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.
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.
Learning Specialist – Literacy and Language -
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.
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.
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.
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
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
Learning Specialist - Literacy and Language
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.
Key Performance Indicators
Literacy support staff
i.e. pre-service teachers
Other staff as determined by the principal for PDP process
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.