Learning Specialist Range 3


Reference: 1199023

Location Profile

Trafalgar High School is a 7 to 12 regional high school with an enrolment of approximately 777 students. Of these students many travel from outside of the immediate area to make Trafalgar High School the school of their choice.

Trafalgar High School is dedicated to providing a valuable education that aims for excellence through creating opportunity for every student in its community. The program offered at the school is comprehensive including a strong academic curriculum that is well balanced across the Key Learning Domains and a variety and range of extra-curricular activities that enhance learning opportunities for all students. The commitment to learning for all students is a core belief and value at Trafalgar High School. Academically Trafalgar High School provides for a wide range of students with the school having an accredited Select Entry Accelerated Learning Program that caters for high achieving students, a supportive literacy program that provides assistance to students, point of entry learning for mathematics and English programs, successive high achievement in VCE results and excellent On Track data. Striving to meet the needs of all students whereby they can experience success through their efforts is undertaken in a learning environment where high aspiration and effort is encouraged.

A balanced approach to the development of the whole child is also of paramount importance and fundamental in the education philosophy of the school. An ongoing focus on pedagogical practices has involved the continuing development of the school’s instructional model including in this, the tenets of positive education. Approaches through positive education are explicitly taught focusing on using strengths to succeed and approaching all opportunities with a growth mindset. Students are supported throughout their year’s 7 – 12 education in a safe and caring learning environment where the tenets of positive education, mindfulness and restorative practice form the basis of the engagement and wellbeing approaches. A strong sense of community is also important at Trafalgar High School, with over 34 feeder primary schools links and partnerships with community and community organisations. These are vital in building and strengthening a sense of connectedness and are evident through our partnerships with Trafalgar Youth Resource Centre, service clubs and organisations, business partners and the involvement and real input through student voice with student leaders.

Currently the school has 54 experienced and graduate teachers comprising of 4 principal class, 37 full time and 17 part time teachers with 18 education support staff and a school nurse.


Selection Criteria

SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.

SC2 Demonstrated expertise in the implementation and modelling of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth

SC3 Demonstrated exemplary ability to model the monitoring and assessment of student learning. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated exemplary interpersonal and communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.




Role

Learning Specialist – Literacy and Language -

Role description


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.

Leads the development of staff and students in the area of literacy and language development. To lead and manage the literacy intervention program.

To work collaboratively with individual and teams of teachers through KLDs and PLCs.

The Learning Specialist: Literacy will focus on demonstrating and modelling best practice in relation to improving literacy 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 to help students develop further. It will also involve the development and promotion of whole-school literacy strategies that support the effective teaching of literacy in all subject areas.

This Learning Specialist may also coach teachers to improve their instructional practice under the guidance and direction of the principal team.





Responsibilities

Key responsibilities



  • Demonstrating high-level expertise in teaching and learning practice
  • Modelling exemplary classroom practice including through teaching demonstration lessons
  • To work collaboratively with the English KLD leader and leadership to improve teaching and learning practice in literacy and outcomes for students
  • To assist with and lead where relevant the use of data and assessment practices
  • To assist teachers with their interpretation and understanding of data.
  • To be a member of a literacy/language PLC
  • Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
  • Playing a key role in the provision of professional learning.
  • Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
  • Supervising and training one or more student teachers and mentoring and/or coaching teachers
  • Modelling exemplary use of student data to inform teaching approaches
  • Modelling exemplary classroom practice including through teaching demonstration lessons
  • Working with the school leadership team to develop a shared view of highly effective teacher practice
  • Providing evidence-based feedback to teaching staff to inform their effectiveness and development
  • 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
  • Demonstrating high-level expertise in teaching and learning practice
  • To lead and manage the ACER testing and NAPLAN for literacy and English.
  • To be aware of and ensure compliance with the Occupational Health and Safety requirements related to this area of responsibility. To ensure this information is conveyed to students and relevant staff.
  • Other duties as specified 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

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.


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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx


DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx


Other Information

Learning Specialist - Literacy and Language

Scope



Reports to the assistant principal student learning outcomes.

To be a member of the school leadership team

Works as a member of the leadership team, in partnership with the learning specialist assessment and reporting.

Reports to the Principal.

Supports and collaborates with relevant heads of Domain areas and PLC teams on improving outcomes and engagement in learning.



Competencies



  • Demonstrated high level understanding of initiatives in student learning in particular in language and literacy. Assessment and Reporting Advice and the capacity to provide leadership in the alignment of these areas
  • High level understanding of the relevant HITS strategies.
  • High level understanding of different methods of collecting data.
  • High level organisational skills.
  • Demonstrated high level use and understanding of data
  • Exceptional written and communication skills, including the ability to liaise with a range of internal and external stakeholders

Key Performance Indicators



  • Improvement in NAPLAN data for literacy
  • Leading professional learning sessions
  • Coaching teachers to improve their instructional practice
  • Managing the effective use of literacy support staff i.e. pre-service teachers
  • Effective provision of programs
  • To assist in achieving identified goals in the school’s Strategic Plan and AIP
  • To improve the quality of teaching and learning in the school and indicated in the staff and student surveys.


Reports to:


School Principal



Staff managed:


Literacy support staff

i.e. pre-service teachers

Other staff as determined by the principal for PDP process








Conditions of Employment

No job description available

Program Benefits

No job description available

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.