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Learning Specialist- Instructional Practice and Numeracy

2 months ago

Melbourne, United States Schools (Government) Full time

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 leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers and learning specialists may include but are not limited to:

·leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities

·leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery

·leading and managing the provision of professional learning and developing individual and team performance and development plans for teaching staff within the priorities of the school

·leading and managing staff performance and development (review of staff)

·leading and managing the relevant College improvement strategies as stated in the Strategic Plan and Annual Improvement Plan through active membership of the School Improvement Team

·developing and managing school policies for behaviour, teaching and learning, and other relevant areas

·demonstrating high-level expertise in teaching and learning practice

·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 on their practice

·providing evidence-based feedback to teaching staff to inform their effectiveness and development

·modelling exemplary use of student data to inform teaching approaches

·using a contemporary, scientific evidence-base to provide expert advice about the content, processes and strategies that will shape individual and school professional learning, including the science of learning, SWPB supports, multi-tiered systems of support and the Victorian Teaching and Learning Model (VTLM including High Impact Teaching Strategies (HITS) and High Impact Wellbeing Strategies (HIWS)

·developing and promoting school-wide professional learning structures, processes and protocols through professional learning communities, and

·providing a child safe environment in accordance with the child safe standards

Shared responsibilities within the SIT/Curriculum Leadership Team

·leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery

·supporting the development and delivery of the school¿s assessment and reporting policies and practices

·supporting the development of curriculum across all major learning areas and actively contribute to both the Curriculum Leadership Team and the broader Curriculum Committee

Specific role:

Leadership of a whole school approach to improving numeracy outcomes. This includes:

1. Lead the implementation, support the development and review the effectiveness of the Numeracy Intervention program across years 7-8.

2. Research and respond to education developments, both strategic and operational, that have implications on Numeracy growth.

3. Work with the school improvement team to develop, plan and implement a strategy to build the numeracy teaching capability of other teachers in the school.This may include employing a range of approaches to enable effective capability building, such as:

¿ Leading professional learning communities (PLCs)

¿ Supporting teaching teams in their curriculum planning

¿ Adopting a coaching approach

¿ Setting up a classroom observation model to share examples of practice and designing and delivering professional learning to teachers and teams

¿ Utilise shared document platforms (such as OneNote) to share resources, strategies and reflections among professional learning communities and others

¿ The facilitation and monitoring of classroom visits throughout the year

¿ Peer observation and feedback

¿ The provision of school based professional development activities for whole staff and/or small groups

¿ Mentoring of teachers new to the College and Graduate teachers

4. Improve the access to and the resources available for numeracy instruction: working with the Curriculum team, Maths Domain Leader and Inclusion team, create resources of strategies that staff can reference to assist with progression of students learning/achievement.

5. Review current Numeracy strategies across all Domains.

6. Participate in a Middle Years Literacy and Numeracy Support Community of Practice with other Improvement Teachers and/or Network teachers.

7. Assist with induction of staff in St Helena processes for curriculum development and classroom instruction.

8. Provide targeted support for specific teachers in particular areas of practice - as identified and directed by the Principal Team

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

Applicants are requested to forward their application via email at the time of applying to

Applications must include:

a specific response to all of the key selection criteria and position details. It is suggested that applicants limit their response to no more than 7 pages a CV with a summary of experience and qualifications the names and contact details including email  of up to three referees who can provide information regarding the applicant in relation to the key selection criteria. All applicants should ensure that their personal profile on Recruitment on Line is up to date including VIT details.

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.