Role
The Learning Specialist - Numeracy will be the Champion of Numeracy at CSC. They will lead the sharing of best teaching practice in numeracy across Learning Areas and support staff to strategically utilise student data to improve student outcomes, including in PLC groups. They will be a highly skilled classroom practitioner, spending the majority of their time in the classroom, delivering high-quality teaching and learning. Learning Specialists are expected to have deep knowledge and expertise in high quality teaching and learning to deliver improved achievement, engagement and wellbeing for students.
Numeracy Responsibilities
1. Co-lead the continued development and implementation of our Professional Learning Communities (PLCs) and School Wide Instructional Model (SWIM), incorporating the High Impact Teaching Strategies (HITS) and the Berry Street Education Model (BSEM), with a particular focus on Numeracy.
2. Modelling exemplary classroom practice including through teaching demonstration lessons
3. 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.
4. Leading the implementation of MYLNS and the Tutor Learning Initiative across the college.
5. Modelling exemplary use of student data to inform approaches to engagement
6. Work alongside the Literacy Learning Specialist to ensure a high-level of engagement of students in the Year 7-8 Homework Program.
7. Supervising and training student teachers, and mentoring and/or coaching teachers
Whole College Responsibilities
8. Work with the Leadership Team, in accordance with the College¿s Organisational Chart and strategic documents to drive school improvement.
9. Work with the Assistant Principals, Precinct Leaders, Mentors and the Wellbeing Team to devise individualised and proactive programs or disengagement students.
10. Work with the Leadership Team to ensure Staff Central information is updated.
Other Duties
11. Manage staff performance and development.
12. Assist with staff induction, to ensure a supportive and comprehensive induction process.
13. Represent the college at events within and beyond the college community.
14. Maintain a child safe environment in line with DET requirements.
15. Act as a mentor to graduate teachers and provide support to teachers new to the college.
16. Other duties as directed by your line manager or the principal.
Please note: The above statements are intended to describe the general nature and level of work being performed by the position. They are not intended to be an exhaustive list of all responsibilities and activities required of the 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:
17. Demonstrating high-level expertise in teaching and learning practice
18. Modelling exemplary classroom practice including through teaching demonstration lessons
19. Working with the school leadership team to develop a shared view of highly effective teacher practice
20. Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
21. 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
22. Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
23. Providing evidence-based feedback to teaching staff to inform their effectiveness and development
24. Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
25. Supervising and training one or more student teachers and mentoring and/or coaching teachers
26. Modelling exemplary use of student data to inform teaching approaches
27. Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
28. 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
Who May Apply
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.
EEO AND OHS Commitment
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see ).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via
Child Safe Standards
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:
DE Values
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:
Other Information
Other Information
Referees:
Up to three (3) referees with current contact phone numbers should be provided with your application.
Applications:
As well as applying on Recruitment on Line, a digital copy of the application (addressing the Key Selection Criteria) may be forwarded to:
Lyn Ellery
HR Manager
Conditions of Employment
29. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
30. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
31. A probationary period may apply during the first year of employment and induction and support programs provided.
32. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.
Location Profile
Our college values of Aspiration, Respect and Empathy clearly define Castlemaine Secondary College's (CSC) positive learning culture. All students are encouraged to be their best, whilst developing awareness of the community around them, engaging with others in a way that builds positive relationships. Our vision outlines our long-term narrative.
At Castlemaine Secondary College we have high learning expectations of staff and students. We promote and support emotional and physical wellbeing, developing resilient community members.
The five key initiatives that support our vision are our School-Wide Instructional Model (SWIM), the Berry Street Education Model (BSEM), School-Wide Positive Behaviour Support Framework (SWPBS), Literacy and Numeracy.
Our SWIM provides clarity for staff and students about the classroom high expectations that exist at CSC. Teachers are encouraged to be life-long learners to enhance their teacher practice. Our SWIM allows all learners to access their learning, regardless of their ability level and / or learning needs.
The BSEM requires staff to demonstrate unconditional positive regard for all students at all times, continually building positive relationships. BSEM strategies have been incorporated into our SWIM, enhancing classroom environments to be calm and rigorous.
The SWPBS framework journey began in 2023, working alongside the BSEM to promote a culture of high expectations. Using the SWPBS framework we have developed clear expectations for students in all areas of our college, which contribute to a supportive learning environment. These expectations are explicitly taught to all students each year.
Enhancing literacy and numeracy skills for all students will remain a constant focus at CSC. Regardless of a student's pathway, maintaining continuous improvement of these skills will support students to realise their career dreams. Developing and maintaining improvement in literacy and numeracy is a shared responsibility between the college, the student, and their family.
Continually improving our physical surroundings also remains a constant focus, aiming to create a learning environment that supports aspiration and pride in being a CSC student.