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.
LEARNING SPECILIST ¿ STUDENT VOICE AGENCY AND INCLUSION
NATURE OF POSITION:
The Leading Teacher Student Voice Agency and Inclusion is a key role within the Colleges School Improvement Team.
This role requires a deep knowledge and expertise in high quality teaching and learning in delivering improved student learning outcomes and wellbeing outcomes for students. The position requires the modelling excellence in teaching and learning through demonstration lessons, and mentoring and coaching teachers in improving the skill, knowledge and effectiveness of teachers particularly in the areas of inclusion, student voice and agency and ensuring that instructional approaches meet students at their point of need..
The learning specialist role is aimed at building excellence in teaching and learning.
COMMITTEE/WORK GROUP MEMBERSHIP:
This position is a member of the School Improvement Team, Teaching and Learning Executive and Student Wellbeing Executive.
May involve the facilitation of either a Professional Learning Community or operate a Professional Learning Workshop.
Attend each meeting of the Education Sub Committee of College Council to report on relevant Strategic Plan/AIP goals/targets
TASKS AND RESPONSIBILITIES:
Specific duties to this position:
Supporting the Curriculum Support ¿ Tier 3 program
Leading and coordinating Tier 2 Interventions (Learning Mentor)
Leading Student Voice and Agency
Leading the EAL Program
Build the capacity of teaching staff to meet the needs of students at their point of need (there is an emphasis on meeting the needs of high ability students to maintain their achievement levels)
Leading the Student Leadership Team
In recognition of the importance of exemplary teaching practice for improved student learning outcomes, the key roles of the learning specialist 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 on their practice
Providing evidence-based feedback to teaching staff to inform their effectiveness and development
Providing expert advice about the content, processes and strategies that will shape individual and school professional learning
Supervising and training one or more pre service 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, and
Modelling exemplary professional learning practice including through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice
Provide midyear and annual reports to the Education committee with recommendations for future improvements.
Perform other duties as directed by the Principal Team.
Mooroolbark College values diversity and is committed to workforce diversity and equal opportunity.¿ As a result, this role requires active implementation of the College¿s Equal Opportunity Policy to ensure a safe and inclusive environment exists for both staff and students.
Mooroolbark College is a child safe environment requiring a commitment from all staff to protecting students from abuse or harm in the school environment, in accordance with their legal obligations.¿ This role requires active implementation of the College¿s Child Safe Policy and Child Safe Code of Conduct to ensure the safety and wellbeing of all students.
Complete all Occupational Health & Safety (OH&S) related tasks as directed by the Mooroolbark College OH&S Committee or the Principal.
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
- 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
Please ensure that your application includes:
- A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- A section addressing the selection criteria and the requirements for application under the Who May Apply section
- Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
- 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.
Mooroolbark College is a school of 1,000 students located in the outer eastern suburbs of Melbourne. The school has a Student Family Occupation (SFO) Index of .45. The College is nestled in a residential area and has an outstanding vista of the Dandenong Ranges. The spacious and attractive grounds provide a safe and secure environment for the students and have excellent facilities that support the Teaching and Learning that takes place in all programs that promote the achievement of excellence.
Mooroolbark College¿s focus is principally on academic excellence, with¿staff who are committed to continuous improvement of student learning outcomes. ¿A balanced and diverse range of programs is available to allow students to choose and complete an appropriate pathway and extra-curricular activities to build on their strengths and interests. The College boasts a strong record of academic achievement within the Junior School Aspire program and the Victorian Certificate of Education. The College provides a stimulating and secure learning environment involving a wide network of community partnerships within the VCE, VCE VM and VET programs.
¿At Mooroolbark College our House System has an emphasis on pastoral care which is designed around a strong belief in students belonging to `something bigger than self¿, something that values, protects and supports them, with¿distinct emphasis on the importance of relationships. House offices are located centrally around the Student Wellbeing & Learning Centre of which incorporates the College¿s wellbeing team, First Aid, café and recreational seating as well as the College library. Each House consists of a House Leader, two Cluster Co-ordinators, a Learning Mentor and a Pathways Advisor.
With a focus on SWPBS, our College values of Respect, Resilience, Compassion and Endeavour are central in all college operations. The teaching and learning program is built on an embedded instructional model incorporating engage, explain, action and review. Whilst our College values span throughout all year levels, Year 7 has a specific focus on Resilience, Year 8 on Respect, Year 9 on Endeavour and Year 10 on Compassion.
The school values educational leadership and our School Improvement Team consists of the Principal Class, Business Manager (ES), Inclusion Leader (ES) and all Leading Teachers and Learning Specialists.
¿The College is proud of the tradition that is built around Student Leadership, SRC and House Captains, Academic Awards and Sporting Achievements.
