Tfi Learning Specialist - Numeracy Specialist (Tfi 0257)

Department of Education VIC – Warrnambool VIC
5 days ago, from Department of Education & Training Victoria
Thank you for your interest in the advertised position at Warrnambool College.
At a time of exciting growth and continuous school improvement, this is an excellent opportunity for a highly motivated, dynamic professional to be part of our team.
At Warrnambool College we achieve success through persistence, resilience and mutual respect.
The College values are:
Resilience, strength, mutual respect, courage, trust, global learners, honesty, accountability and persistence. Our moral purpose is to improve educational outcomes and opportunities not just for our students, but for every student.
Based on this ethos, we promote the ideal that every Warrnambool student should thrive.
School profile Warrnambool College is a Year's 7-12 secondary school situated within parkland in the eastern area of the city of Warrnambool.
Students from the City of Warrnambool and the surrounding rural districts attend the school, which has a stable student population of more than 1150 students with boys and girls in approximately equal numbers.
Our staffing profile of approximately 150 members includes 3 Assistant Principals, 20 Leading Teachers, teaching and education support staff, wellbeing team members, and a separate reengagement staffing complement.
Warrnambool College strives to provide quality pathways for all students.
School values, philosophy and vision The primary aim of Warrnambool College is to prepare students for life as active, happy, healthy citizens.
We provide opportunities to develop the academic, social and personal skills that will allow them to participate in and contribute to the community as competent and informed global citizens.
Our College recognises and strives to meet the individual needs and educational requirements of all students.
We make a strong commitment to child safety and consider this the duty of all child-related staff workers.
Warrnambool College offers an educational program that is diverse and interesting and allows students to experience success in an environment that is safe and supportive.
We are innovative in curriculum development and always look to provide a contemporary, relevant program.
This practice is reflected across the College as a whole, and all teaching staff take part in Professional Learning Teams.
The daily structure of the school operates on a four-period day; each period consists of 70 minutes.
The Warrnambool College Way outlines the school's vision and values.
This is integral to the work that we do and is the foundation of our school community.
Students, staff, and members of our school community are encouraged to live and demonstrate our core values of respect, integrity, and kindness at every opportunity.
Our school's vision is to empower students to reach their personal best and fully equip them to contribute positively to society as happy, healthy young adults.
Our narrative is to work towards 'Every Warrnambool student thrives'.
Our value statements are Persistence, Resilience, and Mutual Respect.
These are embedded into our SWPB framework, student management policies, and Attitude and Effort reporting structure.
Student Welfare: Warrnambool College has a student welfare structure based upon the organisation of students into six House Groupings.
Each House has a House Leader supported by two Assistants.
There is a strong focus on Pastoral Care.
Our College Wellbeing centre encompasses our Wellbeing coordinator, Student Counsellors, 'Big Life' program coordinator, School Nurse, and Speech Pathologist who all play a vital role in caring for students at all year levels.
Warrnambool College has a commitment to zero tolerance of child abuse and safety of children with a disability, from Aboriginal or Torres Strait Islander backgrounds and students with diverse sexual and/or gender identification.
Parent Involvement: The College prioritises communication with all families through a range of mediums including the online communication tool, Compass.
Parents and guardians are encouraged to become involved in College activities and the education of their children in all areas of the curriculum.
Opportunities exist for parents and guardians to contribute at the policy-making level via our College Council and its various sub-committees.
Education Programs: In Years 7-10 students are able to participate in studies from all areas of VicCurric and where applicable the Australian Curriculum.
At Year 7 there is a common curriculum which aims to develop the students' competence in literacy, numeracy, the arts and technology as a foundation for success in future studies.
In Year 8 students participate in Elev8 which is an integrated subject of Humanities, English and Health, whilst beginning their elective journey in the technology, the arts and languages area.
In Year 9 students participate in PhoenIX which has student-centred inquiry-based learning at the heart of this innovative program.
At Year 10 students enjoy an extensive program of semester units which provide diversity, challenge and the opportunity to pursue studies of particular individual interest.
The VCE timetable aligns with Year 10 units allowing for advanced study if desired.
Students are also able to participate in educational extension and enhancement programs in addition to their normal studies.
Students interested in vocational education can opt into the vocational major stream, with the opt-in option of VET being included in their timetable.
The College is accredited to teach the SEAL program and is a founding member of the academy of accredited SEAL schools.
Students who enter this gifted and talented program must complete testing in Year 6.
