Learning Specialist Range 3

Location: Melbourne | Southern Metropolitan Job type: Full time / From 28/01/2025 - 17/12/2027 Organisation: Schools (Government) Salary: Salary not specified Occupation: Education and Training Reference: 1446860 Job posted: 25/10/2024 Closes: 07/11/2024 Occupation: Education and Training Job duration: From 28/01/2025 - 17/12/2027 Contact: Campbell Mc Kay | 048/844-3735 Reference: 1446860 Occupation: Education and Training Salary Range: Salary not specified Work location: Melbourne | Southern Metropolitan Location Profile Mount Waverley Primary School has a strong tradition of high expectations and the 2023 NAPLAN results show our students performing in the top five percent of all Victorian schools. Joining our school ensures you will be part of a progressive school, focussed on embedding best evidence based practice to support our highly engaged students. Our school has a number of best practice agreements that we expect all staff to embrace. These school wide approaches ensure consistency across classrooms, embody our school motto of `Achieving Success Together' and help us maintain high student outcomes. High on our agenda are the development of student voice and agency (Amplify); working as part of a team (P. L. C. Professional Learning Communities); Readers and Writers Workshops; Conferencing in Literacy and Numeracy, as well as a reflective mindset someone who will reflect on their practice, making changes themselves and taking onboard feedback, showing an ongoing willingness to grow and be a better teacher. 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 Instructional Coach - Role Overview at MWPS : Working in partnership with staff to support consistent, high level instructional practice so that we continue improving student outcomes. 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 Responsibilities of an Instructional Coach is to: - Give, seek and act on feedback - Observe practice e.g. video, classroom visits, planning meetings, learning walks - Gather analyse and interpret data - Uphold agreed protocols, policies, practices to maintain fidelity - Provide real-time coaching in meetings, classroom, observations etc. - Model professional practice including videoing your own practice - Collaborate with other educators (internally and externally) - Facilitate whole school professional learning - Evaluating own impact - Supporting other directive responsibilities - Continue to participate and reflect on own professional learning 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: 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 - 17/12/2027 Job classification: Learning Specialist Range 3 Contact: Campbell Mc Kay | 048/844-3735 To apply for this role, you will be redirected to the Schools (Government) job application system. #J-18808-Ljbffr