Learning Specialist Range 3

Learning Specialist Range 3 - Literacy & Numeracy Government schools – Melbourne Northern Suburbs VIC Glenroy West Primary School was built in 1958 and is located 16km north of metropolitan CBD. There are excellent facilities and large grounds that provide for active play, adventure playgrounds, running track and oval, basketball courts, additional playgrounds, down‑ball courts, two kindergarten rooms and native gardens. Glenroy West Primary School received $18.12 million to upgrade and modernise the school, including new facilities for an additional 250 students to meet enrolment growth for the 2025 school year and beyond. The school currently has 355 students with an expected increase in capacity for 550 students in the next two years. The school has a proud tradition of education in the City of Merri‑Bek. The student population is diverse with thirty languages represented at the school and 65 per cent of students coming from a home where English is not the main. The school has a SFO index of 0.5556 and SFOE index of 0.4191. The school has two kindergarten buildings on site called York Street Kindergarten operational from 2014 under the banner of the Northern Schools Early Years Cluster. The York Street Kindergarten has an excellent educational program for both three‑ and four‑year‑old in the Glenroy area. There is a strong link between the playgroup, kindergarten and school to ensure a seamless transition in the Early Years and beyond. The curriculum provides explicit teaching and learning in literacy and numeracy based on the Victorian Curriculum. Specialist programs include Physical Education, The Arts, STEM, Music and LOTE (Spanish). EAL (English as an additional language) is taught as an additional curriculum area across the school. The school offers extra Homework Club as an extracurricular subject and the High Ability Program is also offered for students requiring extension as well as additional support for students in both literacy and numeracy. Our staff are highly trained, dedicated and professional in upholding high academic, social and personal standards. We adopt a forward‑thinking approach to curriculum development and delivery so that all students will be engaged in a curriculum that prepares them for the present and future. We are committed to the development of whole‑school effective teaching and learning practices to best support children in our care as well as achieving excellent academic results. The focus continues to be on 21st‑century learning with the use of flexible learning spaces, high‑quality teaching standards and working collaboratively with other schools in the Merri‑Bek Hume Network in partnership and across the wider system. At Glenroy West Primary School, our vision is to provide quality, stimulating programs in a safe and supportive environment. Location Profile Glenroy West Primary School was built in 1958 and is located 16km north of metropolitan CBD. There are excellent facilities and large grounds that provide for active play, adventure playgrounds, running track and oval, basketball courts, additional playgrounds, down‑ball courts, two kindergarten rooms and native gardens. Glenroy West Primary School received $18.12 million to upgrade and modernise the school, including new facilities for an additional 250 students to meet enrolment growth for the 2025 school year and beyond. The school currently has 355 students with an expected increase in capacity for 550 students in the next two years. The school has a proud tradition of education in the City of Merri‑Bek. The student population is diverse with thirty languages represented at the school and 65 per cent of students coming from a home where English is not the main. The school has a SFO index of 0.5556 and SFOE index of 0.4191. The school has two kindergarten buildings on site called York Street Kindergarten operational from 2014 under the banner of the Northern Schools Early Years Cluster. The York Street Kindergarten has an excellent educational program for both three‑ and four‑year‑old in the Glenroy area. There is a strong link between the playgroup, kindergarten and school to ensure a seamless transition in the Early Years and beyond. 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) via (email placeholder). 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: 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 To be eligible for employment, transfer or promotion in the principal or teacher class: 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. #J-18808-Ljbffr