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Learning Specialist
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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.
COLLEGE VISION
At Hume Central Secondary College we aim high and strive to discover our unique talents, to chase our dreams and create a successful future.
HUME CENTRAL SECONDARY COLLEGE IS A CHILD SAFE SCHOOL
Hume Central Secondary College holds the care, safety and wellbeing of its students to be at the core of all we do. The College is committed to ensuring that all staff of the College act in a manner that promotes the inherent dignity of each of our young people and their fundamental right to be respected and nurtured in a safe school environment. This commitment includes regular and appropriate learning opportunities in relation to child safety and young people¿s protection and wellbeing.We also commit to listening to, and taking seriously, all concerns voiced by students, staff, parents and caregivers, volunteers and contractors. We commit to continuously reviewing and improving our systems to protect children from abuse.
LEADERSHIP STATEMENT
Hume Central Secondary College recognises the need for a strong and supportive leadership team committed to the College vision and able to develop and implement the School Strategic Plan (SSP) and Annual Implementation Plan (AIP) targets to meet set goals. Learning Specialist positions may be linked to the work of a particular AIP area, there is an expectation that all College priorities are reflected in the daily practice of all Learning Specialists.
LEARNING SPECIALISTS
Learning Specialists are recognised and respected by colleagues, parents/carers and community members as exemplary teachers. They have demonstrated consistent and innovative teaching practice over time. Inside and outside the school they initiate and lead activities that focus on improving educational opportunities for all students. They establish inclusive learning environments, meeting the needs of students from different linguistic, cultural, religious and socio-economic backgrounds. They continue to seek ways to improve their own practice and to share their experience with colleagues.
They are skilled in mentoring teachers and pre-service teachers, using activities that develop knowledge, practice and professional engagement in others. They promote creative, innovative thinking among colleagues. They apply skills and in-depth knowledge and understanding to deliver effective lessons and learning opportunities and share this information with colleagues and pre-service teachers. They describe the relationship between highly effective teaching and learning in ways that inspire colleagues to improve their own professional practice.
They lead processes to improve student performance by evaluating and revising programs, analysing student assessment data and taking account of feedback from parents/guardians. This is combined with a synthesis of current research on effective teaching and learning. They represent the school and the teaching profession in the community.
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 practiceIt is expected that Leading Teachers at the College will fulfill the following responsibilities:
College Wide
Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan, AIP and school priorities Leading and managing the provision of professional development and creating development plans for staff Demonstrating exemplary classroom practice and creating structures to promote reflective teaching practice, continuous learning and shared responsibility for student outcomes Leading and managing staff reviews and development through the PDP, ensuring alignment with SSP/AIP goals and targets Consistently demonstrating behaviours underpinned by DET values and enacting the College¿s vision in all interactions within our community Actively promote and continue to develop the use of Compass amongst the College Community (staff, students, parents/carers and other key stakeholders).Campus Based
Leading and managing the implementation of campus operations and policies related to student learning, engagement and wellbeing Actively leading on the campus to foster a safe, respectful and productive environment Building and maintaining collaborative teams and promoting cooperative working relationships with all members of the community Mentoring, guidance and support of staff to improve practice Actively contributing to campus meetings in a positive and constructive manner. perform other duties as negotiated with the Principal.TEACHING AND LEARNING SPECIALIST - ASSESSMENT AND FEEDBACK
Position Overview:
The Teaching and Learning Specialist will build excellence in teaching and learning by leading professional learning and the implementation of programs designed to enhance pedagogical practice and improve student outcomes. Drawing on their deep pedagogical knowledge and expertise, Teaching and Learning Specialists will model lessons and strategies to promote reflective teaching practice, continuous learning and shared responsibility for student outcomes. Teaching and Learning Specialists will also work in collaboration with Learning Leaders to lead evidence-based inquiry and develop curriculum that is innovative and responds to a wide-range of student learning needs.
The Teaching and Learning Specialist (Assessment and Feedback) will:
model exemplary classroom practice through the provision of demonstration lessons, open classrooms and opportunities for team-teaching undertake classroom observations and provide evidence-based feedback to teaching staff to inform the effectiveness of teaching practice and the development of differentiated instruction for all students model effective learning practice through engaging in a process of inquiry and self-reflection, and support teaching staff to seek, analyse and act on feedback collaborate with Learning Leaders and the Assistant Principal (Teaching and Learning) to develop, embed and review rigorous systems and processes to support a range of collaborative teaching and learning strategies that focus the work of teachers work with the College Leadership Team in the analysis of student learning data (including PIVOT, NAPLAN, PAT, Learning Task and Report Data) to inform the planning, implementation and review of teaching and learning strategies designed to improve student outcomes lead the ongoing development of assessment, moderation and reporting policies and practices across the College in collaboration with members of the College Leadership Team lead the implementation and evaluation of the Instructional Model across the College and support teachers to effectively use this model in their own practice lead and model the implementation of High Impact Teaching Strategies (HITS) and support teachers to embed these strategies in their own practice collaborate with Learning Leaders to implement the Literacy and Numeracy Action Plan in each Professional Learning Community, incorporating 3L (Language and Literacy for Learning) and other strategies collaborate with Learning Leaders and the Assistant Principal (Teaching and Learning) to review, design and implement consistent, rigorous and innovative assessment and feedback practices in accordance with the Victorian Teaching and Learning Model model approaches to seeking feedback from students and using that feedback to review and refine instructional practice support staff to use data displays to measure student learning progress and implement point of need teaching strategies develop and deliver professional learning in response to the needs of Professional Learning Communities work with the College Leadership Team to develop a shared view of highly effective teacher practice and communicate this to the school community work with the College Leadership Team to plan and deliver professional development related to College AIP goals and actions manage assigned budget and resources perform other duties as negotiated with the Principal.
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
This position is a 3 year tenured position
Applications should include:
A specific response to all of the key selection criteria and position details.
Application Pro forma:
a. The pro forma is a cover sheet providing the name of the applicant and record number (where appropriate), home address and telephone number, telephone number of the school(s) or location where the applicant can be contacted, the position you are applying for and the vacancy number of the position.
b. A CV with a summary of experience and qualifications.
c. The names, contact and email details of up to three referees who can provide information regarding the applicant in relation to the key selection criteria.
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.
