Primary Numeracy Learning Specialist

Narre Warren South P-12 College aims to establish a learning environment where young people achieve their personal best in the pursuit of their education and to provide a broad range of educational experiences that support intellectual and social development.

Narre Warren South P-12 opened in 2002 and is located in Narre Warren South within the rapidly growing south east growth corridor of Melbourne. In 2002, the college commenced with 819 students from Prep to Year 7 and 48 staff. In 2018 we have approximately 2200 students from Prep to Year 12 with 200 staff.

The college is a unique school on one campus with two sub schools - Primary - Prep to Year 6 and Secondary - Year 7 to 12

2018’s leadership structure consists of:

1 x College Principal

1 x Primary Assistant Principal

Head of Primary

5 Leading Teachers

2 x Secondary Assistant Principals

Secondary Curriculum and Teaching and Learning

Secondary Engagement/ Whole College Wellbeing

6 x Leading Teachers

9 x Learning Specialists

1 x Whole of College Assistant Principal

Whole College Accountability

1 x Leading Teacher – ICT & Timetable

In 2018 the college SFO is at 0.65 and has changed only slightly as enrolments have stabilized. Cultural diversity is a feature of the College community with at least 64 ethnic groups being represented speaking 66 languages. A third of the College’s student population come from families where the language background is other than English.

In 2017 the Secondary school implemented a sub-school model, an extension of our highly successful Year Level Teams. Sub-schools will be organized around Junior Secondary (Years 7 and 8); Middle Secondary (Years 9 and 10) and Senior Secondary (VCAL and VCE). Sub-school teams have full responsibility for all students at the relevant year levels. They have responsibility for student well-being, engagement and orderly learning environment.

The College has recently introduced an evidence based Teaching and Learning Model which ensures consistency of practice across all areas of the College. Lead by the Assistant Principal responsible for Curriculum and Teaching and Learning, Domain Leaders share responsibility for the effective implementation of the TLM at Secondary level through our Professional Learning Teams.

In conjunction with Sub-School Teams, well-being support is provided across the college with two Student Well-being Counsellors, Social Worker, Psychologist, Speech Therapist and Chaplain in our new College Wellbeing Centre.  The College was recently successful in its application for the Doctors in Schools Program.   The college receives additional assistance from Regional SSSO staff.

In Years 11 and 12, VCAL is delivered by a dedicated team of teachers. Teachers of VCE are part of the VCE Team and may also teach at other levels. The P-12 Curriculum is designed to provide maximum diversity and pathway opportunities through VCE, VET and VCAL programs. The college has implemented a variety of programs including: Step into Prep, EAL programs from Prep to Year 12, a diverse range of Elective Programs and extensive access to computer and learning technologies. A Careers Team supports students and parents through the Managed Individual Pathways Program (MIPs) and work placement. 

SC1      Demonstrated ability to successfully lead the implementation and evaluation of learning and teaching programs, inclusive of evidence based pedagogical approaches, curriculum implementation, and effective assessment and reporting, in accordance with the relevant (or equivalent) Victorian Curriculum F–10, Victorian Certificate of Education and Victorian Certificate of Applied Learning.  

SC2      Demonstrated outstanding classroom teaching skills and capacity to model high impact classroom teaching strategies and lead colleagues to improve their teaching and learning to enable all students to achieve their full potential.

SC3      Demonstrated outstanding ability to monitor and assess student learning data at the individual, cohort and whole school level and to use this data to inform teaching for improved student learning.

SC4      Demonstrated outstanding written and verbal communication skills and high level interpersonal skills including the ability to establish and maintain collaborative relationships with parents, other employees and the broader school community focused on student learning, wellbeing and engagement.

SC5      Demonstrated capacity to reflect critically upon their own professional practice and apply the knowledge, skills and expertise derived from ongoing professional learning to enable the further development of others’ professional practice.  

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.

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

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.

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

• 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.