Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - Western suburbs
Reference: 1486689
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.
The Teaching and Learning P-6 Leader is a highly skilled classroom practitioner. Their role is to improve the skill, knowledge, and performance of our teachers and to improve the curriculum program of our school. They will be responsible for coordinating staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating, and coaching and using processes that develop knowledge, practice, and professional engagement in others.
The Teaching and Learning P-6 Leader will be responsible for the implementation of one or more priorities contained in the school strategic plan.
Curriculum
Work with the Chair of the Education Subcommittee of College Council to ensure relevant information is made available for meetings that relate to curriculum, assessment and reporting agenda items.
Chair meetings with the P-6 Learning Communities, building team capacity, accountability and a collaborative approach to development and implementation of programs to meet the needs of the College community.
Together with the Assistant Principal P-6, the Teaching and Learning Leader P-6 will: - Achieve goals in our School Strategic and Annual Implementation Plan in their areas of responsibility. - Use a consistent curriculum design including common assessment tasks and timelines, including how these documents will be stored and accessed by the school community.
Consolidation and embedding of progressive feedback cycle (Primary Progress Reports).
Build and develop staff capacity in understanding and embedding all Learning Areas and Capabilities within the Victorian Curriculum from Prep to Year 6.
Lead staff to review how they promote student engagement, differentiation, inclusion, student voice, digital technologies and 21st Century skills at the curriculum development stage.
Ensure curriculum development, documentation and delivery embeds high impact teaching and learning theories and strategies, with a focus on improving student outcomes.
Review and audit curriculum data regularly to evaluate the provision of diverse pathways and opportunities for all students.
Work collaboratively with all staff to support increased teacher capacity and efficacy.
Regularly review school programs in the context of local needs and DET requirements.
Ensure curriculum programs from Prep to Year 6 meet DET and VCAA guidelines.
Support key staff with the incorporation of Rights, Relationships, Respect and Resilience curriculum.
Pedagogy
Lead the development of staff capacity to implement and embed high impact teaching strategies from Prep to Year 6 to improve student outcomes.
Lead the consistent use of a Whole College Workshop Model based on solid research and consultation.
Promote the use of our Workshop model and delivery of purposeful lessons that will address the needs of all students.
Lead the use of high impact differentiation strategies to ensure all students are being catered for at their individual point of need.
Support all staff to develop their teaching practice to ensure all students from Prep to Year 6 are being catered for appropriately.
Assessment and Reporting
Lead assessment, moderation, and reporting practices to ensure regular review of processes, clarity of timelines and requirements and consistent implementation.
Lead accountability processes to support consistency.
Oversee the report writing timeline, process, proofreading and verification. Create and distribute a reporting and assessment calendar and support leaders and staff to work it into their unit plans.
Lead collation and analysis of student learning data and its systematic communication to teachers, students, and parents/carers.
Demonstrate a comprehensive understanding of student learning data and growth and lead Learning Community Leaders and staff in strategies to improve individual and cohort outcomes.
Ensure all assessment and reporting processes meet DET and VCAA guidelines.
Work with the Teaching and Learning P-6 Leader to implement a staged developmental program from early years to senior years for students to understand how they best learn, strategies for learning and tactics for studying.
Professional Learning
Together with the Assistant Principal P-6, lead the PLC process for teachers of Prep to Year 6 through a team-based approach.
Collaborate with Literacy and Numeracy Leaders to ensure a consistent approach with PLCs and use common language.
Lead professional learning programs relating to pedagogy and curriculum for staff, ensuring they align with the School's Strategic and Annual Implementation Plans.
Support staff to embed professional learning in their everyday practice.
Lead and facilitate the sharing of professional learning within and across teaching teams within the school.
Actively contribute to discussions at Whole School Leadership Team meetings about our professional learning plan and make recommendations for future areas of focus.
Work with the Learning Specialist Coaches to identify teacher, team and school needs and design, source and facilitate programs designed to increase the capacity of all staff.
Collaborative Team Leaders meetings, support the Learning Specialist Coaches to promote and coordinate classroom observations and various coaching strategies throughout the year.
The Teaching and Learning Leader may be required to carry out other duties as determined by the principal.
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.
St. Albans Meadows Primary School was established in 1980. Our school is situated in the City of Brimbank, approximately fifteen kilometres to the west of Melbourne, just beyond the Western Ring Road. The community, which is somewhat isolated by the Ring Road and other major roads, is dominated by the Grantham Green housing estate, which is now quite well established.
Many young families occupy houses in the estate and the majority of their children attend our school. Some students also attend the school from as far afield as Sydenham. St. Albans Meadows has a high reputation as a caring and progressive school and parents of students with gifted academic ability, learning difficulties and/or behavioural problems, choose the school because of the quality of its educational and welfare programs
The school enjoys excellent relations with Southwold Street Kindergarten, the source of most of our prep enrolments.
Enrolment trends have shown growth from 270 children in 1998 to 475 children in 2019. Enrolments are expected to remain fairly stable at the 460+ students range. 77% of the students are from Non-English Speaking Backgrounds (NESB) and 35% of these students are of Vietnamese descent. The NESB students represent a wide range of nationalities, linguistic groups and cultures.
Involvement in school decision-making is valuable for children and can be fostered through such activities as membership of the Junior School Council and attending our Leadership Camp.
Teachers are dedicated to developing each child¿s potential. They strive to achieve best practice in their approaches to teaching and learning. Frequent participation in quality Professional Development activities is encouraged and a very strong emphasis is placed on a team approach to curriculum planning, implementation and evaluation.