Learning Specialist Range 3

Job type: Full time / From 28/01/2025 - 26/01/2028 Organisation: Schools (Government) Salary: Salary not specified Occupation: Education and Training Reference: 1436171 Location Profile Mont Albert Primary School serves the educational needs of families in a pleasant residential area of Balwyn, Mont Albert and Mont Albert North.
The school was established in 1917 and celebrated a centenary in 2017.
As a result of the school's continuing strong standing reputation, a Department approved enrolment boundary is strictly enforced.
The school has a current enrolment of approximately 600 students.
A culture of high expectations permeates the school, and the staff operate as a collaborative and dynamic community of learners with a shared commitment to improving student outcomes and ensuring that teaching reflects best practice.
The level of staff engagement is commendable with leadership supporting and empowering staff to do their job effectively and build a sense of ownership and commitment to the goals and values of the school.
Mont Albert Primary School students are safe, engaged and challenged in the classroom.
Student Attitude to School Survey data reveals very positive perceptions held by students in relation to Wellbeing, Teaching and Learning and Student Relationships.
A restorative practices approach and involvement in The Resilience Project reflect in the school's focus on student wellbeing and relationships, with a high parent positive response for General Satisfaction on the annual Parent Opinion Survey, and a higher positive response for Collective Focus on Student Learning and Collective Efficacy on the Staff Survey.
The school is structured in straight grade levels and is guided by the Victorian Curriculum in all areas including the specialist subjects of Visual Arts, Performing Arts, Physical Education, Library, Science, and Languages (Auslan), with EAL support acknowledging the rapid change in local demographics.
The school offers many extra-curricular activities including an instrumental music program, choir, orchestra, Chess Club, Lego Club, GATEWAYS and Maths Olympiad.
There are various formal student leadership opportunities across the school such as School Captains, House Captains, Curriculum Captains, Junior School Council, and the Environmental Action Group.
A range of digital technologies are utilised within each classroom to support learning in all areas of the curriculum, with interactive displays, laptops, i Pads and beebots used to facilitate engaging learning opportunities.
Technology is a learning tool that teachers leverage to engage and meet the learning needs of whole classes, small groups or individuals.
Teachers are regularly developing their own digital technology skills, and the financial commitment to this area is significant in providing new and varied technology, with improved infrastructure and continued integration of learning tools into classrooms - including a BYOD (Bring Your Own Device) program in Years 5 and 6 to prepare them for secondary schooling.
Home-school partnerships are valued, with all key stakeholders working together to achieve the best possible learning outcomes for all students.
Parents are welcomed into all aspects of school life, including School Council (and subcommittees), Parents' Club, classroom assistance, working bees, and attendance at excursions.
Several special events are held each year which community members are welcomed to attend and support their children.
The school leadership actively advocate an open-door policy where parents are very welcome to discuss questions, ideas, issues or concerns as they arise.
Compass (an online whole-school management system) has been implemented to further promote communication.
Selection Criteria SC1 Demonstrated expert knowledge of the relevant curriculum.
Demonstrated 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 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.
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.
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.
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.
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