Learning Specialist

Learning Specialist - Director of Science Department of Education VIC – Hoppers Crossing VIC
14 days ago , from Department of Education & Training Victoria
Hoppers Crossing Secondary College opened in 1984 and is a single campus, co-educational college with an enrolment of approximately 1,500 students. Situated in an urban growth corridor, approximately 20 minutes west of Melbourne, we welcome students from Years 7 to 12, from Hoppers Crossing and the surrounding district.
The College places great importance on developing innovative and challenging educational programs, through which young people recognise the value of growth through learning. Academic rigour is valued at all stages of learning.
We aim to achieve the extra-ordinary by providing an education which has a focus on developing our students' academic potential. Our classroom focus is on challenge, engagement and achievement.
A highly committed staff share in the vision and values of the College and are dedicated to supporting students, throughout all stages of learning. The time and effort teachers put into their classes ensures the best educational outcomes which is reflected in our academic results. The College is very proud of its highest ever ATAR score of 98.90. We have excellent growth in study scores above 40 and consistency in the achievement of high ATAR scores. Over 90% of our Year 12 students progress to tertiary education or training institutes or vocational positions.
Our students are guided throughout their chosen pathway of VCE, VCAL or VET studies and are prepared for post-secondary options, including tertiary entry and further training or employment.
A diverse range of innovative educational, co-curricular and enrichment programs are offered across Years 7 to 12.
These programs include the Estancia High School Exchange Program, Chinese Overseas Learning Experience, Italian Language Immersion Program, Wakakirri Competition, Inter-School Sports, Year 7 and 10 Scholarship Programs, Student Representative Council, Youth Parliament, High Resolves Student Leadership and Work Experience Programs.
Additionally, Year 11 and 12 Enhancement Studies make it possible to incorporate TAFE certificates and University studies within the VCE program as a result of strong partnerships with a range of tertiary institutions.
The College prioritises ICT across the curriculum with the inclusion of: interactive whiteboards or media projectors in every classroom, Apple Mac laboratories and a 1:1 Netbook Program.
These facilities are aimed toward preparing students with the skills required for them to take their place as 21st century learners and citizens.
Our College grounds are immaculately presented and maintained, providing our students with a positive learning environment.
Our students are also able to enjoy upgraded facilities including plexi-paved basketball and tennis courts in addition to our $2 million state-of-the-art Science Centre.
Parental involvement in College operations and the learning process is encouraged as we consider this contribution to have a positive effect on the education of our young people.
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 ability to fulfill the key responsibilities of the Director of Science as outlined in the position description.
Role Learning Specialists will be highly skilled classroom practitioners who continue to spend a large percentage 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.
The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service.
Learning Specialists are expected to have deep knowledge and expertise in high quality teaching and learning including the HCSC Instructional Model. They demonstrate improvement in student achievement.
Hoppers Crossing Secondary College expects the Director of Science to accept faculty wide responsibility for Staff Wellbeing, Student Management and Engagement where appropriate, Teacher Effectiveness, Student Learning and Community Perceptions. All Learning Specialists play an integral part within the College Leadership Team which includes the Leading Teacher and Principal Class Teams.
Learning Specialists will develop an Annual Performance Plan within the Performance Management process and it is expected that the plan will allow scope for the Learning Specialist to clearly demonstrate their ability to meet the Professional Standards as outlined. The Principal Class Team will manage the Performance Management of all Learning Specialists.
Responsibilities College Wide: In conjunction with the School Leadership Team lead the College in achieving targets set out in the current School Strategic Plan and Annual Implementation Plan. Articulate to all members of the school community how the College successfully implements the DET Framework for Improving Student Outcomes. Lead the implementation of the HCSC Teaching and Learning Framework, focusing on embedding the GANAG Common Instructional Model across the College and incorporate the use of the High Impact Teaching Strategies (HITS). Lead teaching and learning practices focusing on the implementation of Collaborative Learning activities for students. · To take a proactive approach in the monitoring and enforcement of the Student Engagement Policy.
· To provide support and professional assistance to teachers with respect to classroom management within the context of our Student Engagement Policy.
· To develop an understanding, through classroom observations and consultation with other teachers, of the most effective teaching practices in the College for improving student outcomes and facilitate sharing of these practices amongst staff.
· To support all staff within a Performance and Development Team to implement the GANAG Common Instructional Model and undertake regular classroom visits and feedback opportunities to support the implementation. (4 x 20 minute classroom visits/10 day cycle = 2 periods/cycle within time allowance)
· Inspire students and staff to develop a passion for learning as well as demonstrate and promote the notion of a growth mindset.
Position Specific: Develop and maintain a professional coaching relationship with all members of the Sciencefaculty Undertake regular Professional Learning Walks in order to observe, monitor, mentor/coach and provide focused feedback regarding teacher delivery of the Science Curriculum across Year 7 ¿ 12 (8 x 20 minute classroom visits/10 day cycle = 4 periods/cycle within time allowance). Act as the Chairperson for all ScienceKLA meetings and ensure that agendas and minutes of meetings are published. Represent the Science KLA at the College Curriculum Committee meetings. Manage and maintain the Science KLA budget, oversee the Science Centre and direct the work of the two Lab assistants. Model teaching approaches to enhance a teacher¿s repertoire of effective teaching practices that will motivate students in their learning. Actively seek information on a variety of pedagogical approaches and provide the Science staff with professional development opportunities that will encourage use of these approaches in the classroom. (ie. Marzano ¿ `Classroom Instruction that Works¿) Ensure appropriate curriculum documentation is created, maintained and reviewed for all Science courses for Years 7 to 12 including the use of Yearly Planners, Unit/Topic outlines and the use of Skills Ladders. Assist teachers to effectively analyse student data and use it to plan their teaching and support students in their learning. To work in partnership with the Literacy Intervention Coordinator on a `whole school¿ approach to Literacy across the College. To work in partnership with the Numeracy Intervention Coordinator on a `whole school¿ approach to Numeracy across the College. To ensure the embedding of differentiation into the Science teaching program. To work in partnership with the Behaviour Management Coach to ensure that staff are consistently applying the Student Engagement Policy in Science classes. To ensure staff are effectively utilising technology to engage their students. To work in partnership with the College Teaching and Learning coaches to ensure the KLA works through PLC cycles across each semester. Other Duties Attend and participate in Leading Teacher/Learning Specialist meetings Represent the College at community events as requested such as the College End of Year Awards Night, Mid Year Honours Evenings and Course Selection Expos. To act as a reviewer for the management of staff Annual Performance Plans Deputise for a member of the Principal Class Team when required. Other duties as designated by the Principal where necessary. 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 (seeWorkplace 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 Specific information in relation to this position can be found on the College website under the Employment Tab (
The Selection Panel reserves the right to seek referees other than those nominated on your application.
All applicants need to be aware that with regard to the Child Safety Standards, information may be collected in order to establish their suitability for child-connected work.
All staff employed by the Department of Education and Training and schools have access to a broad range of employment conditions and working arrangements.
Appointment of successful applicants will be made subject to the satisfaction of pre-employment conditions.
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 online at 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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