Learning Specialist - Transitions

Job Description Location: Western Region | Ballarat

Job type: Full time / From 28/01/2025 - 26/01/2028


Organisation: Schools (Government)

Salary: Salary not specified


Occupation: Education and Training

Reference: 1437012


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.
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values 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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Other Information The Learning Specialist - Student Transitions will: Demonstrate high level expertise in teaching practices that support positive transitions through having an open classroom and undertaking lesson observation. Work alongside the Leadership team and other stake holders to ensure that College programs are promoted in the community and feeder primary schools. Lead transition activities across the school, so that all students entering the school have a consistent and positive transition experience. Work with the school leadership team to develop the sharing of pedagogical practices with teachers in our feeder primary schools. Boost the profile of the college and its targeted programs (e.g.
Academy of Sport) with feeder primary schools and prospective students. Work with the PLC planning team (as required) to ensure the effective implementation of PLC cycles at the College. Assist with effective implementation of the PDP process. Work strategically with the College's leadership team to build consistent professional practice and relationships that promote high performance.
This includes boosting collaborative practices, through effective implementation of Phoenix protocols/norms which build collective efficacy. Identify improvement opportunities and undertake other tasks as delegated by the Principal. Contribute to student management team to enhance student engagement. Key Targets: Parent/ Student transitions as measured by the POS and ATTOS, Schools Strategic Plan, Annual Implementation Plan and SIT Narrative. Teacher practice as identified through PLC and Staff Opinion survey. Collaboration and Collective Teacher Efficacy. Personal and collective leadership development to contribute to the continual improvement of college culture and improvement agenda. 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 Phoenix P-12 Community College is a large coeducational school, located in Sebastopol, which is a suburb of Ballarat.
We service a wide geographical area including the suburbs of Delacombe, Redan and Sebastopol and rural townships within the Golden Plains.
We are proud to be a community school which delivers learning programs for students from foundation through to the completion of year 12.
Our College community includes a diverse range of families from various socio-economic backgrounds.
The College prides itself on delivering outstanding academic and co-curricular educational opportunities for all students.
Our goal is to develop respectful and responsible global citizens, who are empowered to strive for the pathways of their dreams, whether that be university, TAFE or work.
At Phoenix we believe all students can learn and every child has a right to be literate, numerate and curious about the world they live in.
To ensure that our students are encouraged to be active global citizens we create an ICT rich learning platform where every child has access to a high quality device with contemporary functionality.
At Phoenix P-12 Community College we have a commitment to ongoing instructional improvement.
We understand the importance of explicit teaching, most especially in the domains of literacy and numeracy.
We intentionally build teacher capacity through PLC cycles, regular coaching, observation and feedback.
Student engagement is developed through purposeful, student centred learning that is grounded in an agreed instructional model.
At Phoenix we are committed to building individual and collective efficacy as a key strategy for ensuring that all students have the opportunity to achieve optimal learning growth.
Phoenix P-12 Community College is committed to implementing FISO 2.0 and has a clear focus on nurturing Learning and Wellbeing.
To ensure that every child has a point of connection and belonging we have established smaller communities within our school known as Learning Villages.
Our Villages are organised in the following way:
Foundation to Year 4 ¿ located on the Redan Campus Year 5 to Year 6 ¿ Located on the Sebastopol Campus Year 7 to 10 ¿ Located on the Sebastopol Campus Year 11 to 12 - Located on the Sebastopol Campus DOTS (Developing Other Talents and Skills) ¿ Grant St Campus The College values of Respect, Responsibility, Integrity, Cooperation and Excellence are at the core of all relationships at Phoenix and guide every daily interaction.
We know that quality relationships which are based on mutual respect are the key to us achieving our purpose.
We are committed to strengthening the partnerships between parents, teachers and students.
In alignment with FISO 2.0 at Phoenix we place a high priority on the development of wellbeing and inclusion both for students and staff.
In addition to the integration of SWPBS and Respectful Relationships we are proud to be a TRP school.
A comprehensive student wellbeing team is in place to ensure that we meet every individual at their point of need.
This diverse team includes, Dr¿s In Schools, Youth Workers, Social Workers and other allied health members.
This expert team delivers a comprehensive suite of programs and services that build student wellbeing, connection and identity.
The College transitioned effectively to DET¿s DIP process and supports student diversity through a comprehensive range of intervention programs.
At Phoenix we strive to provide our students with a complete learning experience that extends beyond the classroom.
We offer an extensive co-curricular program that includes sport, drama, music, public speaking, student leadership and the arts.
We actively encourage our staff to engage with the myriad of clubs and community activities offered to students.
At Phoenix P-12 Community College we are proud to cater for all students, we excel in the provision of broad, flexible and inclusive educational pathways.
Our Senior School structure has embraced the implementation of the new VCE and we are proud to offer a wide range of VCE and VET subjects both at school and through the cluster.
Our Managed Individual Pathway (MIP¿s) Team has expert knowledge and skills and our ability to support the transition to university, TAFE or work is exceptional.
Senior students are supported by our designated VCE study centre, complete with a study centre manager, tutors and individually selected mentors.


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