Learning Specialist Range 3

Location: Melbourne | Southern Metropolitan
Job type: Full time / From 28/01/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1437810
Job posted: 18/09/2024
Closes: 01/10/2024
Occupation: Education and Training
Job duration: From 28/01/2025
Contact: Campbell McKay | 048/844-3735
Reference: 1437810
Occupation: Education and Training
Salary Range: Salary not specified
Work location: Melbourne | Southern Metropolitan
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.
SC6  Demonstrated ability to provide strong leadership in inclusive practices, student health and wellbeing: and the ongoing implementation of the DI reforms to support effective tiered interventions.
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 leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:
Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities Leading and managing the implementation of the school operations and policies related to student wellbeing Contributing to the overall leadership and management of the school Oversee and lead education support staff responsible for the delivery of educational adjustments and targeted support for Tiers 2 and 3 students Manage Disability Inclusion Profile (DIP) processes; including identification of eligible students and preparation of applications to secure optimal levels of funding. Ensure class staffing support provided to funded students, both PSD and Tier 3, is equitable and effective Organising and coordination of the school NCCD Identify and prepare an Individual Education Plan (IEP) for targeted students in collaboration with student, family and classroom teachers Determine whether other students with additional needs could benefit from an IEP and build staff capacity to understand, develop and implement IEPs Ensure students have a voice in setting learning targets during the IEP process and collaborate with services working in the school to deliver adjustments to students Oversee the documentation of IEPs on Compass and ensure that all staff are aware of these adjustments for both PSD and Tier 3 students Lead student support group meetings, case management and targeted intervention and support relevant staff to convene Student Support Group (SSG) meetings for both PSD and targeted students Oversee the management of daily work of integration aides that work in classrooms supporting students Ensure the school reporting and assessment is in line with any IEP or DIP requirements for each student Be an advocate and champion for students with a disability and additional needs Promote a culture of high expectations and aspirations for the learning of students with disability or additional needs The allocated Child Safe Champion staff member 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. 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:
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 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 Mount Waverley Primary School has a strong tradition of high expectations and the 2023 NAPLAN results show our students performing in the top five percent of all Victorian schools.
Joining our school ensures you will be part of a progressive school, focussed on embedding best evidence based practice to support our highly engaged students.
Our school has a number of best practice agreements that we expect all staff to embrace. These school wide approaches ensure consistency across classrooms, embody our school motto of `Achieving Success Together¿ and help us maintain high student outcomes. High on our agenda are the development of student voice and agency (Amplify); working as part of a team (P.L.C. Professional Learning Communities); Readers and Writers Workshops; Conferencing in Literacy and Numeracy, as well as a reflective mindset someone who will reflect on their practice, making changes themselves and taking onboard feedback, showing an ongoing willingness to grow and be a better teacher.
To apply for this role, you will be redirected to the Schools (Government) job application system.
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