Learning Specialist Range 3 (Learning Specialist Range 3)
Bairnsdale Secondary College is sited on Gunai-Kurnai land and has approximately 1175 students enrolled drawing on local communities. Over 60% of these students travel to school on buses.
The Student Family Occupation Density is currently 0.59 indicating that the college population is classified as low-middle socio-economic when compared to schools across Victoria. Ten percent of the school population is of indigenous descent.
The Bairnsdale Secondary College embraces their entire school community and the following values:
- Respect for self
- Respect for others
- Respect for the environment
- Be the best you can be
For staff additional values include:
- Students are the focus
- Working together
- Honour and celebrate diversity
Our vision is to create a learning community with a focus on improving teaching practice through ongoing performance development so that students’ outcomes improve.
There are three Learning Hubs at the College. The Hubs are named in the Gunai Kurnai language to symbolise students’ journey through the College:
- Year 7 – Wargomerrin (Morning)
- Year 8-9 – Wurrin (Day)
- Years 10, 11 & 12 – Malgobilia (Night)
Each Hub is supported by an Assistant Principal, Leading Teachers, Coordinators, Education Support Staff, Integration Aides and Student Wellbeing team. The Malgobilia team also integrates VCAL Staff and a Careers Coordinator. This ethos enables a holistic approach to the needs of each of our students encompassing our school values and the strong link between education and wellbeing.
The College also has a satellite site providing an alternative VCAL study centre (Changing Lanes) for regional youth disengaged from mainstream education provision and potentially at risk.
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 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.
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:
- Demonstrating high-level expertise in teaching and learning practice
- 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
- 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, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration
- Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
- Providing evidence-based feedback to teaching staff to inform their effectiveness and development
- Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
- Supervising and training one or more student teachers and mentoring and/or coaching teachers
- Modelling exemplary use of student data to inform teaching approaches
- Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
- 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
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
- All applications must include current names and contact details of a minimum 3 referees
- Application length including covering letter, selection criteria response and curriculum vitae is to be kept to a maximum 10 pages
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
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