Learning Specialist 3

Location: Melbourne | Southern Metropolitan

Job type: Full time / From 28/01/2025 - 26/01/2027

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Education and Training

Reference: 1432341

Location Profile
OUR MISSION & VISION

Brighton Primary School: As an internationally minded school, our reputation stands on honouring our history, focusing on the present and preparing for the future. We believe that the growth of our children is at the heart of our community. By focusing on the whole child, we facilitate a sense of belonging and achievement through powerful interactions with other learners and rich learning tasks.

Our vision is to build a community of active learners who can meet challenges of our rapidly changing world and become responsible global citizens. Brighton Primary School strives to develop the attributes of the IB learner profile. We have positioned ourselves globally through our membership of the International Baccalaureate to deliver the Primary Years Program (PYP).

We value our colleagues as reflective educators who are open to new ideas and focused on best practice as they educate our students to develop as critical thinkers and lifelong learners.

OUR VALUES

Brighton Primary School was established in 1875 and is situated in the Bayside suburb of Brighton, 12 kilometres from the CBD. Brighton fronts Port Phillip Bay. With almost six kilometres of coastline within Brighton's suburban boundary, there is a diverse range of attractions and activities for all. The school has strong generational ties and is well supported by the School Council and parents.

Brighton Primary School¿s design is traditional and has approximately 25 classes organised in year levels. Brighton Primary School has been redeveloped with attention to maintaining the architectural integrity of the two brick Victorian buildings and also has a large number of relocatable buildings. Generally, they are grouped in year levels to support our collaborative approach to learning and teaching and maximise the student playing space. The school is fully air-conditioned, and all rooms are uniformly furnished to provide a familiar environment for students as they progress across the school.

Brighton Primary School has an enrolment of approximately 540 students, which includes approximately 21 students with moderate to profound hearing loss enrolled in the regional Deaf Facility hosted at the school. Our school culture of shared responsibility and collaboration ensures that our Deaf Facility functions as an integral part of the school community, supporting students to fully access mainstream education.

Brighton Primary School has a rich, well-resourced Specialist Program. There are purpose-built Science, Music and Art Rooms and a Gymnasium. As well, there are literacy and numeracy resource rooms and a large shared learning space in the junior hall. The library is centrally located and available to students at lunchtime, as well as class time. Adjoining it is the Performing Arts Centre and the school canteen. The school community raised the funds to fit-out these spaces and construct the covered walkway that connects all classrooms and specialist teaching areas. Our Outside School Hours Care program, TeamKids, is accommodated in the Performing Arts building.

A variety of spacious and shaded areas that are landscaped provide a safe and well-equipped play area for students. There is a turfed oval and an athletics track, two adventure playgrounds, a fitness circuit and netball and down-ball courts. Below the junior play equipment is the Wonder Garden, designed by our students. It is both a teaching space and a playing area. The Brighton Primary School community has funded the outdoor equipment and development of the grounds and are maintained by the School Council Facilities Committee and our groundsman.

Selection Criteria
KSC1: Demonstrated ability to successfully lead the implementation and evaluation of learning and teaching programs, inclusive of evidence based pedagogical approaches, curriculum implementation, and effective assessment and reporting, in accordance with the Victorian Curriculum.

KSC2: Demonstrated outstanding classroom teaching skills and capacity to model high impact classroom teaching strategies and lead colleagues to improve their teaching and learning to enable all students to achieve their full potential.

KSC3: Demonstrated outstanding ability to monitor and assess student-learning and behaviour data at the individual, cohort and whole school level and to use this data to inform teaching for improved student learning and behaviour.

KSC4: Demonstrated outstanding written and verbal communication skills and high-level interpersonal skills including the ability to establish and maintain collaborative relationships with parents, other employees and the broader school community focused on student learning, wellbeing and engagement.

KSC5: Demonstrated capacity to reflect critically upon their own professional practice and apply the knowledge, skills and expertise derived from ongoing professional learning to enable the further development of others¿ professional practice.

KSC6: Demonstrated commitment to building staff capability and an understanding of school leadership that successfully ensures a sustained focus on student learning.

Please note: The response to the selection criteria should be no more than 6 pages in length.

Role
The Teaching & Learning Specialists (TLS) have primary responsibility to support students and teachers in a sustained focus on student learning. The Teaching & Learning Specialists model the schools shared vision and values as described in the Brighton Primary School Strategic Plan. The Teaching & Learning Specialists are part of a collaborative team supporting the implementation of the IB PYP, the Victorian Curriculum learning outcomes, assessment, professional learning communities (PLCs) and high impact teaching strategies. The Teaching & Learning Specialists coach teachers in developing coherent practices, including the analysis of data to support high levels of student learning. The Teaching & Learning Specialists will lead relevant and timely professional learning in partnership with other leaders like the principal, assistant principals, student wellbeing coordinator, grade level leaders and other teacher leaders. The Teaching & Learning Specialists must be adaptable and able to evolve their practice to align with community needs as we progress through the many stages of our 2025-28 Strategic plan implementation.

The Teaching & Learning Specialists will be highly skilled classroom practitioners who continue to spend significant amounts of time in the classroom (3 days per week) 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.

The Teaching & Learning Specialists are members of our school leadership team and should ensure that decisions and actions will serve to benefit students, teachers, teams, and the school as a whole. The Teaching & Learning Specialists should contribute to the capacity of the school and its teachers to meet the learning needs of all students.

Required Qualifications

Knowledge and understanding of research-proven pedagogical practices including professional learning communities (PLCs)
Knowledge and understanding of curricular areas: IB PYP, Victorian Curriculum, Literacy, Numeracy and Inquiry.
Proven experience and training in leading teams and/or coaching to promote a collaborative culture.
Demonstrated initiative, organisational, communicative and interpersonal skills
Results oriented, with demonstrated skills in using data to inform and improve student learning and school programs
Ability to inspire and lead others
Responsibilities

In recognition of the importance of exemplary practice for improved student learning outcomes, the key roles of the Teaching & Learning Specialists may include but are not limited to:

Demonstrating high-level expertise in teaching and learning practice
Modelling exemplary classroom practice including through teaching demonstration lessons
Work with teachers to improve their professional practice
Coach teachers, including teams, in collaborative practices including facilitation of learning focused meetings
Lead professional development in-service, training and discussion groups.
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
Lead teachers and support teacher leadership in the implementation of articulated BPS curriculum, assessment and high impact teaching strategies
Model the skill sets and dispositions of a contemporary learner through the use of technology, social media and advanced personal learning networks
Support teachers and professional learning communities in their action learning, data informed conversations, and growth and development of new and enhanced instructional practices e.g. Inquiry, data analysis
Coach to support a model of effective teaching by:
encouraging and supporting teachers to be self-reflective of their instructional practices and the impact on student learning
asking empowering, probing and reflective questions
offering quality feedback, leading teachers to growth
observing and assessing student learning using evidence and data in order to engage in coaching
conversations with teachers

maintaining a clear distinction as a supportive peer and not an evaluator

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 Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au

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:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

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:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

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.