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.
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 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.
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
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
The position of Instructional Practice Coach: Whole School Data and Numeracy Implementation has a responsibility for the implementation and coordination of the use of Data and the implementation of numeracy practices across the college.
This involves:
- Improving teacher capacity through coaching in the use of data to monitor growth
- Working with other Learning Specialists on the implementation and Coordination of Intervention programs
- Effectively gathering and analysing data for learning planning and monitoring growth across the college
- With the Instructional Practice Coach VTLM 2.0 oversee the DIPT model
- Working with relevant domain leaders to develop and maintain a guaranteed and viable mathematics curriculum.
- Any other duties as directed by the principal
The Instructional Practice Coach: Whole school Data and Numeracy Implementation reports to the Assistant Principal for Teaching and Learning and the Principal and is a member of the Teaching and Learning Executive.
Student Outcomes Focus
- Facilitate the collection and distribution of PAT data across all year levels, including reports of results and usage to Learning Specialists and English and Math Program Leaders.
- Manage and maintain the ACER site including enrolling new students.
- Prepare presentations of PAT data for the Principal and School Improvement Team as requested.
- Advocate for continual improvement of student outcomes within numeracy
- Advocate for the implementation of Tier 2 and Tier 3 support and extension programs and offerings
- Lead teachers to develop appropriate teaching and learning practices for all students
- Meet regularly as a member of the School Improvement Team to discuss and share ideas on the delivery and development of curriculum resources, practices and professional development requirements.
- Monitor and address student achievement levels for numeracy and Mathematics and develop teaching and learning practices that reflect these levels.
- Monitor and address student achievement in standardised testing and use this data to develop teaching and learning practices that address student achievement.
Leadership Focus
- Work closely with the School Improvement Team and Mathematics staff to establish consistent protocols and practices.
- Coach and mentor teachers in best curriculum practice, in conjunction with the Teaching and Learning Executive.
- Be an active member of their leadership group.
- Provide feedback to staff in relation to their student teaching and learning strategies.
- Actively contribute to and participate in discussions and decision-making processes at relevant internal and external forums.
- Develop and implement data practices across the school to improve student learning
Organisational Focus
- Oversee Mathematics program development, with the Mathematics Domain Leader
- Coordinate the running of intervention programs, ie Quicksmart.
- Arrange regular coaching sessions with staff.
- Support the testing of students, PAT testing, NAPLAN etc.
- Attend external meetings with stakeholders as required.
Community Focus
- Publicise the mathematical and numeracy programs that are offered at the college and the growth and improvement that is seen from these programs.
- Present at celebration and information evenings as required.
This role and role description may change across the tenure of the position depending on the needs of the school¿s Strategic plan and Annual Implementation Plan.
- 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
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.
Hallam Secondary College is in Southeast Melbourne on the lands of the Bunurong. Learning communities have flourished on this land for more than 30,000 years. The current College has been on this site since 1971 and has gone through exciting change.
Over the past 4 years;
- HSC reorganised and expanded to cater for growing demand in south-east Melbourne and give families certainty they will have a quality local school for their entire secondary schooling journey.
- The school progressively moved from a Year 10-12 to a Year 7-12 school allowing it to increase enrolments.
- The current strengths at senior level in vocational education and its Sports Academy have been supplemented by a broader offering of VCE subjects for its growing student cohort.
Our Vision and Mission is to create a school that;
- Is a true learning community
- Is a safe, calm and happy environment
- Is a place students wish to attend, staff want to work and parents feel welcome
- fulfills student potential, and
- prepares students for life beyond school
Our current enrolment sits at over 800 students with an SFOE of 0.56. We primarily enrol students from the Hallam, Eumemmerring and Doveton suburbs with many senior students travelling in from further afield.
We are a medium sized College serving a culturally, ethnically and socially diverse community. Our size enables us to know every student and offer a range of programs that are more commonly found in a large school.
Our new strategic plan 2027 ¿ 2030 has set the goals of:
- Maximise each students achievement and learning growth, and
- Maximise each students wellbeing and engagement in learning
Our Values of Achievement, Care and Equity underpin all our work.
Our curriculum programs privilege Literacy, Numeracy and Health. Our curriculum structure is aligned with our Vision and Mission and has an unswerving focus on learning skills underpinned by the Victorian Curriculum in Years 7 to 10. Our senior students can access a wide range of VCE and Applied Learning Programs including University enrichment courses and HeadStart as part of a three-year pathway to success.
Our Sports Academy program is well recognised across the state as leaders in some sports. We have a high level of success particularly in our Rugby League girls and boys program and have recently introduced Soccer to the Academy. Netball, AFLW, AFLW and Basketball are also feature sports in the program.
As one of the largest school-based Registered Training Organisations in Victoria our senior students can access the Hallam Valley Trade Training Centre which provides a wide range of applied learning courses on site.
Our evidence-based approach to learning and teaching is underpinned by evidence and closely linked to the Victorian Teaching and Learning Model 2.0 and we value and balance both Wellbeing and Learning as the core of our work aligned to FISO 2.0. Our balanced pedagogical approach draws on Responsive Teaching, Inclusive Classroom Practices and the Berry Street Education Model as the stable base for high quality practice across the school. We use a collaborative approach to planning and a regular assessment check in to both summative and formatively assess our students learning and what the next steps will be. Professional growth is facilitated through Professional Learning Communities, Instructional Coaching and sharing practice through reciprocal classroom visits.
Our work with students is framed by the Response to Intervention model. The College delivers intervention and extension classes in English and Mathematics for students who require Tier 2 and 3 support. Additional Tier 2 supports include a range of performance and arts-based programs, and programs that support diversity and inclusion.
The College is committed to developing happy, healthy and resilient learners and we have invested significantly in allied health expertise and a range of specialist intervention programs underpinned by the Berry Street Education Model, Rights, Resilience and Respectful Relationships and School Wide Positive Behaviour Support practices.
Our School Improvement Team consists of:
Leading Teachers:
7-10 Curriculum Leading Teacher
VCE curriculum Leading Teacher
Applied Learning Leading Teacher
Junior Sub-school Leader ¿ Year 7 and 8
Middle Sub-School Leader ¿ Year 9 and 10
Senior Sub-School Leader ¿ Year 11 and 12
Inclusion Leading Teacher
Learning Specialists:
Instructional practice Coach - BSEM
Instructional Practice Coach ¿ VTLM 2.0
Instructional Practice Coach ¿ Learning focused feedback and Whole School Literacy
Instructional Practice Coach ¿ Whole School Data and Numeracy Implementation
Instructional Practice Coach ¿ Disability Inclusion
Our leadership team works collaboratively across 2 executive teams that take responsibility for the Annual Implementation Plan.
