Role
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.
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:
1. Demonstrating high-level expertise in teaching and learning practice
2. Modelling exemplary classroom practice including through teaching demonstration lessons
3. Working with the school leadership team to develop a shared view of highly effective teacher practice
4. Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
5. 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
6. Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
7. Providing evidence-based feedback to teaching staff to inform their effectiveness and development
8. Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
9. Supervising and training one or more student teachers and mentoring and/or coaching teachers
10. Modelling exemplary use of student data to inform teaching approaches
11. Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
12. 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
LEARNING SPECIALIST ¿ DATA COACH
·Work with Sub-schools and faculty leaders, utilising relevant student learning data, to identify high ability students across the school and monitor their progress across the school.
·Coordinate PAT testing, and in conjunction with Literacy and Numeracy Learning Specialists, deliver Professional learning for staff on PAT data.
·Build capacity of all teachers, through domain meetings and planning time, to access, analyse and evaluate student learning data to inform and refine high-quality curriculum design and classroom teaching decisions.
·Provide support to the PLC¿s, including observations and coaching of teams, as well as supporting the use of data-driven, evidence-based discussions and decisions.
·Model exemplary teaching and learning approaches, through the use of learning walks and peer observation, coaching and demonstrations.
·Other duties as directed by the Principal
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
Conditions of Employment
13. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
14. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
15. A probationary period may apply during the first year of employment and induction and support programs provided.
16. 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
Gisborne Secondary College is a large, stand alone, Year 7-12 College with an enrolment of just over 1000 students. Our large catchment area covers the Macedon Ranges, north-west of Melbourne. Over 70% of our students travel to school by bus and the College is an important social focal point for students from different towns of the region.
Our school has an incredibly strong pathways and transition program, supporting close to 70 VCE units of study each year, over 50 School-based Apprenticeship and Traineeships, and numerous VET programs. A comprehensive VCAL program operates, with excellent outcomes for the students involved.
We have also established an excellent reputation in the Performing Arts, a program supported by our superb Performing Arts Centre.
The College aims to ensure that individuals feel safe, secure and supported in their learning within a large cohort. We are seen by the community as having a strong focus on student wellbeing and have strong links to local support agencies.
Staff work together in Professional Learning Teams dedicated to building teacher capacity and improving student outcomes at all levels.
Other key features of the College include:
17. A new instructional Framework developed by the College (LEARN), which includes a strong focus on evidence-based HITS.
18. Year 7 and 8 Learning Centres
19. A specific Year 9 Program designed to lift engagement and develop adult-like responsibilities
20. A three-year Senior School Program that allows all students to accelerate across year levels, and ensures students are better prepared for the challenges of senior school qualifications.
21. An extensive VET program, including: Building & Construction, Business, Engineering, Automotive, Creative Digital Media, Music Tech Production, Equine Studies, and Electrical Industry.
22. A strong vocational program including access to School Based Apprenticeship and the HeadStart program.
23. A strong careers development and pathways program
24. A Double-court Gymnasium, in joint use with the Macedon Ranges Shire Council, valued at $4m
25. The 216-seat Barcham Theatre housed within the new performing arts complex, refurbished at a cost of $
26. A 1:1 `Bring Your Own Device¿ Computer program that provides for computer connectivity for all students across all year levels.