Learning Specialist Range 3

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Learning Specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering...

Summary about this job

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Company: Department of Education & Training Victoria

Location: Melbourne

Work type: Full Time

Salary: n\a

Phone: +61-2-3521-4267

Fax: +61-3-5088-8421

E-mail: n\a

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Detail information about job Learning Specialist Range 3. Terms and conditions vacancy

Location Profile


Suzanne Cory High School is a selective entry co-educational Years 9-12 high school which opened at the beginning of the 2011 school year to serve the growth corridors of Melbourne's Western Region.

Suzanne Cory High School is built to an iconic brief, based on a strong commitment to innovative evidence-based pedagogy within an environmentally sustainable young adult learning community. The design incorporates ICT arrangements for 1:1 teaching and learning in a wireless network environment.

The current enrolment comprises 850 students from approximately eighty different schools, with three quarters having a western suburbs address and being equal numbers from government and non-government schools. Students are of above average ability and have high aspirations. There is a rich and diverse culture mix evident in the school community.

Enrolment at Suzanne Cory High School is through the enrolment process common to all four selective entry schools in Victoria. Details about this process can be found at www.education.vic.gov.au.

Suzanne Cory High School provides students with a challenging educational experience which will lead to outstanding outcomes and pathways into tertiary education. Suzanne Cory High School has partnerships with Melbourne and Victoria Universities to enable students to access facilities, programs and academic staff. The modern facilities of the school are complemented by access to those of Victoria University, adjacent to the school site.

Suzanne Cory High School offers a four year learning program incorporating core and elective studies, enrichment studies and VCE Units. University Enhancement Studies are anticipated. Teaching staff are expected to apply the school Teaching and Learning Model, which is best practice evidence-based highly effective pedagogy. Teachers and students will engage in routine and skilful use of information and learning technologies.

The curriculum provides opportunities for all students to gain the Victorian Certificate of Education and is comprehensive and orientated to maximize the opportunity for each student to undertake tertiary level study.

The school has a House System and has adopted the School Wide Positive Behaviours Support for Engagement and Learning (SWPBS-EL) approach to student engagement and wellbeing. The core values of the school are Respect, Aspiration and Contribution which all staff are required to uphold and demonstrate.

All staff appointed to Suzanne Cory High School will be expected to display exemplary professionalism and support the development of the school ethos and culture. In the formative years, flexibility and adaptability will be required of staff as the school grows in population and development of facilities is embedded. Draft Codes of Practice for staff are available on the school website and intending applicants are strongly advised to be familiar with these codes and the school Teaching and Learning Model.

Selection Criteria


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.  

School Selection Criteria

SC6      An understanding of high quality teaching practice in a select entry high school.

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


The Learning Specialists, will be responsible for:

  • Leading and developing innovative teaching practice
  • Developing and enacting a whole school professional learning strategy  to enhance classroom practice that is focussed on the teaching and learning of students in a select entry high school
  • Developing and managing a process that facilitates teachers reflecting upon their own practice, informed by multiple sources of evidence
  • Developing a program of classroom observation to improve  teaching practice
  • Managing staff professional development with the aim of improving teaching practice through the performance and development process
  • Leading faculty leaders to ensure that classroom management strategies and teaching practice achieve outstanding learning outcomes and build robust self-esteem among students
  • Ensuring classroom practice at SCHS is evidence based and responsive to the changing needs of the school community
  • Coaching and mentoring staff to improve teaching practice

The Learning Specialists will:

  • Take an active role in supporting and managing the performance of staff to improve the quality of teaching and learning, through mentoring, coaching,  collegial interaction and critical reflection on practice, feedback and data
  • Work with the LT Learning Data, LT Curriculum Leader and PCO to lead the development of high quality teaching and learning
  • Manage the professional learning budget

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


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.

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

DET Values


The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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.

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