In Years 9 and 10 students are introduced to the broad range of services available from the Careers Centre and they are encouraged to use this facility in planning for future studies or in preparing for entry to the workforce.
The College also has a select entry Sporting Pathways Program.
Students enter this program via an application process and successful completion of peak fitness and physio testing.
The SPP program runs from year 7-10.
Student achievement at the VCE and VM level is outstanding at Warrnambool College.
An extensive range of units are offered from mainstream academic studies through to Vocational Education and Training courses in areas such as Automotive, Building, Community Services, Engineering, Electro technology, Beauty, Plumbing, and Hospitality.
Our College recognises the diverse needs and aspirations of senior students and offers a curriculum that maximises their opportunity for entry into further studies, apprenticeships or career paths.
A thorough careers counselling process is a feature of our school's program which is aimed at meeting the specific needs of each VCE student.
Student success at the VCE level is a major objective of our College.
The School operates numerous specialist academies for students to participate in (sport, drama, music, arts, cooking).
These academies train regularly and compete at both local and state level.
Students are encouraged to participate in additional College activities which include sport, instrumental music, Performing Arts, public speaking and debating, academic competitions and student leadership amongst others.
Opportunities are provided for students to participate in extension programs which include work experience, camps and international language and cultural tours.
The achievements of our students in academic, sporting and cultural endeavours have been widely recognised at local, state and national levels.
Warrnambool College has developed a range of strategies to promote engagement, positive behaviour and respectful relationships for all students in our school.
We acknowledge that some students may need extra social, emotional or educational support at school, and that the needs of students will change over time as they grow and learn.
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 practiceModelling exemplary classroom practice including through teaching demonstration lessonsWorking with the school leadership team to develop a shared view of highly effective teacher practiceLeading and modelling the implementation of whole-school improvement strategies related to curriculum planning and deliveryPlaying a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaborationModelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practiceProviding evidence-based feedback to teaching staff to inform their effectiveness and developmentProviding expert advice about the context, processes and strategies that will shape individual and school professional learningSupervising and training one or more student teachers and mentoring and/or coaching teachersModelling exemplary use of student data to inform teaching approachesDeveloping and promoting school-wide professional learning structures, processes and protocols through Professional Learning CommunitiesModelling 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 practiceWho 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.
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.
Other Information No job description available.
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 Department HR.This position has been advertised as part of the Targeted Financial Incentives (TFI) program and includes incentive payments.
Payments are only applicable and payable if the successful candidate meets the applicable eligibility criteria as noted below.
Payments and support on offer, subject to eligibility criteria: A commencement incentive payment (pro-rata for positions less than full-time) to the amount of:$25,000 (before-tax) if the position is for a school located within 'Inner Regional Australia (Vic.
)', per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas, or$50,000 (before-tax) if the position is for a school located within 'Outer Regional Australia (Vic.)'
or 'Remote Australia (Vic.
)', per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.$10,000 (before-tax) annual retention payments (pro-rata based on 1.0 FTE), at the conclusion of the second, third and fourth years of employment, for a total of up to $30,000 (before-tax).
Each retention payment is subject to successful completion of employment milestones.Eligibility for Targeted Financial Incentive (TFI) program payments: The successful candidate must be a new employee to this school.The successful candidate is committing to a minimum of 2 years of employment at this school.The successful candidate must not have previously received $50,000 (before-tax), or more, in commencement TFI payments within the last 5 years.Where the successful candidate has previously received commencement TFI payments totalling less than $50,000 (before-tax), an amount of up to $50,000 (before-tax), minus the total amount of commencement TFI payments previously received, may be offered provided other criteria is met.The successful candidate meets the requirements for relocation (e.g.
ordinarily resides at least 1 hour from this school at the time of application), as outlined within 'Travel and Personal Expenses - Teaching Service'.The successful candidate does not at present ordinarily reside within 'Outer Regional Australia (Vic.)'
or 'Remote Australia (Vic.
)', per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.Only applicable for positions attracting a $25,000 (before-tax) commencement incentive payment: The successful candidate will also not at present ordinarily reside within 'Inner Regional Australia (Vic.
)', per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.For more information on Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas area classifications, or to review a particular school or residential address, refer to ABS Maps, via Australian Bureau of Statistics (select filter '2021 Remoteness Area').
Further information regarding the Targeted Financial Incentives (TFI) program is available on the department's website at TFI Program.
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.
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