Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Barwon South West - Greater Geelong
Reference: 1484942
Pentland Primary School opened in 1993. We are a growing school with a current enrolment of 560 students. Pentland is situated on the northern edge of Bacchus Marsh and lies at the base of the Pentland Hills. We are on approximately 10 acres of land, comprising of a mod grass oval/running track, undercover basketball/netball court, playgrounds, landscaped garden areas and an orchard which we are continually improving and developing.
At present our school consists of 23 classrooms as well as art, STEAM, library, respectful relationships and music rooms. We have a food technology room and gymnasium. All classrooms and specialist areas are heated and air-conditioned.
The Bacchus Marsh Township has experienced significant growth during the past 5 years. New housing developments and steady construction have resulted in increased enrolments for our school. The age and profile of the staff have been significantly influenced. Pentland Primary School is led by our Principal and 3 Assistant Principals and employs approximately 50 staff. We have a combination of recently graduated and experienced staff who are friendly, approachable, diverse and committed to achieving the best outcomes for all our students.
Pentland Primary School is very inclusive, our school community embraces all students and families. Diversity exists in the parent occupation and skills of our community. We currently have a Student Family Occupation index rating of 0.3747. School Council and the school leadership team have worked strategically to support families through targeted use of our equity funding. We operate a breakfast club 5 days per week. The welfare of the school community is an important value, in addition to an emphasis on ensuring all students feel safe and happy at school. This will continue to be a pivotal focus for us moving forward.
Pentland provides education programs that are relevant and of high quality with an emphasis on the use of technology across the curriculum. The school has adopted an integrated approach to planning and delivery of the curriculum. The school provides comprehensive programs across the Victorian Curriculum. Specialist classes include Visual Arts, Music, Physical Education, ICT, and Respectful Relationships. STEAM is in its second year, with exciting things planned for the future. Student intervention, support and extension programs are areas we also focus on, implementing STAP and Advanced Maths programs into our school with great success. The Early Years and Information Technology programs will continue to be pivotal to our school¿s curriculum delivery.
The implementation of the Victorian Curriculum and the Victorian Teaching & Learning Model 2.0 will remain a priority in building the capacity of our professional learning team. The E5 teaching and workshop models has remained a priority and a focus for the continual improvement of teaching and program delivery. Staff are supported by literacy, numeracy and inclusion coaching.
Pentland Primary school offers a wide range of opportunities for its students including a comprehensive camping and excursion program, swimming program, choir, involvement in sporting teams and local competition. We also have a Junior School Council, encouraging student voice.
A close partnership exists between the Bacchus Marsh College and Pentland Primary School. We are actively involved in a Community of Practice based around Disability and Inclusion.
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 expert knowledge of the Victorian Teaching and Learning Model 2.0 and the ability to lead collaborative planning and build teacher capacity to deliver engaging, hands-on and high-impact Literacy and Numeracy using evidence-based practices to improve student learning outcomes.
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
This position will involve a significant classroom teaching component as well as a leading coaching role.
The role of the Teaching and Learning Coach (Learning Specialist) is to support the building of staff capacity to implement agreed school-wide strategies designed to improve student learning outcomes.
They have a direct role in building the capacity of teachers.
They will be focused on continuous improvement of teaching and collaborative practices to support the school's improvement goals. They will model exemplary teaching and collaborative practice and will work directly with staff to provide feedback regarding adoption, implementation and improvement of explicit evidence-based teaching strategies which lead to improving student outcomes.
They will draw upon evidence-based research to support their practice and will make an evidence-proven contribution to their students' growth and achievement and to their colleagues' learning practice.
Specific responsibilities:
Other responsibilities:
Please ensure that your application includes the following to be selected for an interview:
Please note the selection panel may seek additional referees beyond those you name. Consistent with policy we shall advise you if we will take this action.
Pentland Primary School Expectations:
As a member of the PPS Executive Team, a learning specialist will:
· Engage with the whole staff and articulate the school's vision.
· Lead and manage the implementation of whole school improvement initiatives related to the School's AIP and Strategic Plan
· Be able to analyse data to improve student learning outcomes.
· Collaborate with members of leadership to lead, develop, implement, and evaluate programs to improve student learning outcomes.
· Work with Principal Class to facilitate professional development for staff.
· Be an exemplary teacher who can teach demonstration lessons that model innovative teaching practices, incorporating technologies effectively to enable students to achieve success.
· Be an active leader of the PLC process.
· Undertake ongoing professional learning and share new learning with the leadership team and teams across the school.
· Continue to develop a vision for Educational Growth at PPS for the duration of the Strategic Plan with strategies, goals, and targets within a cycle of review which will involve further investigation of the latest research, ongoing examination of current practice including a needs analysis and preparation of a long-term strategy to continue a whole school approach.
· Attend school community events.
· Other duties as negotiated with Principal Class.
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.