Learning Specialist 3

Job type: Full time / From 28/01/2025 - 25/01/2028 Organisation: Schools (Government) Salary: Salary not specified Occupation: Education and Training Reference: 1440640 Location Profile School Profile Park Ridge Primary School is located in the North-Eastern Victoria Region, Outer Eastern Melbourne Area.
The school is situated on a 3.6-hectare site on the south-eastern border of the City of Knox, within the suburb of Rowville.
The School currently has an enrolment of 544 students, with 13 percent classified as EAL (English as an Additional Language), 13 percent receiving Equity Funding and 1 percent from ATSI (Aboriginal and Torres Strait Islander) backgrounds.
The population of our school reflects a Student Family Occupation and Education (SFOE) index of 0.3154.
The school facilities include 18 permanent and 10 portable classrooms, an art room, gymnasium, library, science room and music room.
The school's multi-purpose centre is used during school hours for assemblies, incursions and specialist classes and houses an accredited out of school hours care program.
The school grounds include surfaced playing areas as well as large grassed areas and three playgrounds for student recreational and sporting activities.
The 2024 school staffing profile comprised of 35 teachers including a Principal and two Assistant Principals.
Educational Support Staff members included four administration staff, and eleven integration aides.
The school curriculum reflected the Victorian Curriculum framework, with specialist programs in Music, Art, Physical Education, LOTE (Indonesian) and Science across the school.
An Intervention program is provided across the school with parent volunteers providing additional support in all year levels.
School Mission Park Ridge Primary School is committed to providing high quality education and preparing young people to become active, engaged and responsible citizens of the local and global community.
The school aims to prepare students to contend with a very dynamic 21st century in which creativity, cooperative work, connectedness to the world and adaptability are key features.
School Vision The Park Ridge Primary School vision describes the aspirations of our school community.
Our school vision is: Preparing our students to develop the knowledge and skills that will help them become life-long learners who are successful and happy individuals that participate fully in and contribute to our community and the world around us.
School Values The Park Ridge Primary School values represent the guiding principles and beliefs of our school community.
Our school values are: Respect: Accept, value and appreciate others and our differences and treat others the way you would like to be treated Resilience: Being able to control your emotions, overcome challenges and believe in your ability to achieve Positivity: Developing a growth mindset, being grateful and putting your best effort into everything you do Integrity: Always do the right thing, own your mistakes, be honest and make good choices High Expectations: Encouraging and supporting all members of our school community to strive for excellence Strategic Plan The School Strategic Plan and Annual Implementation Plan are located on the School Website and can be accessed via the Current Parents- Newsletter & Policies tab at 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: 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: This is a tenured role, with a term of 3 years. 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 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.
Full time / From 28/01/2025 - 25/01/2028 #J-18808-Ljbffr