Berwick College is a Year 7-12 coeducational school with a student population of over 1650 students. The College is located on Bunurong Country, in the beautiful eastern suburb of Berwick. The location is only 35 minute drive from the centre of Melbourne.
Berwick College delivers a rigorous curriculum with a huge range of individualised pathways. We support our students to become critical and creative thinkers in areas of passion and interest. Teachers implement the school's Instructional Model to guide pedagogy and use our `Effective Learning Environment¿ and SWPBS guidelines to support positive behaviours across the school.
We place great emphasis on our exceptional co-curricular program to connect students to our school and to develop students as collaborative problem solvers. Our students regularly participate in a range of community events and represent the school at state and national levels. The huge variety of programs allows our students to flourish as they pursue their particular interests and goals.
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.
The Learning Specialist - Instructional Coach is an educational leader who is committed to the provision of a high-quality education for every student at Berwick College.
The Learning Specialist - Instructional Coach will lead the actions to achieve these key improvement strategies.
Build teacher capacity and collaboration in curriculum and assessment design and documentation which is aligned with the Victorian Curriculum 2.0
Embed a purposeful use of data to cater for all learning needs
Use student learning data to enhance student agency and opportunities for feedback
Improve teacher capability to implement instructional practices in line with the Victorian Teaching and Learning Model 2.0
Build leadership capability to ensure collective responsibility to improve instructional practices
Develop and embed a leadership framework for wellbeing and inclusion through a tiered approach to enable a positive learning environment across all classrooms
Embed the college identity in a culture of excellence
Strengthen student agency, leadership and voice in learning
The Learning Specialist is committed to leading a program that enables:
Students to be at the centre of highly effective curriculum design, documentation, delivery and assessment
A collective ability to implement highly effective instructional practice which is underpinned by the Berwick College Instructional Model, current research and the VTLM 2.0
A learning environment that raises and maintains expectations of all students
A collective accountability and understanding of instructional practice that is informed by student learning and engagement data
Students to engage deeply in learning that is interesting, relevant and appropriately challenging
Students to learn in in classrooms with effective inclusive practices and in a culture of inclusion
Teachers to be supported through purposeful coaching, feedback and collaboration that strengthens their practice
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Teachers to confidently identify and implement appropriate adjustments to support all learners, particularly students at risk or with additional needs
A shared commitment to curriculum and lesson planning that reflects high expectations, clear learning intentions, and appropriate adjustments for all students
Professional collaboration that is underpinned by the Berwick College Instructional Model, the Victorian Teaching and Learning Model 2.0, and the use of formative assessment and feedback
The modelling of effective practice through demonstration lessons, classroom observation programs and targeted feedback that supports teacher growth and reflection
Coaching conversations that promote continuous growth, goal-setting and adaptive expertise in teaching
One-on-one and small group coaching opportunities that are aligned with whole-school initiatives
Professional learning presentations that build collective efficacy and deepen understanding of best practice
The Learning Specialist will have the additional responsibilities and requirements to;
Be an exemplary classroom teacher
Lead a professional culture of learning and school improvement
Build a strong partnership with the leadership team to lead school improvement priorities and implement teaching and learning initiatives with consistency and clarity
Work collaboratively with the Leadership Team to ensure that student needs, particularly students learning with a disability or additional needs are at the centre of curriculum planning and assessment programs
Contribute to the leadership of curriculum and pedagogical responses to student learning data on individual, cohort and whole school levels
Build the capacity of teachers to effectively contribute to and implement Individual Education Plans and Behaviour Support Plans across the school
Contribute to a holistic approach to curriculum planning and assessment and evaluating its impact on student engagement, wellbeing and learning.
Enhance the capacity of all teachers to deliver a differentiated curriculum using the school's instructional model
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 to deliver improved achievement, engagement and well-being 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.
Position 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
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
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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
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.
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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.
