Learning Specialist 3

JOB DESCRIPTION
Location Profile Yarra Ranges Special Developmental Schoolis a specialist school that provides a quality educational program for students with moderate to profound intellectual disabilities.
Around 45% of our students have a co-morbid diagnosis of Autism as well as a diagnosed intellectual disability.
Many students have additional impairments, including sensory or physical.
Students range in age from two years eight months to eighteen years of age.
The school also has an established Satellite Unit based at Healesville Primary School.
The Unit currently caters for 8 students, from foundation to grade six.
Students who attend, have a mild to moderate intellectual disability.

Students must meet the state-wide eligibility criteria to attend and are enrolled at Yarra Ranges Special Developmental School in accordance with the school¿s documented enrolment policy.

Our school¿s philosophy is reflected in the programs and is based on the belief that all children can learn and learn best in a happy, challenging, and supportive environment.
We recognize and value the individuality of our students.
All students have an Individual Learning Plan (ILP) which is developed by teachers in conjunction with parents, guardians and caregivers, therapists and other relevant professionals.
Therapists work collaboratively with teachers to provide access for students to the curriculum.
A range of augmentative communication systems are used including signing, PODDs and voice output devices.

Teaching and Learning at Yarra Ranges SDS is focused around the child with the goal being to build independence.Our instructional approach is based on Communication, School Wide Positive Behaviour Support and Structuring Functional Independence.
Our vision is to build independence through active learning and our school values for the whole school community are:
These are imbedded in all school policies and practices.Our commitment to these values is supported through our positive partnerships with all members of the school and the wider community.

As a school we encourage active involvement and participation of students, staff, parents, caregivers, volunteers and the wider community.

The students are grouped intofive sections: Early Years (which includes our Early Education program); Junior; Middle; Senior and Healesville with a Team Leader in each area.
Curriculum design and delivery is enhanced by the expertise of a committed and caring multi-disciplinary staff which includes teachers, education support staff, physiotherapist, occupational therapists, speech therapists,welfare officer and specialist teachers.
The teacher to student ratio enables small classes (6-10 students) with education support staff working alongside teachers.

The Victorian Curriculum is the basis for an adapted curriculum for Foundation to Year 9 with the addition of a specially developed Senior Pathways Curriculum, based on VCAL, for students in their final three years of schooling.
Our Early Education Program is based on the Victorian Early Years Developmental Framework.


The school also provides a wide range of enrichment activities and opportunities.
These include a Garden Program,Swim Squad, extra sporting activities, visiting performers and community representatives.
Specialist staff conductSwimming, Arts and Media and PE programs.
Information and Communication Technology is embedded into student learning throughout the school.
We also host the internationally acclaimed MeTV, our onsite television broadcasting service.
MeTV enhances our students¿ learning opportunities and contributes to our curriculum in a fun, interactive way.
Information Communication Technology is embedded into student learning throughout the school.

The greatest feature of our school is the feeling of welcome, warmth and empathy.
Parents are encouraged to work with the school in a partnership for the benefit of their child.

Selection CriteriaThis is a tenured position for 3 years.
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 experience in leading a school section and exemplary knowledge, expertise and innovation in the implementation of the Yarra Ranges Special Developmental School's instructional framework.

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.
Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at 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.

Conquest Recruitment Group - Melbourne, VIC
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