State Government Of Victoria, Australia | Learning Specialist - Numeracy *Incentive Bonus Available

Job posted: 27/12/2024 Job type: Full time / From 28/01/2025 - 26/01/2027 Organisation: Schools (Government) Salary: Salary not specified Occupation: Education and Training Reference: 1460824 Location Profile Kurnai College is a multi-campus college in the Morwell and Churchill area of the Latrobe Valley, approximately 150 kilometres south-east of Melbourne.
The Kurnai College Statement of Purpose reads: To build a Learning Community with a global perspective which promotes respect and achievement.
We define a Learning Community as a community where: learning is our focus all members of the College Community accept the responsibility for increasing their own learning all members of the College Community accept the responsibility to assist others to increase their learning The College's Four Pillars underpin all aspects of our work.
They are Engagement, Excellence, Work Ethic and Relationships.
The current Strategic Plan focuses on building teacher capacity through Professional Learning Teams, improved data literacy and assessment for learning practices.
We also focus on creating positive learning environments through the Positive Behaviour Support framework incorporating a restorative approach that is informed by a knowledge of generational poverty and the Berry Street Education Model.
The College values student, family, and teacher voice.
The College has moved to a collaborative approach to drive curriculum and pedagogical development.
The college has trained a team of growth coaches to help build teacher capacity.
The College will also provide instructional leadership development opportunities for teaching staff over the period of the current plan.
The College has developed a strong ICT network and are building our E-learning capacity at every opportunity.
We welcome all students to our college, and we are particularly proud of our efforts to be a more inclusive learning community.
The College has been recognised for its work in forging links with the indigenous community and continues to welcome students from all backgrounds, working with all to achieve success.
* This position is tenured for two years.
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.
Responsibilities School improvement strategy and implementation · Under the leadership of the School Improvement Principals, providing input into and implementing some elements of the Annual Improvement Plan (AIP).
· Contributing to consistent school improvement processes and documentation.
· Where a Leading Teaching is not available, managing general discipline and student matters beyond the capability of classroom teachers.
· Under the guidance of the School Improvement Principals, Campus Assistant Principal and Leading Teachers, implementing programs to enhance student wellbeing.
Teaching and learning · Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery, working with the school improvement team (Campus Principals, Specialists, KLDs).
· Modelling exemplary classroom practice including through teaching demonstration lessons.
· Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback on their practice.
· Providing expert advice about the content, processes and strategies that will shape individual and school professional learning.
· 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.
· Providing evidence-based feedback to teaching staff to inform their effectiveness and development.
· Modelling exemplary professional learning practice including through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice.
· Modelling exemplary use of student data to inform teaching approaches.
· Working with the school improvement team to develop a shared view of highly effective teacher practice.
· Supervising and training one or more pre-service teachers, and mentoring teachers.
· Developing and promoting schoolwide professional learning structures, processes and protocols through professional learning communities.
Staff, campus and college leadership · Supervising and coordinating the work of direct reports.
· Working collaboratively with campus and school improvement leaders to inspire a sense of purpose and direction for the AIP.
· Contributing to and promoting a positive, collaborative, and inclusive school improvement team culture that builds capacity in students and staff, to grow and aspire to excellence and create personalised learning opportunities for every student.
Engagement · Proactively contributing to college and campus-based strategies for marketing, including professional networking and opportunities for local school partnerships.
· Maintaining a strong presence in the parent community by acting as an ambassador of the school at key events.
· Reporting on the achievements of the school and of individual students as appropriate.
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.
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.
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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