Learning Specialist Range 3

Location: Melbourne | Northern Metropolitan
Job type: Full time / From 27/01/2025 - 27/01/2028
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1422536
Job posted: 26/06/2024
Closes: 16/07/2024
Occupation: Education and Training
Job duration: From 27/01/2025 - 27/01/2028
Reference: 1422536
Occupation: Education and Training
Salary Range: Salary not specified
Work location: Melbourne | Northern Metropolitan
Selection Criteria SC1  Demonstrated expert knowledge of the Victorian Curriculum and VCE. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of skills across the curriculum.
SC2 Demonstrated ability to lead the planning and implementation 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 monitor and assess student learning at a class, cohort or whole-school level and use this data to lead improvement initiatives. 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 leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school 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 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines ).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via ******
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. Information on the department values is available at:
Learning Specialists at Preston High School may be deployed to assist in the enhancement of teachers¿ professional practice with a whole-school focus or a tailored focus within a particular program (sub-schools, subjects, etc). Learning Specialists work as a team to enhance and develop professional practice and outcomes for students with an unrelenting focus on maximising leader growth. Learning Specialists enmesh themselves in the work of the broader leadership team and influence and contribute to work of others, often in close collaboration with other members of the leadership team. Collaboration and systems-thinking is essential in this role.
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 and induction and support programs provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx 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.
Location Profile Preston High School is a co-educational secondary school that opened its doors to the first intake of Year 7s in 2019 and will grow to approximately 1,250 students by 2025.
Housed in a newly refurbished 1920s 2-storey red-brick school building alongside a new Stadium, Theatre and Arts center, and the 4-storey Gillard building, Preston High School is located in the heart of Preston and adjacent to the Preston Town Hall, Library, Market, High St and all Public Transport. The school¿s designated neighbourhood boundary encompasses parts of Preston, Thornbury, Reservoir.
The school¿s mission is: Empowering Tomorrow¿s Leaders.
The school¿s motto is: Lead, Explore, Inspire.
The school¿s values are: Excellence, Inclusion, Community.
These statements exemplify the school¿s commitment to the highest aspirations for our learners, staff and school. The curriculum prepares learners for a life of success and positive community engagement in the mid-21stC by providing excellent teaching and learning in foundational disciplines alongside deep engagement in meaningful and extending projects that deliver cross-disciplinary learning opportunities. The Year 7 and 8 program includes the explicit teaching of Philosophy and of Engineering/Design Thinking as two key elements for learners¿ future success. All students learn to lead, explore areas of passion and interest and undertake work that inspires them and their community.
Full time / From 27/01/2025 - 27/01/2028
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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