Learning Specialist Positive Classroom Culture

Learning Specialist Positive Classroom Culture & Coaching Department of Education Victoria – Ballarat VIC 7d ago , from Department of Education & Training Victoria Ballarat High School is a vibrant and inclusive government secondary school with a proud history dating back over a century. The school caters to approximately 1,500 students from Years 7 to 12 and offers a broad, challenging and future-focused curriculum designed to meet the diverse needs and interests of our students. Ballarat High School is a learning community where every person is valued, respected, and challenged as a learner. At Ballarat High School, we are guided by the core values of Pride, Respect and Responsibility, which underpin all aspects of school life. These values shape a positive school culture where students are encouraged to strive for excellence, take ownership of their learning and behaviour, and contribute meaningfully to their community. We are committed to evidence-based teaching, student wellbeing and the ongoing professional growth of our staff. With strong community connections, modern facilities and a culture of high expectations, Ballarat High School provides a dynamic environment where all students are supported to thrive. 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. Learning Specialists receive a time allowance. If required by the Principal to attend a school activity that results in the Learning Specialists attendance in that week exceeding 38 hours any time in lieu granted will be acquitted against the allocated time allowance. Learning Specialists will live the vision and values of the school with high expectations and Duty Always, inspiring students and staff by always demonstrating a passion for learning, wellbeing, and a growth mindset. Responsibilities Responsibilities of all Learning Specialists Model an open‑minded, ethical, and data‑informed approach to leadership, decision‑making, and professional learning including seeking and acting on feedback from students, staff and families. Lead and model the implementation of key school improvement strategies in learning and wellbeing, including the BHS Instructional Model, BHS Playbook, SWPBS routines, VTLM2.0 and Curriculum/Assessment design processes. Lead improvement initiatives from design through to evaluation, ensuring adjustments are made based on evidence of implementation and impact. Facilitate high‑impact professional learning, including through PLCs and Teaching Sprints, informed by staff needs, research evidence, and student achievement data. Lead productive and solution‑focused team meetings with a focus on data, planning and collective responsibility for advancing the school’s collaborative improvement agenda. Model exemplary classroom practices, mentoring and/or coaching teachers, and providing focused feedback to teachers. Collaborate and reflect with other school leaders to drive school improvement in a range of forums, including but not limited to the School Implementation Team, Curriculum Committee, SWPBS Team and Professional Learning Communities. Responsibilities specific to this role Leadership of School‑Wide Positive Behaviour Supports (SWPBS) Lead the strategic implementation and refinement of the school's SWPBS framework, model and embed consistent behaviour expectations, positive classroom management strategies, tiered intervention supports, and restorative practices across all learning environments. Use evidence‑informed strategies to support staff in creating safe, predictable, and inclusive classrooms that foster positive student behaviour. Lead the coordination of Tier 1 positive classroom management systems and practices and help staff differentiate responses based on student need. Support and liaise with Assistant Principals and Sub School leaders to develop and review Tier 1 and Tier 2 SWPBS implementation. Operational Leadership Organise and lead the SWPBS Tier 1 team and create and review SWPBS handbook. Organise and oversee the delivery of the Respectful Relationships program from Years 7‑12. Liaise with Communities of Respect and Equality (CoRE) Alliance to facilitate school‑wide initiatives that challenge gendered violence. Data‑Informed Improvement Lead the review and evaluation of school‑wide behaviour data to identify trends, assess the impact of interventions, and inform future directions. Lead Sub School and Team Leaders to review and evaluate student behavioural data to identify areas of school‑wide concern and plan appropriate SWPBS interventions. Support teachers to use behaviour and wellbeing data to identify patterns, adjust teaching practice, and apply targeted interventions. Conduct regular student focus groups with Sub School Leaders and Assistant Principals to gain further insight into student wellbeing and engagement data. Coaching & Pedagogical Practice Lead professional learning related to positive classroom management strategies, inclusive education, and the implementation of trauma‑informed and culturally responsive practices. Consistently implement the agreed upon classroom routines and make their own classroom available for peer observation to model SWPBS best practice. Coach staff individually and in teams to build capability in classroom management, trauma‑informed practices, engagement strategies, and inclusive pedagogy. Induct new staff and familiarise them with the school's SWPBS framework, expectations, processes and routines. Student Engagement Work with the AP for Teaching and Learning and the Curriculum LT Curriculum & Assessment LT to explore the Victorian Curriculum Capabilities (specifically the Personal and Social Capabilities) and identify how they are being taught and reported upon across the curriculum. Liaise with Sub School Leaders to ensure the delivery of evidence‑based and sequential Social Emotional Learning in the Learning and Wellbeing Program. Review, evaluate and strengthen a positive rewards system for students, in consultation with House Leaders. 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. Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division via (email omitted for privacy). 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 Applications Enquiries regarding the position can be directed to Mr. Stephan Fields 9***. Applications should be submitted via School Jobs Vic (formally Recruitment Online) or a copy of your application can be emailed to Mrs. Tracey Ginn, Personnel Manager, ***********@education.vic.gov.au marked Confidential - Learning Specialist - Positive Classroom Culture and Coaching by 11.59pm on the closing date. Responses to the Key Selection Criteria and a Resume including the names of three referees, their contact numbers and email addresses must be included in the application. 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". 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