Learning Specialist Range 3

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

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.

Location Profile

Context

Aitken Creek Primary School is located within the City of Hume, approximately 26 kilometres north of Melbourne. The area is under constant development and has become very urbanised over the last few years.

ACPS opened its doors at the start of the 2011 school year with a total population of 67 students from P-5. The school has attained a steady increase of enrolments since its opening and has a current enrolment of over 1000 students. Destination data shows that students come from 124 different schools, 47 of which are from interstate and 32 from overseas. Student characteristics are culturally diverse with 46 identified languages spoken at home other than English, with the majority being Arabic, Urdu, Hindi, Punjabi, Assyrian and Sinhalese. Approximately 72% of the student population is identified as English as an Additional Language (EAL) with 48% of the student population attracting EAL funding support.

The school leadership and staffing profile evolves every year to address the growth and directly link with the School Strategic Plan priorities. The staffing profile has a mix of expertise however predominantly teaching staff are in the initial graduate years of teaching. Professional learning, coaching and induction processes have been instrumental in ensuring the development of the school culture and the school wide approach to teaching and learning.

Aitken Creek Primary School is a P-6 school located on Grevillea Street Craigieburn. Built under the new Public-Private Partnership (PPP) development, Aitken Creek Primary School is an excellent state of the art learning facility that brings together the best in contemporary educational design and promotes active student-centred learning through the creation of flexible, functional spaces. All teachers work in professional learning communities, framed around the FISO inquiry cycle. They collaborate in teaching teams so that the individual needs of their students are met. We uphold high expectations of all and provide an exciting and inclusive experience for staff, students and families.

Philosophy of Teaching and Learning

·Learning and development is a social, collaborative activity dependent on relationships

·Learning involves active participation, investigation, discovery and construction.

·Meaningful, authentic and relevant context is central to learning

·Motivation for learning is strongly dependent on the learner¿s confidence in their potential

·Environments play a critical role in learning where ideas, values, attitudes and culture are mirrored within them.

School Vision

At Aitken Creek Primary School our students will achieve personal success in their learning and become responsible and productive citizens.

An environment that is caring, safe and supportive will be provided so that each student achieves their full potential.

Parents, students and staff are strongly encouraged to work together in partnership to ensure our students succeed.

The core beliefs that we base our work on are:

·Through effort everyone can succeed and personal achievements are celebrated.

·Active engagement as well as positive work habits and attitudes are essential to learning.

·Social skills are fundamental in the way we interact with each other.

School Values

The values which underpin the actions for the whole school community are:

Respect : Showing care and concern for ourselves, other people, property and our environment. Developing a sense of pride, self-esteem and personal identity.

Teamwork : Achieving success by working cooperatively with others to achieve common and personal goals.

Achievement : Setting goals, showing persistence and taking pride in our achievements.

Responsibility : Showing commitment to our learning by being accountable for our actions.

We embed the School Wide Positive Behaviour (SWPBS) framework that structures our student management, wellbeing and engagement processes and procedures.

Intent

We aim to offer a service to our students and their carers that is responsive and forward thinking, targeting student needs.

Our core business is to offer the most effective teaching and learning program, in a caring and supportive manner which focuses on the explicit teaching of skills and behaviors so that each child can be the best that then can be.

Our facilities and resources will be aligned to our core business and our priorities so that our educators are well equipped to offer the best service possible.

We endeavour to respond to concerns in a timely manner that is solution focused and were possible with mutually agreeable outcomes.

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