Learning Specialist Science

Job Description Location: Melbourne | Eastern Metropolitan Job type: Full time / From 28/01/2025 - 27/01/2028 Organisation: Schools (Government) Salary: Salary not specified Occupation: Education and Training Reference: 1432989 Location Profile Fountain Gate Secondary College is located in the City of Casey in the south eastern suburbs of Melbourne, approximately 40 kilometres from the Melbourne Central Business District.
The school was registered as a Year 7-12 provider in 2009, and prior to that, was a Year 7-10 campus of Eumemmerring College.
We provide high-quality education for the Narre Warren community in a safe, supportive and educationally challenging environment.
The College recognises and values the diversity of its community that is drawn from different social, economic and cultural backgrounds.
We have well-established relationships with our feeder primary schools through the Casey North Network.
The school grounds include an indoor multi-purpose gymnasium, and a range of flexible classrooms (`learning hubs¿) and specialist facilities.
The grounds include passive and active play spaces, basketball and netball courts and an oval.
Enrolments are approximately 1240 students.
The Student Family Occupation Education (SFOE) index was 0.5707 in 2023.
The staffing profile of Fountain Gate Secondary College includes a principal, five assistant principals, 97.4 teachers and 40 full time equivalent Education Support (ES) staff.
Fountain Gate Secondary College provides a Year 7 to Year 12 learning program through the Victorian Curriculum, the Victorian Certificate of Education (VCE), Victorian Certificate of Education ¿ Vocation Major (VCE-VM) and a range of Victorian Education and Training (VET) offerings.
To support the wellbeing and educational needs of our students we have a partnership with Headspace and have an onsite team consisting of: College Wellbeing Leader, Re-engagement Officer, Attendance Officers for each Year Level Hub, Integration Coordinator, Youth Worker, Counsellor, Speech Pathologist, Adolescent Health Nurse, Multicultural Aides, Occupational Therapist, onsite psychologists, School Nurse and the `Doctors in School¿ program.
A school-wide Positive Education approach underpins all our interactions.
An extensive awards system operates throughout the school, recognising students who demonstrate our school values ¿ Respect, Honesty, Responsibility and Endeavour.
The College successfully competes through several interschool sports, and our Rugby and Soccer Academies support students to achieve excellence both on and off the sporting field.
As part of our 2023-2026 School Strategic Plan, our college has three focus areas: Improve student learning outcomes Optimise student wellbeing and connectedness Improve student engagement in learning Fountain Gate Secondary College is committed to providing a high quality educational program that supports all students to fulfil their potential and achieve their goals in life.
We have high expectations for all members of our school community, and ensure this is matched with high levels of support.
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 Department of Education Position 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 A Learning Specialist at Fountain Gate Secondary College will work largely in the three core elements of the Department of Education Framework for Improving Student Outcomes (FISO) 2.0: Leadership: is the shared processes and actions that build a positive school climate for learning and wellbeing through practices and relationships based on high expectations, shared values, and a culture of trust.
Teaching and Learning : refers to responsive practices and curriculum programs through which students develop their knowledge, skills and capabilities Assessment: is the use of evidence and data by school leaders and teachers to assess student learning growth, attainment and wellbeing capabilities and to design and implement priorities for improvement.
A Learning Specialist at Fountain Gate Secondary College will be committed to working with teachers to uphold the following seven Professional Standards: Professional Knowledge: 1.
know the students and how they learn 2.
know the content and how to teach it Professional Practice 3.
plan for and implement effective teaching and learning 4.
create and maintain supportive and safe learning environments 5.
assess, provide feedback and report on student learning Professional Engagement 6.
engage in professional learning 7.
engage professionally with colleagues, parents/carers and the community 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: 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: Other Information Written response to the Selection Criteria is mandatory.
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.
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