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
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:
Other Information
Duties:
LITERACY KNOWLEDGE
13. Be well informed on current developments in DET policy and latest research findings with regards to best practice literacy pedagogy.
WORKING IN TEAMS/COLLABORATING/LEADING SCHOOL WIDE INIATIVES
14. Develop a professional learning program to lead staff to improve their data literacy capacity to successfully analyse pre assessment data, formative assessment data, PAT data, NAPLAN data and other relevant data to inform curriculum design and practice, in order to effectively differentiate the learning environment.
15. Lead the introduction of the Literacy Practices program at year 7, including the design and implementation of an engaging teaching and learning program that specifically targets Reading and Writing at point of need.
16. Development and implementation of a school-wide Literacy Plan
17. Development and implementation of literacy enhancement and support programs
18. Lead a Data Team to discuss, analyse and review Data with colleagues to then develop strategies and ideas to inform and further develop teacher practice and capacity, together with improving student learning outcomes
19. Develop resources and materials that are readily available to all teachers and support staff (eg integration aides) to aid them in the effective teaching of literacy
20. Collaborate with the Leadership team to provide ongoing professional learning opportunities in literacy pedagogy for all staff. This may include initiatives such as planning and delivery of curriculum days, planning and delivery of professional learning for staff forums for specific faculties and professional learning teams.
21. Leading the use of literacy data to inform teaching and learning
22. Collaborate with the leadership team to determine and monitor targets for literacy development across the school.
23. Assisting with the development and promotion of school – wide professional learning structures, processes and protocols through Professional Learning Communities or similar programs (eg Collegiate Practice Program), and use external providers with the school and teaching staff where appropriate
24. Working with and become part of the school leadership team to develop a shared view of highly effective teacher practice and a review of existing programs and initiatives
25. To promote the importance of literacy through enhancing the visibility of literacy and literacy practices in classrooms and across the school
MODELLING EXEMPLARY TEACHING AND LEARNING
26. Demonstration of high impact literacy teaching strategies and coaching of staff in these strategies
27. Modelling exemplary use of student data to inform teaching approaches and effectively monitor student performance
28. Assist teachers in identifying students who have significant achievement issues in literacy or who are achieving well above the expected standard, and help teachers to develop ‘point of need’ resources and strategies.
29. Providing evidence based feedback and advice to teaching staff and leaders to inform their effectiveness, development and inform how improvements can be made in different learning areas
30. Providing expert advice to teaching staff and leaders about the context, processes and strategies that will shape individual and school professional learning
LEADERSHIP ACROSS THE SCHOOL
31. Be highly visible to the school community, interact with students and staff to provide and establish high expectations, and build a positive culture and identity for the whole school.
32. Providing leadership and involvement in a broad range of College activities during school as well as out of hours.
COMMUNITY
33. Establish links with the wider community where this can improve literacy learning outcomes for students Book Fairs, Author Visits, etc
This position is tenured for 2 years.
The position holder will recieve a 4 period time allowance per week
Conditions of Employment
34. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
35. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
36. A probationary period may apply during the first year of employment and induction and support programs provided.
37. 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
Woodmans Hill Secondary College is a vibrant, supportive and aspirational learning community, committed to learning from and with each other in order to ensure that all students grow.
Woodmans Hill Secondary College is a school that sits at the heart of its community, situated at the Eastern entrance to Ballarat, in the suburb of Ballarat East and on the Melbourne side, with newly developed facilities on a spacious site with a newly developed Science, Technology, Art and Performing Arts facilities.
At Woodmans Hill Secondary College, we pride ourselves on being a learning culture that knows each child and holds high aspirations for what they can achieve when we work together with our community.
As a new school, we are committed to providing exciting learning experiences that are aimed at meeting each student at his or her academic, social and emotional point of need. Ours is a school that focuses on developing the whole child and seeks to provide a range of opportunities, both in and outside the classroom, for each student to unlock his or her potential.
We are a school that invests time and resources into our staff to increase their capacity so that they can develop and improve their skills and knowledge as teachers. We are research and data driven, constantly focusing on how we can increase our pedagogical knowledge in order to achieve improved outcomes for our students.
Our Leadership Team for 2023 comprises of 1 Principal, 2 Assistant Principals, and 4 Learning Specialists (Literacy, Numeracy, Junior Years and Senior Years). Currently, our teaching team consists of 33 teaching staff and 23 ES staff (admin, maintenance, learning support, and Business Manager) who cater for the needs of 500+ students from year 7 – 12.