Learning Specialist - Autism Spectrum Disorder (Asd)

Job posted: 01/11/2024

Job type: Full time / From 28/01/2025 - 19/01/2029

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1448750

Location Profile Are you a passionate, positive and proactive teacher looking for an exciting Learning Specialist level position focused on Autism Spectrum Disorder (ASD)? Then we have the position for you! Located on beautiful Wurundjeri Country, Strathtulloh Primary School has been educating with HEART since 2022. We are a brand-new state of the art school, located in the suburb of Strathtulloh. We opened in January 2022 with 710 students already growing to over 1400 students for 2025 and employing over 160 staff.

Our students are phenomenal and eager learners who are beautifully behaved and respectful. We are supported by families and a community which really values and supports education and our school.

School Wide Positive Behaviour Support (SWPBS) and Respectful Relationships (RR) feature strongly at our school, along with a culture that supports positive, proactive and passionate wellbeing and learning for students and staff. Our students, staff and community demonstrate outstanding positive behaviours and consistently work to demonstrate and build their #StrathtullohHEART.

We pride ourselves on being an inclusive and progressive school community. Our staff are our most valuable resource and we provide support & recognition accordingly. Our Coaching, Wellbeing and Principal Class teams are visible and working together with staff to support the best outcomes for students.

Why work at Strathtulloh? 5hrs non face to face time provided to full time teachers per week; Shared and supported planning of lessons each week; 2 meeting times a month allocated to meeting and connecting with parents/families (inside regular work hours); Reports with one paragraph of written comments, Parent Teacher Interviews held inside the 38hr work week; Parents/families do not have direct email/electronic communication access to teachers; No requirements for communication outside 38hr work week; Co-Teaching Environment - you're not alone, you have the support, shared planning and camaraderie of a team; Flexible teaching spaces, NOT open plan, purpose built for our co-teaching explicit teaching approach; Free before & after school program for children of staff; A terrific team of staff who engage in a variety of social events and functions; Getting here is easy! It's a 30 minute drive against traffic from Sunbury, Gisborne, the inner west or north of Melbourne and an hour from the eastern suburbs, Ballarat & Geelong. We're also only a short walk from the train station with plenty of seats heading away from the city. On site Cafe with great food and coffee! The Strathtulloh community are encouraged to be Helpful, Excelling, Accepting, Resilient and Trustworthy people as they demonstrate, support and strive for a #StrathtullohHEART.

You are encouraged to tour the school before applying; please email ****** with your contact details. If you are unable to make a scheduled tour please still submit an application. Selection Criteria SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including students with ASD, 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 particularly with ASD students.

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 particularly with ASD.

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 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.

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.

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.

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