Job posted: 31/10/2024
Location: Melbourne | Southern Metropolitan
Job type: Full time / From 28/01/2025 - 26/01/2028
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1448478
Closes: 13/11/2024
Location ProfileLocated in the Southeast growth corridor, the College opened in 2002. The school now has more than 2,500 students supported by approximately 350 teaching and Education Support staff. The College's Leadership consists of 9 Principal Class Officers and 35 Middle Tier Leaders (LS/LT). There are 40 Aboriginal or Torres Strait Islander students enrolled in the College and 780+ EAL student enrolments. The school is a welcoming place where students from many cultures learn together in outstanding facilities.
The College is led by a Principal at the AP6 level, supported by a Senior Administrative Team comprising a Manager of Human Resources, Manager of Finance, Manager of IT, and Manager of Facilities. To reflect the Department of Education's move to the Disability Inclusion Process (DIP), the College has appointed two DIP Coordinators established at the AP1 level, reporting directly to the Head of Wellbeing and Inclusion. The College has an exceptional team of Multi-Cultural Engagement and Inclusion Assistants who work alongside the PCO, Teachers, students, and their families.
The College operates by our values of "PRIDE" - Perseverance, Respect, Integrity, Dedicated Teamwork, and Excellence. A culture of high expectations exists in all areas of the College, and we are proud of our achievements in "getting the best from and for our students". The College provides a host of Special Programs inclusive of STEM, Melbourne Rebels Rugby Academy, MCFC Soccer Academy, Advanced Sports Program, Performing Arts (Music, Dance, Drama), Visual Arts, and Multimedia.
Selection CriteriaSC1 Demonstrated expert knowledge of the relevant curriculum. 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 implementing and modelling high-impact teaching strategies that respond to student learning needs. Ability to support teachers in evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated ability to model the monitoring and assessment of student learning. Ability to support others in using data to inform teaching practice and provide feedback on student learning growth and achievement.
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 in reflecting on their practice and facilitating school-based professional learning.
RoleLearning Specialists are highly skilled classroom practitioners who spend the majority of their time in the classroom delivering high-quality teaching and learning. They 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.
ResponsibilitiesKey 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.Providing 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.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 student teachers and mentoring/coaching teachers.Modelling exemplary use of student data to inform teaching approaches.Developing and promoting school-wide professional learning structures through Professional Learning Communities.Seeking feedback from other teachers and leaders on classroom practice for critical reflection and inquiry to improve practice.Who May ApplyTeachers 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. The Department of Education is committed to equal opportunity and values diversity and inclusion in all forms. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply.
Child Safe StandardsVictorian government schools are child safe environments committed to protecting students from abuse or harm. All schools have a Child Safety Code of Conduct consistent with the department's exemplar.
Job classification:Learning Specialist Range 3
Contact:To apply for this role, you will be redirected to the Schools (Government) job application system.
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