Educational Leadership

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

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

School Tours ¿

Thursday 15th August at 4:30pm

Monday 19th August at 4:30pm

To book, please contact Amanda Watt on 9337 2488

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

Rosehill Secondary College sits on a spacious, attractive site with views over the Maribyrnong River Valley and is part of the Moonee Valley Network of schools in the Southwest Region. As a 7-12 single campus, co-educational school we pride ourselves on providing outstanding educational opportunities for all students, delivered by passionate teachers through our comprehensive tailored curriculum. The college values of Respect, Initiative and Learning are underpinned by behaviours that are explicitly taught through the School Wide Positive Behaviours in Schools program. As a lead SWPBS school we are recognised for our exceptional work in this area.

Rosehill Secondary College is a school with a strong academic focus and a history of consistently high academic results. At Years 7 and 8, in addition to core English, Mathematics, Science and elective subjects, students undertake additional Literacy and Numeracy classes. A Selective Talent and Enrichment Program (STEP) is designed to cater for intellectually and academically capable students and this is further enhanced by our Advanced Mathematics (RAMP) and English Programs (REAP) at Years 7-9. The Year 10 level is structured as an introductory year to VCE, with many students embracing the opportunity to undertake advanced studies. Programs such as MYLNS and tutoring have also become embedded within our structure. Rosehill Secondary College has excellent VCE results and is committed to supporting a broad range of careers and further education pathways by also offering the VCE VM program and onsite VET.

Rosehill Secondary College is committed to child safety. Our calm and nurturing environment is reinforced by consistent and effective student management and teaching teams and is further supported by an outstanding and committed workforce consisting of a balance of highly experienced and graduate teachers, a visible Principal Class and committed Education Support Staff. Our inclusive college embraces both social and cultural diversity and we are committed to continuing to effectively implement the Respectful Relationships program.

Rosehill provides excellent facilities for our students with a designated Year 11 Study Centre, and a purpose-built Year 12 Study Centre. An EAL and international student collaboration space complements our International Student Program. As a multicultural community we understand the benefits of globalization and exposing local students to other perspectives and experiences. We enjoy bespoke science rooms, renovated visual arts spaces and a well-resourced library.A new STEM Centre was completed in 2020 and hosts our Virtual Reality experience. In 2021 the school oval was fully refurbished and together with basketball and tennis courts, weights room and a gymnasium, students have ample space and high-quality facilities at their disposal. Significant passive recreational areas are also available throughout the school grounds. The current capital works program has delivered a state-of-the-art Auditorium and learning facilities including a purpose-built fashion/design area; media room, ceramics room and Music complex.The refurbishment of A Wing is due to be completed by the end of 2024 further enhancing the teaching and learning environment of the college.

The College is in its second year of a new Strategic Plan and looks forward to continuing celebrating its strong successes in Literacy and Numeracy, whist further enhancing student outcomes by providing opportunities through the Diversity Inclusion Funding, access to the Mental Health Menu and its strong focus on student agency.

Responsibilities

The Enrichment Instructional Practice Leader will be a member of the School Improvement Team and an active and visible leader of the College. They will lead and manage the implementation of whole school improvement initiatives related to the School Strategic Plan and Annual Implementation Plan. They will drive improvement through educational leadership within the Framework for Improving Student Outcomes

Key aspects include:

·Promote a culture of Respect, Initiative and Learning.

·Provide positive leadership to promote a shared sense of purpose among staff and the school community in the development and implementation of strategies to improve student learning outcomes.

·Work with relevant KLA Leaders to identify high achieving students across the school, monitor their progress and provide opportunities for extension.

·Provide coaching and support to staff and KLA teaching teams to promote/develop differentiation for high achieving students.

·Assume overall responsibility for the Selective Talent Enrichment Program (STEP) and liaise with the relevant Assistant Principal on matters related to the coordination and promotion of the program.The program aims to develop intellectual character, a culture of thinking and mindfulness and learning capacity.The Enrichment Specialist will:

oMonitor the progress of students in the program.

oOrganise and present at Parent Information and school events to promote STEP, the teachers¿ practices and the students and teachers¿ achievements.

oPromote and coordinate STEP Discovery Nights (twice a year at Years 7-9).

oLiaise with the AP to coordinate and manage the STEP selection process.

oMonitor the learning and progress of the students in the Program.

oOrganise and coordinate enrichment activities such as the STEP Camp and Initiatives Days.

·Work with the Head of Mathematics and English and support the work of the teachers of the Mathematics RAMP program and the English REAP program.

·In collaboration with the Middle Sub School Leader manage the selection of VCE acceleration/enhancement students and actively monitor progress.

·Work with the relevant Sub School Management Team in providing accelerated students with wellbeing, tutoring or mentoring support.

·Oversee, manage and effectively coordinate the VHAP. Regularly monitor and evaluate its impact.

·Manage the process for student Academic Competitions such as the Maths Competition.

·Investigate, promote and implement external enrichment opportunities for high achieving students across all KLAs, eg. excursions to VSSEC.

·Investigate the establishment of STEP Alumni.

·Investigate opportunities to minimise student enrolment to Select Entry Schools at the end of Year 8.

·In collaboration with the classroom teacher develop in-class bespoke enhancement learning opportunities.

·Maintain a close working relationship with Principal Class and Sub School Leaders.

·Model high quality teaching and learning practice and provide leadership and instruction on the College¿s GANAG instructional model and BSEM strategies.

·Actively contribute and support all whole school events by leading and attending.

·Conduct performance reviews and observations.

·Conduct Learning walks.

·Understand and embrace the need for the position description to change and adapt to better align with changes to the Annual Implementation Plan (AIP) from year to year.

·Deputise for the Principal Class.

·Undertake other duties as required by the Principal.

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