Learning Specialist Range 3 - Literacy

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.
SC6: Demonstrated excellence in the implementation and leadership of Literacy at a whole school level.
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: 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.
Information on the department values is available at: Department Values Overview.
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 HR Web.
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 Rosebud Primary School, located on the picturesque Mornington Peninsula, stands as a distinguished school within the Victorian Government school system.
As a focal point of our community, we consistently imbue our educational endeavours with the foundational values of honesty, effort, attitude, respect and teamwork.
Central to our mission is the cultivation of gratitude and empathy, which serves to fortify our students' resilience in the face of challenges.
Guided by our overarching principles of Agency and Personalisation, we are steadfast in our commitment to supporting every student in their journey towards success, equipping them with the essential skills necessary for their holistic development.
Our ethos revolves around fostering a culture of aspiration, curiosity, creativity and critical thinking, creating an environment where students feel empowered to tackle challenges, pursue their passions and actively contribute to their communities.
In our pursuit of educational excellence, Rosebud Primary School is dedicated to nurturing a dynamic learning environment, where each student is guided to realise their full academic, social, and emotional potential.
Through a robust performance and development framework, our teachers engage in continuous improvement aligned with our school strategic plan and annual implementation plan.
Collaborative efforts among educators within year-level teams, under the guidance of coordinators and leadership, exemplify our unwavering commitment to achieving excellence at every level.
We place significant emphasis on professional growth, ensuring that our staff are equipped with the latest pedagogical insights and best practices.
Our instructional model emphasises personalised learning experiences, with the Learner Cycle framework empowering students to take ownership of their educational journey.
At Rosebud Primary School, student leadership is not only encouraged but actively nurtured, beginning from Year 3 and continuing through to Year 6.
Through initiatives such as our Junior School Council, students are empowered to have a meaningful voice in shaping the direction of our school community.
Our comprehensive curriculum extends beyond the academic realm to encompass specialist programs in physical education, arts, music, STEM and Japanese, ensuring a well-rounded educational experience for all students.
A rich tapestry of enrichment and extracurricular activities, including sports events, music lessons, lunchtime clubs and community festivals, further enriches the educational journey of our students.
Our school's infrastructure, featuring interconnected open classrooms and expansive grounds, fosters a conducive environment for learning and exploration.
We take great pride in maintaining a welcoming, safe and inclusive atmosphere through the implementation of School-Wide Positive Behaviour interventions.
With a thriving student population of 600 in 2024, Rosebud Primary School continues to experience remarkable growth, a testament to the quality and impact of our educational programs.
Our strong partnership with parents and the wider community, exemplified through the active involvement of School Council sub-committees and fundraising initiatives, underscores our collective commitment to excellence and the well-being of every member of our school community.
Rosebud Primary School remains steadfast in its dedication to upholding the principles of HEART (Honesty, Effort, Attitude, Respect, Teamwork) in all facets of our educational endeavours, ensuring that each student is equipped with the skills, knowledge and values necessary to thrive in an ever-changing world.
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