Learning Specialist 3 - Maths - 1449475

Horsham Special School was established in 1988, moving to its current site in 2013. It has a wide enrolment base, drawing from the local area to as far as the South Australian border including Nhill, Dimboola, Kaniva, Goroke, Edenhope and Serviceton. Horsham Special School provides educational programs for students aged 5-18 years displaying mild, moderate and severe diagnoses associated with cognitive, physical, social, emotional, behavioural, sensory and multiple disabilities. The school's overarching purpose is to encourage and enable all students, staff and the school community to achieve their full potential. The safe, caring and stimulating school environment focuses on our key values of Be Safe, Be Kind and Be Your Best.
The school's dedicated staff provides a highly individualised educational program for each student. This extends into outdoor play spaces and the local community. The individual programs are prepared and delivered by teachers, along with their assistants, and are reviewed regularly to ensure student needs are being met. Integral to the Horsham Special School Curriculum is the programming provided by specialist and therapy staff. The school offers focused support in the areas of Art, Physical Education, Music, Swimming & Welfare. The physical environment complements the programming, with a state-of-the-art purpose-built special school comprising a fully equipped commercial style kitchen, open art workshop, sensory courtyard, open learning spaces, kitchenettes and architecturally designed playgrounds.
The curriculum at Horsham Special School is both functional and practical, divided into the following focus areas: Functional Academics - Literacy and Numeracy; Personal & Social Development; and Communication. Each student has an Individual Education Plan (IEP) developed for them, containing goals from each of these focus areas which make up their program.
Selection Criteria SC1: Demonstrated expert knowledge of the relevant curriculum and 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. Ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth in a special school setting.
SC3: Exemplary ability to model the monitoring and assessment of student learning. 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: Exemplary interpersonal and communication skills. Ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.
SC5: Ability to model behaviours and attitudes consistent with Department values. Ability to support others to reflect on their practice and facilitate school-based professional learning.
SC6: Ability to lead the development of curriculum, assessment and pedagogical approaches in a Special Education setting.
Role Learning Specialists will be highly skilled classroom practitioners who spend the majority of their time in the classroom delivering high-quality teaching and learning. They will have 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, delivering improved achievement, engagement and wellbeing for students. The role aims to build 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 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 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 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 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. If they are the successful candidate, requests for a reduced time fraction 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, 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.
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.
DE Values The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights.
Other Information Please ensure that your application includes:
A resume including relevant experience as well as personal details (name, address and contact numbers, business and home).A section addressing the selection criteria and the requirements for application under the Who May Apply section.Names and contact numbers (telephone and email if possible) of two referees who can attest to the claims made in your application.Please limit KSC to a maximum of 1 A4 sheet per criteria.Conditions of Employment 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, with induction and support programs provided.Detailed information on all terms and conditions of employment is available on the Department's Human Resources website.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.
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