Learning Specialist 3

About this role

Selection Criteria SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities. SC2 Demonstrated expertise in the implementation and modelling of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth SC3 Demonstrated exemplary ability to model the monitoring and assessment of student learning. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents. SC4 Demonstrated exemplary interpersonal and communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement. SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning. SC6 (School specific criterion) Demonstrated expertise in leading Mathematics improvement through evidence-based practices aligned with the Victorian Teaching and Learning Model (VTLM 2.0). Demonstrated ability to build teacher capability in explicit teaching, mathematical reasoning, problem solving and the use of student achievement data to improve learning outcomes. 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. Diversity and Inclusion The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines ). Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected] 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. 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: https://www2.education.vic.gov.au/pal/child-safe-standards/policy 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: https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview 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. • 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 Qualification Requirements To be eligible for employment, transfer or promotion in the principal or teacher class: • The person must have provisional or full registration approved by the Victorian Institute of Teaching; and • if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and • a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person). Details of qualification requirements as updated from time to time can be found at Recruitment in Schools . Location Profile Mackellar Primary School, nestled in the heart of Delahey, Victoria, is a vibrant educational environment that thrives on its vision of "Empowering Global Citizens." Situated in a diverse and well-connected community, the school benefits from its strategic location within the Melbourne suburb. The school's collectively developed vision of "Empowering Global Citizens" serves as its guiding principle to ensure our students have ownership of their learning in a way that successfully prepares them for life beyond school, and with a defined moral compass. This vision is firmly anchored in four key pedagogical principles which themselves leverage off our school mascot ¿ the bee. They are: Bee Connected: Students are encouraged to build connections with peers, subject matter experts and teachers at school, and beyond with business leaders, not-for -profit organisations and government entities. This fosters a powerful sense of belonging and an understanding of the interconnectedness of our world. Bee Collaborative: Collaborati n is a cornerstone of achieving the global and moral aspect of our school¿s vision. Students are taught the value of teamwork, preparing them for future collaborative endeavours in a global society where one recognises and acts on what is right. Bee Curious: The school nurtures curiosity amongst its students. They are empowered to ask questions, explore innovative ideas, and develop a lifelong love for learning. Bee Creative: Creativity is celebrated and encouraged at Mackellar. Students are given the freedom to express themselves creatively, fostering innovative thinking and critical thinking skills. Social and Emotional Learning Mackellar Primary School also upholds a set of core values: Resilience, Teamwork, Respect, and Learning. These values are woven into the fabric of the school's culture and guide students in their personal and academic growth. The school places a strong emphasis on social and emotional learning. Programs such as School-wide Positive Behaviour Supports and Rights, Resilience, and Respectful Relationships equip students with essential life skills, promoting positive behaviour and building strong, respectful relationships. A notable asset of the school is its dedicated Mental Health in Schools Leader, who facilitates a range of positive mental health programs. These initiatives have included art therapy, music therapy, Seasons for Growth, and 'I Can,' which play a vital role in promoting the emotional well-being of students. Curriculum Achievement In the realm of teaching, Mackellar Primary School employs explicit and scaffolded methods. English and Mathematics are taught sequentially and progressively, accommodating the diverse learning styles and abilities of its students. Differentiated instruction is a cornerstone of the school's approach, ensuring that every student's unique needs are met. This forward-thinking approach equips students with the skills needed to excel in the ever-evolving 21st-century landscape. The school's curriculum includes the following range of specialist subjects: Physical Education, The Arts (Visual & Performing), Languages (Italian), Digital Learning, and Food Technology. These subjects offer students diverse opportunities for creative expression and skill development. In addition, Mackellar Primary School is committed to supporting all students in their academic journey. As such, the school offers intervention programs to help those at risk of not reaching their potential, as well as a high-ability program that nurtures students' strengths across various curriculum areas. Community Involvement Parents from the local community are warmly welcomed and encouraged to be actively involved in the school's activities. Subject matter experts are also invited to contribute, ensuring that learning is both locally relevant and globally informed. The principal Simon McGlade, who has led the school since late 2020, is deeply committed to making Mackellar Primary School a school of choice for everyone in the community. His leadership team collaboratively works with all staff to build their capacity whilst addressing the individual needs of students, fostering an environment of continuous growth and excellence. Together, they ensure that Mackellar Primary School remains a beacon of empowerment and education.