Learning Specialist - EAL

Job Details

Job ID1410231

Location

Ascot Vale West Primary School

DepartmentAscot Vale West Primary School

Role TypeLeading Teacher

Full/Part TimeFull-Time

Ongoing/Fixed TermOngoing

ClassificationLearning Specialist Range 3

Apply By04/20/2024

Other Information

Begin Date07/15/2024

End Date07/14/2029

Hours38.00

Contact NameOlivia Atanasovska

Phone039/370-8784

School Websitehttps://avwps.vic.edu.au/

Location Profile

Ascot Vale West Primary School is situated in Melbourne¿s inner north-west in the city of Moonee Valley. In 2013 the school celebrated its 90th Anniversary. The school is bordered by residential housing on two sides with the Ascot Vale Leisure Centre and Victory Park on the third. The Royal Melbourne Showgrounds are located directly opposite the front entrance to the school.

The school population reflects the characteristics of the Ascot Vale community with its diversity of socio-economic and cultural backgrounds. A key strength of the school is the value placed by the school community on its multicultural mix. The school continually strives to build connections with its diverse communities through the work of the Primary Welfare Officer and Community Coordinator. Annual whole school events such as multicultural days, Fathers¿ Day celebration, school disco and the school concert provide opportunities for the community to work together to further build closer connections between home and school.

Whilst literacy and numeracy are our main focuses, the school community recognises and values the need to educate the whole child. Great value is therefore placed on student wellbeing and engagement. It is with this in mind that the school has recognised the need for a stronger focus on student involvement in decision-making including learning programs; the broader school environment and the importance of providing a quality specialist program to support and enhance classroom programs.

Selection Criteria

SC1    

Demonstrated ability to successfully lead the implementation and evaluation of EAL programs, inclusive of evidence-based pedagogical approaches

SC2    

Demonstrated ability to lead the planning and implementation of high impact teaching strategies and high impact wellbeing strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student growth.

SC3    

Demonstrated exemplary ability to monitor and assess student wellbeing at a class, cohort or whole-school level and use this data to lead improvement initiatives. Demonstrated ability to support others in using data to inform staff practice and to provide feedback to stakeholders.

SC4   

Demonstrated exemplary interpersonal and leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement.

SC5    

Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school professional learning.

SC6

Demonstrated high level of organisational and time management skills to manage a complex workload. Demonstrating an ability to prioritise effectively, communicate in a timely manner & method with all relevant parties and to work interdependently with the Principal Class and School Improvement Team.

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

Other Information

The job will be split as 2 days coaching and 3 days in the classroom.

Conditions of Employment

No job description available

Program Benefits

No job description available

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.