Learning Specialist Range 3

Learning Specialist Range 3 - Curriculum and PLC Department of Education Victoria – Eaglehawk VIC 10d ago , from Department of Education & Training Victoria Eaglehawk Primary School is situated in the main business district of Eaglehawk and is part of the City of Greater Bendigo. The current enrolment is 158 students. The school has a proud heritage, making a strong contribution to education for over 150 years. Our school is committed to providing a safe, supportive learning environment to ensure all students reach their full potential and is committed to improving student learning outcomes. With a strong focus on literacy and numeracy, smaller class sizes are all below 20 to optimise student‑learning opportunities. As a ‘Stephanie Alexander Kitchen Garden’ School for over 10 years, there is a specialist kitchen and established edible garden with all grades participating in weekly garden classes. Other specialist programs include Reading Recovery, Art, Music, Circus, Physical Education, Choir and LOTE (Chinese). Grade 6 students participate in the region’s ‘Passions and Pathways’ Program – a partnership with local business and industries. High expectations around work and behaviour are part of the school culture. Calmer Classrooms, Berry Street and School Wide Positive Behaviour Supports are used throughout the school to ensure all children are engaged and experience success in all aspects of the day. The school works hard to build and maintain relationships with families to support every students’ education. Our school vision: To provide a caring, supportive learning environment, which prepares all students to reach their full potential, continue learning and make positive contributions to the community. The following Values are a part of all attitudes, behaviours and learning at Eaglehawk Primary School. Respect, Responsibility and Safety. 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 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. Diversity and Inclusion The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms – culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines). Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD). 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. 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 No job description available. 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 Qualification Requirements The person must have provisional or full registration approved by the Victorian Institute of Teaching; and If the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership ‘Accreditation of initial teacher education programs in Australia: Standards and Procedures’; and A person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person). Details of qualification requirements as updated from time to time can be found at Recruitment in Schools. Be careful - Don’t provide your bank or credit card details when applying for jobs. Don’t transfer any money or complete suspicious online surveys. If you see something suspicious, report this job ad. #J-18808-Ljbffr