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
The Learning Specialist: Numeracy will focus on demonstrating and modelling best practice in relation to improving numeracy in the classroom. This will include the use of pedagogical practices and strategies that identify areas of concern in the data, and then plan for strategic intervention and
extension to improve outcomes across student cohorts. This Learning Specialist will also coach
teachers to implement the agreed Classroom Instructional Model under the guidance and direction of the principal team.
KEY RESPONSIBILITIES
1. Demonstrating high¿level expertise in teaching and learning practice, with a particular focus on effective teaching of numeracy skills.
2. Oversee whole school numeracy enrichment program.
3. Coordinate aspects of the Victorian High¿Ability Program, with a specific focus on numeracy.
4. Identify appropriate measures for program success.
5. Identify mechanisms to track student growth.
6. Build capacity of teachers to differentiate for all students, including high ability students.
7. Modelling exemplary classroom practice including through teaching demonstration lessons.
8. Support students through the weekly Elevate program.
9. Leading and modelling the implementation of whole¿school improvement, including the use of the School Instructional Model and the DET High Impact Teaching Strategies.
10. Playing a key role in the provision of professional learning and supporting professional learning teams within the KLA meeting structure, focusing on numeracy in the Maths KLA.
11. Modelling effective professional learning practice and supporting teachers to seek, analyse and act on feedback on their practice as part of critical reflection and inquiry to improve practice as part of the critical PLT process.
12. Playing a key role in the analysis of data to inform strategic direction through the School Improvement Team.
13. Any other duties as required.
14. Provide a child safe environment in accordance with the child safe standards.
SCOPE
Reports to the Principal and appropriate Assistant Principal (depending on the nature of the task).
Works with the Learning Specialist Team on implementing the GWSC school priorities. Supports and
collaborates with the Heads of Learning Areas and PLT leaders.
KEY PERFORMANCE INDICATORS
Improvement in NAPLAN/other data for numeracy and VCE maths data
Leading professional learning sessions
Coaching teachers to improve their instructional 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:
Conditions of Employment
15. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
16. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
17. A probationary period may apply during the first year of employment and induction and support programs provided.
18. 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
Stawell Secondary College embraces the values of Participation, Aspiration, Inclusion, Resilience and Respect.
The College serves Stawell and surrounding rural areas. Situated approximately 230 km west-north-west of Melbourne, on the Western Highway to Adelaide, Stawell has a population of approximately 6,000 people and is close to the world renowned Grampians National Park.
Our school benefits from very strong connections to its community and works closely with its nine feeder primary schools, health agencies and other community services. Stawell Secondary College provides a comprehensive curriculum with a range of pathways to meet the interests and needs of its 365 students. Year 7 and 8 students study a comprehensive program based on the Victorian Curriculum; Years 9 to 10 enable increasing choice of subjects as student progress through the school or enrol from elsewhere. Years 11 and 12 pathways are tailored to student needs, via the Victorian Certificate of Education.
Stawell Secondary College is particularly proud of its Chinese Language program and the links it provides to our primary schools in their delivery of Chinese language programs. We are actively involved in the Victorian Young Leaders to China (VLYC) program and have regularly sent students to China as part of our sister-school relationships when international travel was safer than we currently are experiencing. We look forward to being able to once again encourage our students to experience international travel in the near future.
The College introduced a one-to-one laptop program in 2012, and this has been successfully embedded throughout the school.
The College has created the opportunity for staff to contribute to the development of an innovative curriculum that reflects 21st century technologies and a culture of collaboration, through Professional Learning Communities.
Social and emotional learning is supported through a vertical home group structure for all students. There is a horizontal student management structure with a year level co-ordinator for each year level. There are also Sub-School managers that oversee the Junior and Senior sectors. All staff actively work to promote engagement and utilise restorative practice to re-engage students when necessary, and the College is in the first stages of the implementation of the School Wide Positive Behaviour Support framework. Student leadership is integral to the success of our school, and this is developed with student ambassadors, house leaders, school captains and bus-route leaders.
Sport, music and various forms of competition are offered within the curriculum and can also be pursued as extra-curricular activities. Individuals and teams compete in a range of sports to state level, and several bands and ensembles perform for entertainment and competition. Instrumental music tuition is encouraged and can lead to a number of music certificates.
Progressive recruitment of graduates has enabled the College to develop a balance between new and experienced teachers promoting a culture of positive mentoring relationships and the infusion of new ideas. Stawell Secondary College provides real opportunities for staff to play a leading role in school improvement.
The College is currently engaged in the master-planning process and late in 2020 we were fortunate to open a new Science and Food Technology Building. We are currently working with the Victorian Schools Building Authority in the final planning of Stage 2 which will see the construction of a new administration block and the re-development of our heritage building into general purpose classrooms.