Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - Northern suburbs
Reference: 1548476
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:
Modelling exemplary professional learning practice included through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice
Role outline for Apollo Parkways Primary School in 2027 the role will include:
(0.5 = 2.5 days) Teaching a grade shared with another learning specialist. Implementing the VTLM 2.0 through exemplary planning and delivery that models differentiated practice and reasonable adjustments which are informed by data to meet the learning and wellbeing needs of the students.
(0.5 = 2.5 days) Working with teachers as directed by the School Improvement Team. This can involve the following: classroom observations, coaching teachers, analysing data at a PLC meeting and supporting the needs of students within cohorts.
Designing and delivering targeted professional learning to achieve the goals and targets of SSP and related AIPs.
Actively contributing to the School Improvement Team, ensuring progress and achievement of the students in the cohorts you lead, is monitored and utilised to drive improvement in student learning and wellbeing outcomes.
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.
Apollo Parkways Primary School is in Greensborough, in Melbourne's outer northern suburbs. The current enrolment is 620 students with our school tours providing prospective families with an opportunity to experience all the wonderful aspects of Apollo Parkways. A significant percentage, 60.81% of our student population is drawn from outside our immediate neighbourhood.
The school's Student Family Occupation Education Index (SFOE) is 0.1646, with 11% of students from EAL (English as an Additional Language) background. These indicators are used by the Department of Education to differentiate the allocation of resources to school budgets based on the correlation between student SFOE and predicted student outcomes and place the school with a solid measure of school advantage.
The school is organised into 29 grades operating in grade level teaching teams. The school's curriculum is based on the outcomes required of the Victorian Curriculum and is both broad and comprehensive. A strong emphasis is placed on the teaching of literacy and numeracy, with whole school programming and coordination a key to the strength of these curriculum areas. The school has maintained a full complement of specialist programs in; The Arts, Physical Education and Sport, Languages (Italian) and STEM. The school also has a range of programs to support students in their learning. An enrichment program, The Pegasus Program, is offered to highly capable and talented students along with access to VHAP (Victoria High Ability Program).
Apollo Parkways is renowned for the use of Information and Communication Technologies (ICT). Our staff and students have access to and use of Apple iPads, MacBook Air laptops, Apple TVs and short throw interactive projectors. Google Classroom provides access for our teachers to collaborate on planning documentation and also allows for student access to a range of cohort resources.
Our school's achievements in a wide range of educational pursuits are widely acknowledged. On sporting fields our students excel in the competition of the Diamond Valley Primary School Sports Association where premierships are won each year in a wide range of sports. Individually our students have attained personal success with numerous gaining selection in Victorian representative teams.
The biennial Grade 5 and 6 Wakakirri performance is a highlight of The Arts program. Students enjoy the opportunity to choose to participate as an extracurricular activity. Apollo Parkways Primary School has achieved high praise and recognition from the Wakakirri organisers. Our most recent school performance has also showcased student talents as actors and choreographers; further broadening the opportunities afforded our students.
Our teaching staff is of the highest calibre where Professional Learning is part of the positive learning culture of the school. We regularly host visits from other schools where our quality programs and various initiatives are shared.
Our school is part of a supportive and engaged community where we provide opportunities for our families to come together and celebrate the many achievements of our students.
School Vision:
Apollo Parkways Primary School staff are enthusiastic, hardworking, and always aiming for success for our students. We strive to develop articulate, socially responsible, and resilient students who are always working towards their full potential. Our staff are committed to the moral purpose of giving students a comprehensive education enabling all students to become literate, numerate and curious learners who have the capacity to contribute to society now and in the future as global citizens.
Apollo Parkways Primary School values are:
Excellence
Kindness
Respect
The Apollo Parkways Primary School community has worked together to develop these shared values and understandings with regards to teaching and learning:
Students come from different backgrounds, learn at different rates, and have different learning styles.
The development of the individual's self-esteem and confidence is central to student learning.
Learning is best fostered in a supportive and challenging environment, which promotes enjoyment and success for every student.
Regular feedback and an opportunity to reflect about learning improves performance.
Transferring skills and making connections to real life situations greatly assists overall learning.
Therefore, learning should:
build on existing learning
promote individual success in learning
encourage students to think, collaborate and problem solve
foster a desire and enthusiasm for lifelong learning
assist students to improve their own learning