Learning Specialist 3

Job Details

Job ID1410467

Location

Whittlesea Primary School

Department Whittlesea Primary School

Role Type Learning Specialist

Subjects/DutiesView Subject/Duties

Full/Part Time Full-Time

Ongoing/Fixed Term Ongoing

Classification Learning Specialist Range 3

Apply By 21/04/2024

Other Information

Begin Date 29/04/2024

End Date 29/04/2027

Hours 38.00

Contact Name Kaylene Kubeil

Phone 047/777-6641

School Website https://whittleseaps.vic.edu.au/

Location Profile

At Whittlesea Primary School the student is at the centre of everything we do. 

Our vision is to be an inclusive community where learning is highly valued. We strive to develop and support the emotional, social, and physical wellbeing of the whole child, with an emphasis on creating a positive climate for learning. 

Established in 1878, Whittlesea Primary School has a long history in the local community. The township lies on the outskirts of Melbourne and Whittlesea Primary is the most northern school of the Whittlesea Schools Network. Positioned centrally in Whittlesea, the school is in a prominent position along Plenty Road, the main thoroughfare through the town towards Kinglake, Flowerdale and Yea. To the south, urban sprawl is growing ever closer to the area with Laurimar (Doreen), Mernda and South Morang all developing at a fast pace. New developments are also growing rapidly to the west with Donnybrook, Beveridge, Mickleham and Wollert expanding quickly. The school zone has been reduced slightly each year since 2019 with the introduction of new schools in these areas. 

Whittlesea Primary School is a School-wide Positive Behaviour Supports (SWPBS) School, that has recently received the GOLD award. The school expectations of 'Respect Your School', 'Do Your Best' and 'Help Others Succeed' are well engrained throughout the school, as are the key components of SWPBS including behaviour matrix, flowchart, universal reinforcement programs (Golden Tickets), as well as group and individual supports.   

At Whittlesea Primary School we teach and acknowledge desirable behaviours and use data, students' documented plans and evidence to strive to meet the student¿s individual learning and wellbeing needs. We work hard to put these in place, as they support the creation of productive and engaging learning environments.

The Learning Specialist - WELLBEING

§  Be part of the School Wellbeing team

§  Support and mentor teachers and students to improve wellbeing outcomes

§  Be a member of the Leadership Team

§  Have a teaching component (0.4 ¿ 0.6)

Other information:

Please make sure that you address all 6 criteria.

Please provide the names of THREE referees. Please include phone and email contact details.

If you require any further information, please Kaylene Kubeil (Principal) ¿ kaylene.kubeil@education.vic.gov.au to arrange a time to discuss the role.

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 contribute to improving Wellbeing outcomes at the school through the provision of evidence-based processes, professional learning, inclusion, and support.

Role

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.

Responsibilities

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:

• Demonstrating high-level expertise in teaching and learning practice
• Modelling exemplary classroom practice including through teaching demonstration lessons
• Working with the school leadership team to develop a shared view of highly effective teacher practice
• Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
• Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration
• Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
• Providing evidence-based feedback to teaching staff to inform their effectiveness and development
• Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
• Supervising and training one or more student teachers and mentoring and/or coaching teachers
• Modelling exemplary use of student data to inform teaching approaches
• Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
• 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

Who May Apply

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.

EEO AND OHS Commitment

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 marrung@education.vic.gov.au

Child Safe Standards

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

DE Values

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

VIT LANTITE

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.