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 Demonstrated ability to fulfill the position description of Data Coach
Learning Specialists will be highly skilled classroom practitioners who continue to spend a large percentage 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.
The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service.
Learning Specialists are expected to have deep knowledge and expertise in high quality teaching and learning including the HCSC Instructional Model. They demonstrate improvement in student achievement.
Hoppers Crossing Secondary College expects the Learning Specialist ¿ Data Coach to accept responsibility for teacher effectiveness in the use of data. All Learning Specialists play an integral part within the College Leadership Team which includes the Leading Teacher and Principal Class Teams.
Learning Specialists will develop an Annual Performance Plan within the Performance Management process and it is expected that the plan will allow scope for the Learning Specialist to clearly demonstrate their ability to meet the Professional Standards as outlined. The Principal Class Team will manage the Performance Management of all Learning Specialists. All Learning Specialists will manage the Annual Performance Management process for groups of teaching staff.
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:
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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
RESPONSIBILITIES
College Wide
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In conjunction with the School Leadership Team lead the College in achieving targets set out in the current School Strategic Plan and Annual Implementation Plan.
Articulate to all members of the school community how the College successfully implements the DE Framework for Improving Student Outcomes.
Lead the implementation of the HCSC Teaching and Learning Framework, focusing on embedding the GANAG Common Instructional Model across the College and incorporate the use of the High Impact Teaching Strategies (HITS), High Impact Wellbeing Strategies (HIWS) and the How We Teach at Hoppers Playbook Strategies (HWTAH).
Lead teaching and learning practices focusing on the implementation of `How We Teach at Hoppers¿ foci which incorporates VTLM 2.0 (Victorian Teaching and Learning Model) and PCMS (Positive Classroom Management Strategies).
To take a proactive approach in the monitoring and enforcement of the Student Wellbeing and Engagement Policy.
To provide support and professional assistance to teachers with respect to classroom management within the context of our Student Wellbeing and Engagement Policy.
To develop a shared understanding, through data analysis, classroom observations and consultation with other teachers, of the most effective teaching practices in the College for improving student outcomes and facilitate sharing of these practices amongst staff.
To support all staff within a Performance and Development Team and undertake regular classroom visits and feedback opportunities to support the implementation of college priorities.
To facilitate professional learning for staff through coaching and provision of Professional Development sessions across the school.
Inspire students and staff to develop a passion for learning as well as demonstrate and promote the notion of a growth mindset.
Position Specific
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Reports to the Assistant Principal AP3 Curriculum.
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To improve student learning outcomes through strategic leadership of data literacy, assessment practices, and evidence-informed decision-making.
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To develop, improve and embed systems for longitudinal tracking of student progress (including formative and summative assessment data, On Demand, PAT, NAPLAN, Compass Analytics, AToSS, parent surveys, and VCAA data).
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Generate school-wide and cohort-based data reports in a timely manner, for leadership and staff to inform AIP goals, teaching and learning inquiries, intervention programs, and curriculum delivery.
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To work in collaboration with other coaches and faculty leaders as well as the College¿s Professional Development Coordinator on the organisation and delivery of professional development to improve teacher capacity regarding effective analysis and planning responses to data.
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To lead appropriate professional development to develop the capabilities of teachers and key leaders to evaluate data in faculty and Sub-School teams to implement school improvement strategies.
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Deliver whole school professional learning and coaching aligned to school improvement goals, focusing on use of data to support improved student learning.
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Develop staff capability to engage in data analysis, set meaningful goals, and monitor progress toward those goals including the monitoring of both implementation and outcomes.
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Lead cycles of evaluation and refinement of teaching and learning programs through data tools using evidence of student learning working with the Teaching and Learning Coaches.
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Develop college data protocols and data schedule within a whole school framework of data informed practice.
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Lead whole school data collection activities including but not limited to; NAPLAN, PAT, AToSS, Staff Opinion Survey, Parent Opinion Survey, VCE.
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Ensure data is recorded and presented on Compass so that it can be accessed by teachers, students, and parents and lead the use of data presentation tools to support effective sharing of data.
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Lead the implementation of PIVOT as a feedback tool, including supporting teachers to reflect on data and improvement strategies.
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Coach individual teachers and teaching teams in the use of data using the agreed evidence-informed instructional coaching model which is data-informed, goal-driven and linked to student learning growth.
Other Duties
Attend and participate in Leading Teacher/Learning Specialist meetings.
To act as a Learning Specialist Team Leader for the management of staff Performance and Development Plans.
Represent the school at community events as requested.
Deputise for a member of the Principal Class Team when required.
Other duties as designated by the Principal where necessary.
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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:
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The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
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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
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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.
Hoppers Crossing Secondary College opened in 1984 and is a single campus, co-educational college with an enrolment of approximately 1,500 students. Situated in an urban growth corridor, approximately 20 minutes west of Melbourne, we welcome students from Years 7 to 12, from Hoppers Crossing and the surrounding district.
The College places great importance on developing innovative and challenging educational programs, through which young people recognise the value of growth through learning. Academic rigour is valued at all stages of learning.
We aim to achieve the extra-ordinary by providing an education which has a focus on developing our students' academic potential. Our classroom focus is on challenge, engagement and achievement.
A highly committed staff share in the vision and values of the College and are dedicated to supporting students, throughout all stages of learning. The time and effort teachers put into their classes ensures the best educational outcomes which is reflected in our academic results. The College is very proud of its highest ever ATAR score of 98.90. We have excellent growth in study scores above 40 and consistency in the achievement of high ATAR scores. Over 90% of our Year 12 students progress to tertiary education or training institutes or vocational positions.
Our students are guided throughout their chosen pathway of VCE, VCAL or VET studies and are prepared for post-secondary options, including tertiary entry and further training or employment.
A diverse range of innovative educational, co-curricular and enrichment programs are offered across Years 7 to 12.
These programs include the Estancia High School Exchange Program, Chinese Overseas Learning Experience, Italian Language Immersion Program, Wakakirri Competition, Inter-School Sports, Year 7 and 10 Scholarship Programs, Student Representative Council, Youth Parliament, High Resolves Student Leadership and Work Experience Programs.
Additionally, Year 11 and 12 Enhancement Studies make it possible to incorporate TAFE certificates and University studies within the VCE program as a result of strong partnerships with a range of tertiary institutions.
The College prioritises ICT across the curriculum with the inclusion of: interactive whiteboards or media projectors in every classroom, Apple Mac laboratories and a 1:1 Netbook Program.
These facilities are aimed toward preparing students with the skills required for them to take their place as 21st century learners and citizens.
Our College grounds are immaculately presented and maintained, providing our students with a positive learning environment.
Our students are also able to enjoy upgraded facilities including plexi-paved basketball and tennis courts in addition to our $2 million state-of-the-art Science Centre.
Parental involvement in College operations and the learning process is encouraged as we consider this contribution to have a positive effect on the education of our young people.
