Learning Specialist Range 3 - Data Informed Teaching & Learning - Numeracy & Literacy Vce Vocat[...]

Learning Specialist Range 3 - Data Informed Teaching & Learning - Numeracy & Literacy VCE Vocational Major (commencing 2025) - 3 Years Fixed TermJob posted: 31/10/2024
Job type: Full time / From 28/01/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1448238
Location ProfileHarvester Technical College Profile Harvester Technical College is an exciting feature on the landscape of senior secondary education and trade and technology skills training in the West of Melbourne. It is a unique hybrid model of education and training governed and operated within Sunshine College (RTO) since January 2010. It offers young people seeking careers in trades and technology the opportunity to complete their senior secondary education through the VCE Vocational Major (VCE VM) certificate, whilst completing a pre-apprenticeship VET certificate as a pathway to apprenticeships, traineeships, employment or further education.
Education programs offered within Harvester Technical College draw from the united expertise of TAFE, secondary school and industry. Curriculum delivered as part of the VCE VM has a trade-based, real-world focus where possible, maximising relevance to students. Literacy and numeracy combined with both generic and specific vocational skills create a solid foundation from which young people can launch into their careers.
Harvester has a state-of-the-art Trade Training Centre where Certificate II pre-apprenticeship VET courses in Building & Construction, Plumbing, Electrotechnology and Engineering are currently delivered. The centralised delivery of our programs allows students to complete their Certificate II course in one year rather than two. Skills and knowledge gained at school are further developed as part of our compulsory Structured Workplace Learning program whereby students gain 'hands on' experience within their chosen trade, experiencing true industry immersion.
In addition to the core subjects of Literacy, Numeracy, Personal Development Skills, Work Related Skills and Sport & Health, our unique Tech Ten (Year 10) program is designed to provide an introduction to project-based learning in Wood Technology, Metal Technology, Plastics and Electronics. This, combined with a compulsory trade-based Work Experience placement, provides students the opportunity to make a well-informed choice when selecting Cert II courses for Year 11 and 12.
Our school values of RESPECT, RESPONSIBILITY, PERSEVERANCE and COMMUNITY guide our philosophy in how we educate and support our students as they prepare to transition into the world of work and/or further study. Our latest destination data shows Harvester Technical College students are likely to achieve success post-secondary school with 65% of students securing an apprenticeship, 5% undertaking TAFE/further study and 29% commencing employment.
Harvester Technical College was featured as an exemplar model of VCAL and VET program delivery as part of the Review into vocational and applied learning pathways in senior secondary schooling (Firth, Nov 2020).
Our performance and development culture is based around the collaborative work of staff in professional learning teams where curriculum is collegiately designed and consistently delivered across classrooms and workshops and where self-reflection is critical to enhancing the craft of teaching.
Those who value vocational education and applied learning, who would like to be a part of a supportive, collaborative, innovative and inclusive culture are encouraged to apply.
Applicants will need to hold valid qualifications and experience (see below) and be able to meet Victorian Institute of Teaching registration requirements.
Our Vision: Harvester Technical College aims to transform lives through the power of applied learning and vocational education, and to prepare young people for further study and employment in careers in trades and technology.
Selection CriteriaSC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the ability to incorporate 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 ability to effectively identify, collect and analyse data to drive improved outcomes in an Applied Learning setting. 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 teaching practice for improved student learning outcomes, the key roles of Learning Specialists may include but are not limited to:
Demonstrating high-level expertise in teaching and learning practice and the HITS;Demonstrate high-level expertise in pedagogical practices;Inspire students and staff with a passion for learning, demonstrate and foster the development of student and teacher agency;Develop the teaching practice of others in alignment with the school's Teaching and Learning AIP goals;Drive improved student outcomes via active membership on the School Improvement Team;Collect and analyse educational data to identify trends, patterns, and insights;Initiate data-driven programs to promote student learning, engagement and wellbeing;Facilitate staff capacity building in the use of data to improve teaching and learning outcomes;Deliver professional learning to staff which has a focus on analysis of student achievement, wellbeing and engagement data;Identify opportunities for process improvement and data-driven decision-making;Attend appropriate data related DoE professional development;Other duties as requested by Principal class.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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