Learning Specialist Range 3 (2025) - Numeracy

Learning Specialist Range 3 (2025) - NumeracyJob posted: 02/12/2024
Job type: Full time / From 28/01/2025 - 27/01/2028
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1456075
Location ProfileThornhill Park Primary School was established in 2023 and is located in the suburb of Thornhill Park approximately 40 kilometres west of Melbourne. Our school has capacity for 550 students and caters for students from Years Prep to 6. Our enrolments are around 550, with a growth of up to 900 students expected by term 4 2025. The grounds sit alongside a new creek installation in the Thornhill Park Estate and is surrounded by many new houses, bike paths and open park spaces. The school community will be culturally diverse with many families coming from a language background other than English. We aim to provide a strong culture of inclusion and establish a supportive environment for all students.
Our staff will have a range of experience and work in teams to provide differentiated programs for all students. We value the establishment of a strong culture and look to build a team of people who have students at the centre of their decision making and strive to make an impact. We offer a curriculum based on building strong foundations in Literacy and Numeracy, whilst providing students with a range of real-life and problem-based experiences. Our teaching spaces also enable us to have a Specialist hub consisting of Physical Education, Food Tech, STEM, The Arts and Auslan. Our learning environments provide opportunities for students to explore their curiosity and develop as 21st Century citizens.
Thornhill Park Primary School's vision is to ensure:
Students are happy, empowered, curious and resilient learners.Curriculum is challenging, engaging, inclusive and relevant and supports each student in achieving their full potential.Staff are committed to providing high quality curriculum and a caring, inclusive classroom environment.Environment is welcoming, social, safe, positive and stimulating and encourages our students and staff to learn, develop and achieve success.School community is committed to an ever developing, positive, supportive and collaborative partnership between home, school and the community.Our school values are Respect, Integrity, Persistence and Wellbeing.
We display respect in all aspects of our school lives from the way we interact with each other to the way we treat our environment.We have integrity by always striving to do our best at school and ensuring we are honest and trustworthy citizens.We are persistent in challenging situations and always trying to give our very best. Being persistent enables our community to acknowledge that it is okay to make mistakes as this helps us to learn and to strive for excellence.We value wellbeing for all members of the community. We strive for people to be at their best when at school, so we endeavour to differentiate our approach to ensure we are inclusive and provide support for all students and staff. We recognise that optimal learning occurs when students are happy and healthy.Please contact Principal, Darryl Spiteri on 03 8764 3990 should you wish to arrange a tour of the school or require further information. Selection CriteriaThe successful applicant will be required to deliver professional learning to staff. They will also be required to demonstrate best practice in their chosen area to others, whilst in the classroom. The successful applicant will be given time to complete this role effectively. They will also be working alongside our current Numeracy Learning Specialist and Curriculum Assistant Principal.
SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice and provide ongoing whole staff and individualised Professional Learning, in your chosen area of expertise and implement school priorities aligned with our Annual Implementation Plan and Strategic Plan.
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.
RoleLearning 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.
ResponsibilitiesIn 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 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 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 StandardsVictorian 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 LANTITETo 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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