11/12 VCE VM only and one which has Year 11/12 VCE & VCE VM educational pathways. The college English & Literacy Learning Specialist supports the development and implementation of whole school Literacy strategies whilst also leading the curriculum delivery within the English Key Learning Area.
The English & Literacy Learning Specialist reports directly to the College Principal and Campus Principals. Learning Specialists are members of a strategic planning team within the school and contribute to whole-school planning as a part of this responsibility role.
The English and Literacy Learning Specialist is responsible for:
¿ Working with the College School Improvement Team and a strategic planning team to develop a shared view of highly effective teacher practice in relation to Literacy.
¿ Leading the provision of highly effective teaching and learning within the English Key Learning Area and supporting the development of capacity within the team to facilitate improved student Literacy outcomes.
¿ Leading and modelling the implementation of whole-school Literacy improvement strategies.
¿ Supporting the inclusion of literacy related strategies within the School Strategic Plan and Annual Implementation Plan.
¿ Accessing and analysing college-wide literacy data, in particular NAPLAN and VCE, and using this data to inform practice across the college.
¿ Playing a key role in provision of Literacy related professional learning, including through the development of processes and protocols for observation and feedback of teacher literacy practice.
¿ Modelling effective practice and supporting teachers to seek, analyse and act on feedback on their literacy practice.
¿ Modelling exemplary classroom practice, including through teaching demonstration lessons.
¿ Providing evidence-based feedback to teaching staff to inform their effectiveness and development.
¿ The development of teachers¿ capacities in teaching and learning, especially in support of the College¿s Strategic Plan (this is an expectation of all Leading Teachers & Learning Specialists)
CORE ACCOUNTABILITIES:
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 is to model excellence in teaching and learning through demonstration lessons, mentoring and coaching teachers in improving their skill, knowledge and effectiveness. The English and Literacy Leader is responsible for the provision and support of whole-school Literacy strategies and programs, including through overseeing the work of the staff members within the English Key Learning Area and others involved in whole-school literacy delivery.
TASKS AND RESPONSIBILITIES:
The English and Literacy Learning Specialist will undertake the following duties:
¿ Deputise for the Campus Principal as required (all Leading Teachers and Learning Specialists will undertake this role in a shared responsibility)
¿ Significant contribution to a strategic planning team, with responsibility for developing and supporting the vision, initiatives and implementation of programs within this portfolio. Specifically, this team will be responsible and accountable for leading appropriate sections of the college¿s Strategic Plan and Annual Implementation Plan.
¿ Development of a Literacy 3-Year Plan and yearly action plan, to support delivery of the college Strategic Plan and Annual Implementation Plan
¿ Effective management and leadership of the English Key Learning Area staff team, and those staff involved in college-wide literacy initiatives.
¿ Contribute to the overall management of the College through involvement in college-wide decision-making.
¿ The development and implementation of strategies involving students and staff to promote excellence in teaching and learning, in particular related to Literacy planning and provision.
¿ To attend and actively participate in Information Nights and other sessions provided for parents and students.
¿ Actively promote whole-school literacy initiatives and strategies amongst staff, students and the college community.
¿ Collaborate with the Disability Inclusion Team to support student learning needs, including contributing to Disability Inclusion Profiles, participating in support and inclusion processes, and providing targeted literacy assessments and reports (ROSSI) as required.
¿ The delivery of a range of whole-school Literacy related professional learning sessions.
¿ Liaise closely with other Key Learning Area Leaders and relevant staff in relation to:
- KLA based literacy strategies
- Literacy in KLA curriculum documentation
- Use of Common Instructional Model to support whole-school Literacy
- Provision of literacy in KLA curriculum planning
¿ Provide support and feedback to staff in regard to literacy strategies implemented within the classroom for students at all learning levels.
¿ Evaluate college literacy data and support the School Improvement Team to use this data to inform teaching approaches.
¿ Other duties at the discretion of the College and Campus Principals.
Yarra Hills Secondary College Leadership Qualities
Members of Leadership at Yarra Hills Secondary College are expected to:
¿ be highly flexible and creative
¿ be forward thinking and capable of vision sharing
¿ have a broad educational knowledge base and well-established educational beliefs
¿ be passionate about helping students and have a major focus on constantly improving student learning outcomes
¿ be committed to ongoing self-learning and continuous improvement
¿ have an ability to inspire/motivate
¿ have highly developed communication and liaison skills
¿ be objective, sensitive, reflective & persistent
¿ be analysers, planners and decision-makers
¿ be facilitators, negotiators & resolvers of conflict
¿ be team builders able to give and receive trust
¿ have a strong sense of commitment to teams and to their integrity
¿ be committed to the optimum functioning of the principal team
¿ understand, articulate and build positive group dynamics
¿ be active listeners, able to receive and provide constructive feedback
¿ be focussed, efficient and committed to their roles
¿ be able to act as high level mentors and coaches to others
¿ be able to model exemplary teaching practices
¿ be able to build strong positive relationships with students, teachers, parents and other community members.
Selection Criteria
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 lead the development and provision of college-wide literacy outcomes, including the leadership of English curriculum, assessment and pedagogy and the use of literacy data to inform teaching practice.
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
As the school is a multi-campus, the successful applicant may be required to work across both campuses.
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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.