Learning Specialist 3 - Curriculum & Intervention (Learning Specialist Range 3)

Job posted: 30/04/2024
Job type: Full time / From 20/05/2024 - 19/05/2027
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1413425
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.
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 CommitmentApplicants 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 ******
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:
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:
All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check. A probationary period may apply during the first year of employment and induction and support programs provided. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check. A probationary period may apply during the first year of employment and induction and support programs provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx 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.
Location Profile CONTEXT Edenbrook Secondary College is situated in Henry Road, Pakenham having opened in Term 1, 2021. Enrolments will progress by year level each year with the long-term enrolment of the school expected to be 1200. The development of a successful Middle School and VCE program will be the focus of the new Strategic Plan. 
Educational Vision Our mission is to collaboratively generate a positive learning environment that challenges and supports us all to grow.
Teaching spaces in the school allow for full implementation of a professional learning community approach. Integrated planning and delivery, reflecting on the impact of teaching practice, professional interaction and activation of student voice using evidence-based, high impact teaching strategies are all central to our educational vision. Learning Communities are designed around modifiable spaces that accommodate multiple learning approaches and that flexibly respond to the requirements of students and teachers, creating a sense of shared ownership, inclusion and everyday learning. 
Students and teachers utilise easily accessible technology to achieve collaboration, research and creation. The school enables Year 7 and 8 students through our Academy program to investigate ideas collaboratively, encourage learners to create, refine, reflect on and publish their work, facilitating peer-to-peer teaching and engagement, and mobilising social networks for authentic inquiries or investigations. Year 9s begin their career and work education program through our Courage Program.
DESIGN Community
Establishing a sense of place and community; a framework for the development of an environmentally, socially, and economically sustainable urban structure, empowering strong, diverse communities is central to our vision of our educational community.
Commitment to Whole of Life Learning and Living
An understanding that life-long learning is most successful when it is inclusive of children, parents, neighbourhoods, wider communities and global citizenship. It must reflect the values, vision and aspirations of all members of the endeavour.
Integrating Evidence-based Knowledge of High Impact Learning and Teaching Research and Strategies
Opportunities to privilege seamless planning, professional interaction and student engagement in learning. Encourage quality professional learning opportunities and the conditions for capturing practice, building practice excellence, knowledge sharing and collaboration through team structures, collaborative design, planning and teaching and peer observations and feedback. All staff will contribute to the curriculum of the school and be part of professional learning teams with collaboration being the key in achieving the vision.
OPPORTUNITY The design and intent of learning spaces facilitate a professional learning community approach enabling educators to collaborate, implement high-impact teaching strategies and reflect on the impact on learning in a continuous improvement culture.
As a member of our team, you will contribute to the development of a culture of high standards for both staff and students and the unique opportunity to be involved in an agile environment. The appointment of aspirational staff who are keen to explore new methods of delivery of the teaching and learning programs will be central to the school¿s success. We have high expectations of each other and the students who attend here. This is evidenced by the way we interact with each other, our professional attire, vision for learning, the respectful way in which we communicate and our drive to deliver meaning and purpose for our community.
We welcome your interest in joining the team at Edenbrook Secondary College. Full time / From 20/05/2024 - 19/05/2027
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