Learning Specialist

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 well‑being 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). 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 NOTE : This is a tenured position, employment with the Department is ongoing however this Learning Specialist position ends on the 26 / 01 / 2028. Learning Specialists are an integral part of the college’s School Improvement Team and, together with the Principal Team, share responsibility for whole school improvement and for the development and implementation of the School Strategic Plan and Annual Implementation Plans. The Learning Specialist - Science will, together with the Head of Science, share responsibility for whole school Science improvement. The Learning Specialist - Science will : Demonstrate outstanding classroom teaching practices in Science, and specifically across one or more Science subjects in the Victorian Curriculum and VCE, and a commitment to developing the teaching capacity of other staff. Together with the Head of Science, manage the development and integration of STEM learning strategies and resources, including facilitating an expansive Scientists‑in‑Residence program. Facilitate excellence in learning and teaching for improved outcomes in all Science subjects through the provision of differentiated resources to all learners, with a focus on students in Years 8‑10 working above and well above the expected standard. Initiate and lead the collection and analysis of student data in Science at the college, and utilise data to drive improvement in Science learning outcomes across the school. Analyse student data (Edutest, NAPLAN, school data / reports) to identify students who have the capacity, interest and capability for growth in a Science extension program. Work in conjunction with the Head of Science and the Learning Specialist - High Ability Program Leader to develop a structured program to encourage and enable access to competitions and activities suitable for high ability Science students. Work with the Head of Science and the Learning Specialists – High Ability Program Leader and Digital Technologies to incorporate innovative STEM programs into extension activities for high ability Science students. Lead staff to develop their programs and practice with regard to student pathways, and oversee the administration, development and student placement in areas of extension in Science. Work together with the Head of Science and the Head of Learning & Teaching (Junior School) to further develop and implement the VSC Instructional Model with regard to Science. Work closely with the Head of Science and the Heads of Learning & Teaching to research, develop, integrate, implement and review strategies to both support and enhance staff capacity in the area of Science differentiation, extension and student outcomes in Science. Build Science teacher capacity by observing, mentoring and supporting colleagues, modelling best‑practice pedagogy, presenting and explaining data, and providing and encouraging their participation in networks and professional development. Work in conjunction with the Heads of Learning & Teaching and LALs in the promotion of school‑based programs through various forums including the Open Evening, Subject Expo, Parent Information Evenings and Pathways Programs. Support the Principal class in the provision of the Performance & Development process. Other duties as required by the Principal and the Head of Science. 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. #J-18808-Ljbffr