Role
The Learning Specialist is an instructional leader with deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for students as it relates to Numeracy. The Learning Specialist will actively contribute to a Numeracy School Improvement Team (SIT) to deliver effective planning, implementation and evaluation of:
1. A whole school numeracy improvement plan, which includes guaranteed and viable curriculum.
2. Promotion of a P-12 approach to the teaching of numeracy.
3. Secondary focused numeracy instructional practices, with focus on number talks and mathematical mindsets.
4. Secondary focused numeracy assessment practices - analysis and response to data which includes assessment schedule and data wall.
5. Building pedagogical practices through coaching, co-planning and lesson observation (which includes the protocols for observation, feedback and peer collaboration).
6. Response to student numeracy learning needs through identification, implementation and evaluation of Intervention and extension practices.
Responsibilities
The Learning Specialist: Foundations of Learning Numeracy (Secondary) will:
7. Demonstrate high level expertise in numeracy teaching, through having an open classroom and undertaking lesson observation.
8. Build the capacity of others to teach numeracy through the effective identification and implementation of research informed professional development.
9. Work with the Numeracy SIT team to ensure effective implementation of numeracy delivery P-12.
10. Assist with effective implementation of the PDP process.
11. Model the ability to use assessment practice and data analysis skills to ensure that classroom teaching programs and are in alignment with the school's Annual Implementation Plan and Schools Strategic Plan.
12. Work with the College's leadership team to build collaborative practices, through effective implementation of Phoenix protocols which build collective efficacy.
13. Work with other learning specialists and leading teachers to establish a Community of Practice (COP) which focuses on building collective leader and teacher efficacy.
14. Identify improvement opportunities and undertake other tasks as delegated by the Principal
Key Targets:
15. Numeracy learning targets as identified in the Schools Strategic Plan, Annual Implementation Plan and SIT Narrative.
16. Teacher practice as identified through PLC and Staff Opinion survey.
17. Consistent teacher practice as identified through development and documentation of guaranteed, viable curriculum and its implementation.
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
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 ).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on:
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 DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:
Conditions of Employment
18. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
19. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
20. A probationary period may apply during the first year of employment and induction and support programs provided.
21. 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
Phoenix P-12 Community College is a large coeducational school, located in Sebastopol, which is a suburb of Ballarat. We service a wide geographical area including the suburbs of Delacombe, Redan and Sebastopol and rural townships within the Golden Plains.
We are proud to be a community school which delivers learning programs for students from foundation through to the completion of year 12. Our College community includes a diverse range of families from various socio-economic backgrounds. The College prides itself on delivering outstanding academic and co-curricular educational opportunities for all students. Our goal is to develop respectful and responsible global citizens, who are empowered to strive for the pathways of their dreams, whether that be university, TAFE or work. At Phoenix we believe all students can learn and every child has a right to be literate, numerate and curious about the world they live in. To ensure that our students are encouraged to be active global citizens we create an ICT rich learning platform where every child has access to a high quality device with contemporary functionality.
At Phoenix P-12 Community College we have a commitment to ongoing instructional improvement. We understand the importance of explicit teaching, most especially in the domains of literacy and numeracy. We intentionally build teacher capacity through PLC cycles, regular coaching, observation and feedback. Student engagement is developed through purposeful, student centred learning that is grounded in an agreed instructional model. At Phoenix we are committed to building individual and collective efficacy as a key strategy for ensuring that all students have the opportunity to achieve optimal learning growth.
Phoenix P-12 Community College is committed to implementing FISO and has a clear focus on nurturing Learning and Wellbeing. To ensure that every child has a point of connection and belonging we have established smaller communities within our school known as Learning Villages. Our Villages are organised in the following way:
22. Foundation to Year 4 – located on the Redan Campus
23. Year 5 to Year 6 – Located on the Sebastopol Campus
24. Year 7 to 10 – Located on the Sebastopol Campus
25. Year 11 to 12 - Located on the Sebastopol Campus
26. DOTS (Developing Other Talents and Skills) – Grant St Campus
The College values of Respect, Responsibility, Integrity, Cooperation and Excellence are at the core of all relationships at Phoenix and guide every daily interaction. We know that quality relationships which are based on mutual respect are the key to us achieving our purpose. We are committed to strengthening the partnerships between parents, teachers and students.
In alignment with FISO at Phoenix we place a high priority on the development of wellbeing and inclusion both for students and staff. In addition to the integration of SWPBS and Respectful Relationships we are proud to be a TRP school. A comprehensive student wellbeing team is in place to ensure that we meet every individual at their point of need. This diverse team includes, Dr’s In Schools, Youth Workers, Social Workers and other allied health members. This expert team delivers a comprehensive suite of programs and services that build student wellbeing, connection and identity. The College transitioned effectively to DET’s DIP process and supports student diversity through a comprehensive range of intervention programs.
At Phoenix we strive to provide our students with a complete learning experience that extends beyond the classroom. We offer an extensive co-curricular program that includes sport, drama, music, public speaking, student leadership and the arts. We actively encourage our staff to engage with the myriad of clubs and community activities offered to students.
At Phoenix P-12 Community College we are proud to cater for all students, we excel in the provision of broad, flexible and inclusive educational pathways. Our Senior School structure has embraced the implementation of the new VCE and we are proud to offer a wide range of VCE and VET subjects both at school and through the cluster. Our Managed Individual Pathway (MIP’s) Team has expert knowledge and skills and our ability to support the transition to university, TAFE or work is exceptional. Senior students are supported by our designated VCE study centre, complete with a study centre manager, tutors and individually selected mentors.