Learning Specialist

Role Responsibility Demonstrate high-level expertise in teaching and learning practice with respect to language and literacy, including modelling exemplary classroom practice through teaching demonstration classes Lead the college to incorporate explicit language and literacy pedagogy across all learning areas within the Vic Curriculum across the college as a skills‑based curriculum model Align the college literacy strategy with the college's other pedagogical models (SWPBS, Instructional Model, formative assessment) Provide regular professional learning to staff in a variety of formats to ensure staff are confident with their ability to implement explicit language and literacy pedagogy. In liaison with the Professional Learning Leader, develop an annual plan for staff professional learning in literacy based on the college strategic plan and student data, including the development and promotion of school‑wide professional learning structures, processes, and protocols through Professional Learning Communities. Support Domain Leaders in their work with staff to create curriculum and learning opportunities grounded in explicit language and literacy pedagogy, whilst maintaining high expectations and ensuring curriculum is engaging and relevant In liaison with the Leaders of Inclusion, ensure explicit language and literacy pedagogy is incorporated into curriculum documentation that provides evidence of appropriate adjustments for all Tiers of students and that Domain Leaders can confidently support all teachers to enact adjustments professionally. Provide updates to college council when appropriate. Use College policies, systems and processes to respond to minor and major behaviours, and wellbeing behaviours of concern. Lead and actively contribute to a positive climate for learning and development where the College community demonstrates the highest levels of respect and inclusion for Aboriginal and Torres Strait Islander peoples, including implementing strategies to address the six self‑determination in education reform areas Perform other duties as may be required by the Principal or Assistant Principals Link to the SSP and AIP Embed a culture of high expectation across the whole college community. Strengthen the college pedagogical model to ensure precision in teacher practice. Develop and implement a guaranteed and viable skills‑based curriculum. Build teacher capacity to effectively use data, a range of assessment and feedback strategies. Strengthen the implementation of the tiered approach to inclusive education. Non‑negotiable leadership focus Leadership and implementation of Vic Curriculum as a skills‑based curriculum model Leadership of college Literacy 3L program Coaching approach, including leading 3L PLC, participation in learning walks and using data with teachers to make informed decision and improvement Key skills and attributes of the leader Coaching approach to building teacher capacity Ability to build high performing mind sets and team culture Ability to build high performing teams and collect evidence that reflects endeavour Ability to build positive and effective relationships with the college community based on academic performance and pathways Ability to effectively communicate and build connection with the College vision, values and strategic plan Highly developed listening skills, that reflect a growth mindset Be open to receiving challenging feedback and implementing this feedback to improve performance Expected actions of the incumbent Engage in the use of the Agile School Improvement framework Use a solution focussed coaching approach Build effective relationships Be improvement focussed Engage in a personal professional learning and growth as a leader action plan Be open to adjustments in roles as discussed with the Principal and DET priorities as they arise Timelines of pulse checks and progress towards targets Leader will engage in monthly pulse checks to review evidence of impact and ongoing action plans Direct report Assistant Principal 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. Location Profile Elisabeth Murdoch College (EMC) is a coeducational secondary college, 7‑12, located in the southeastern suburb of Langwarrin with a current student population of 1620. We care about developing each of our students as a whole child. We build relationships and offer opportunities that position students for their pathway to success. Our key priority areas are Literacy, Student Engagement in Learning, and Community Engagement. The College has an instructional model that guides teaching and learning for staff and students. The model provides flexibility to incorporate current department initiatives. We have a strong focus on literacy through the 3L Literacy for Learning framework, along with school wide Positive Behaviours. The College adopts evidence‑based strategies to support student's social and emotional learning. We offer a learning environment where all students can achieve their best and be positioned for a positive pathway. Respect, Empowerment, Aspiration, Courage, and Honesty are the core values that guide our work. We set high expectations for all students in all aspects of school life. Elisabeth Murdoch College leads and implements initiatives and strategies to support the wellbeing of students, staff and the wider community. EMC is a lead school for the Department of Education Respectful Relationships initiative. We also have a newly established Inclusive Education team supporting students with additional needs including the new Tier 2 disability inclusion approach and Disability Inclusion Profiles (formerly Program for Students with Disabilities). EMC drives reconciliation in education, and celebrates and supports our Aboriginal and Torres Strait Islander students through our endorsed Reconciliation Action Plan. We are proud to work in partnership with the local Aboriginal and Torres Strait Islander community to support students building strength in cultural identity in engagement activities across the College. Elisabeth Murdoch College, Langwarrin Primary School, Langwarrin Park Primary School, and Woodlands Primary School have partnered to create the THRIVE positive education network. Together we are using best practice teaching and the science of positive psychology to help every member of our school community to THRIVE. Elisabeth Murdoch College is proud to offer a diverse set of pathways to cater to every aspiration. We strive to meet the learning needs and passions of every student, while also creating a supportive environment with opportunities for students to develop an individual sense of self and belonging to the community. Middle School Specialist Programs Leaders in Sport - Strong leadership within the community The Murdoch Program - Providing strong academic pathways The Performing Arts Collective - Inspiring success through a passion to perform THRIVE Aspirant Leaders - Empowering students to become change makers EMC Combine - Basketball Academy in 2025 These four Specialist Programs extend our regular curriculum, creating an environment where students can challenge each other, take risks and develop the behaviours and leadership skills that will support their continued learning well beyond secondary school. Curriculum Offerings Extensive VCE, VP, VM and VET offerings School Based Apprenticeships with an extensive vocational program Many additional opportunities to be involved in further educational experiences, ie. sport, academic, performing arts and community partnerships Strong community links with the iCAN challenge and the Royal Children's Hospital, The Salvation Army, Monash University, Lifeblood and Cruden Farm Vision An inclusive environment that supports our community to realise their potential. Pathways for every aspiration Pathways to success Purpose By creating curious and resilient learners who excel in a connected and global community. Values Respect Empowerment Aspiration Courage Honesty #J-18808-Ljbffr