Job type: Full time / From 28/01/2025 - 27/01/2027 Organisation: Schools (Government) Salary: Salary not specified Occupation: Education and Training Reference: 1448890 Selection Criteria SC1 `Content of teaching and learning'. Demonstrated ability to model exemplary teaching practice, including the teaching and learning of literacy and numeracy skills across the curriculum. SC2 `Teaching practice' Demonstrated expertise in the implementation and modelling of high impact teaching and wellbeing strategies that respond to student learning needs. SC3 `Assessment and reporting 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 `Interaction with the school community' Demonstrated high level interpersonal skills and communication skills. Demonstrated high level of capability to establish and maintain collaborative relationships with students, parents, other employees and the broader school community to focus on student learning, wellbeing and engagement. SC5 `Professional requirements' Demonstrated ability to model behaviour 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. 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 Website . 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 Manorvale Primary School was established in 1983 and is located on the Werribee River and situated on the site named after The Manor house owned by the Chirnside family. The Werribee River provided a boundary between the territories of the Woiwurrung first nations people to the north east and the Wathaurong to the south west. The school is organised in a multi-age structure: Prep, Year 1/2, Year 3/4 and Year 5/6. The school is predominantly English speaking but also contains students from a range of cultural backgrounds including refugee and asylum seeking families. 30% of students come from non-English speaking backgrounds and includes refugees students and 4% of our students are indigenous Australians. The school has observed increasing mobility of students and families with transfers in and out of the school increasing. The school employed 22 full time equivalent teaching staff and 4.9 support staff. The school recognises that further work is required in Literacy, Numeracy and in developing the students' engagement to their learning and to the school. The school continues to use and examine data to inform and guide teacher practice. School-based coaches and consultants provide professional learning to all staff and develop appropriate programs and strategies to improve student outcomes. #J-18808-Ljbffr