Location Profile
Our mission is to provide a stimulating learning environment where all students feel safe and supported to succeed in a wide range of opportunities and pathways. Our students will become confident, successful, and invested members of our community and beyond.
Our values are the foundation for our continuing success:
Personal Best - Work to the best of your ability. Pursue excellence, try hard and constantly seek to improve.
Integrity - Be true to yourself by doing what is right. Be honest and trustworthy.
Respect - Treat everyone with equal consideration. Be accepting of others and their differences.
Responsibility - Be accountable for your actions. Contribute positively to the school and wider community.
At Mordialloc College we are committed to maximising learning opportunities for all students. Our thoughtfully designed curriculum challenges and inspires students, and our dedicated team of teachers and staff work tirelessly to nurture each student's potential, offering a wide range of programs and activities tailored to each students¿ diverse interests and needs.
We are an even better place to learn.
Mordialloc College Website
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
This is a genuine opportunity to be a Learning Specialist: Instructional Leader at a school that focuses on continual improvement of teacher practice to deliver on aspirational student outcomes.
Using research-based pedagogy, the Victorian Teaching and Learning Model 2.0, and associated resources that complement FISO 2.0, our Instructional Leaders drive a teaching and learning culture that focuses on delivering the pedagogical consistency required to achieve our aspirational goal of outstanding student growth for every child at Mordialloc College.
As a Learning Specialist: Instructional Leader at Mordialloc College, you will have a key role in leading on the strategic direction of Mordialloc College and will be fully supported to thrive on your journey as a key member of our Leadership Team. Under the direct supervision of the Assistant Principal (T&L) you will be provided with the coaching, bespoke professional learning, and program delivery support that you need to be successful in your exciting new role.
At Mordialloc College we pride ourselves on supporting staff so that we can deliver on our promise of high-quality student provision; our college has so much to offer you, and we are always proud to say that Mordialloc College is a better choice in education.
Role Clarity
A Learning Specialist: Instructional Leader at Mordialloc College will:
- Have demonstrated experience of successfully teaching a subject at Years 7 ¿ 12.
- Demonstrated experience in successfully modelling the use of student data (including VCE and NAPLAN) to inform and refine high-quality curriculum design and classroom teaching approaches, while supporting the school in making data-driven, research-based decisions that support student growth.
- Have demonstrated experience of developing and documenting Years 7-12 curriculum in line with the Victorian Curriculum and VCE Study Designs.
- Have demonstrated experience of coaching and mentoring staff.
- Model exemplar lessons in line with the research-based pedagogy that underpins a responsive teaching culture, the Mordialloc College Instructional model, and the VTLM 2.0.
- Undertake other duties as directed by the Principal
Responsibilities
Strategic Teaching and Learning Leadership
Lead whole-school teaching and learning priorities aligned to the AIP, College instructional model and agreed improvement strategies.
Provide clear direction and shared expectations for teaching practice, curriculum implementation and professional learning.
Lead design and implementation of an instructional practice improvement framework utilising learning walks, student feedback, data analytics and instructional coaching. Monitor and evolve in response to key data.
Curriculum, Planning & Assessment
Lead the development and implementation of consistent approaches to curriculum planning, assessment, moderation and reporting.
Provide expert advice to Learning Area Leaders on curriculum design, sequencing, assessment and teacher judgement.
Support coherence between curriculum, pedagogy, assessment and student support across learning areas.
Teaching Practice & Pedagogy
Model exemplary classroom practice through demonstration lessons, learning walks, observations and visible practice.
Lead the implementation of agreed evidence-informed teaching practices and support teachers to reduce unnecessary variation in classroom practice.
Use observation, feedback and reflection to support teachers to improve the impact of their teaching.
Promote high expectations, student engagement, wellbeing, inclusion and effective classroom routines.
Data, Evidence & Student Outcomes
Design and implement a data analytics and student feedback system to evaluate the impact of instructional practice and inform responsive teaching.
Lead the use of student learning and engagement data to identify priorities, monitor progress and evaluate the impact of teaching and learning strategies .
Build Learning Area Leader capacity to utilise school and student data to evaluate the impact of instructional practice and responsive teaching within their domain.
Model the use of multiple evidence sources to inform teaching, curriculum planning, intervention and improvement decisions.
Professional Learning, Coaching & Capacity Building
Lead the College coaching, professional learning, learning walk and peer observation processes as required.
Coach and mentor teachers and Learning Area Leaders to build professional knowledge, confidence and leadership capability.
Facilitate professional learning that is responsive to College priorities, teacher needs and evidence of student learning.
Support graduate, provisionally registered and new teachers through induction, mentoring and/or coaching processes.
Leadership, Collaboration & Communication
Contribute actively as a member of the College Leadership Team and work closely with Principal Class, Learning Area Leaders and other leaders.
Establish shared language, processes and expectations across learning areas.
Communicate improvement priorities, evidence and next steps clearly to staff and, where appropriate, students and families.
Build a culture of professional collaboration, feedback, collective responsibility and continuous improvement.
- 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.
