Teaching And Learning Coach

Location Profile

School Profile Statement
Seaford Primary School is a friendly, caring school that values community and aims to achieve excellence, nurture individuality, understand and challenge every child.
We value Respect, Responsibility, Resilience and Acceptance.
Seaford Primary School is located in the original part of Seaford and sits in close proximity to the Seaford/Edithvale Wetlands, Kananook Creek and the Seaford Foreshore.
The school was established in 1914 and our current enrolment is 210, drawing on students from the school neighbourhood area and beyond it.
Under the umbrella of the school¿s motto `From Reality We Gain Understanding¿ the school believes in a child centred approach to learning.
With supportive specialist programs including Physical Education, STEAM, Visual Arts, Performing Arts and Indonesian, a comprehensive, diverse and differentiated curriculum is provided through the Victorian Curriculum using explicit teaching and inquiry learning.
The school provides for the development of Literacy and Numeracy with attention to emotional, social and physical development.
We provide a wide range of extra-curricular activities including an Active After School Community Program.
Linking Education And Play (LEAP) is a unique Prep ¿ 6 program and a Developmental Outdoor Education Program is run from Prep to Year 6.

We encourage the development of positive self esteem, and the ability to work as a team.
Our Social Competencies program focuses on creating leaders and giving students a voice.
The Leader In Me program (based on Stephen Covey¿s 7 Habits of Highly Effective People) is embedded in all subject areas, and demonstrated and taught daily.
We see the development of leadership skills in all our students as pivotal to their development and to find their place in the world.
We also use Restorative Practices, to assist in the development of social skills and the ability to resolve conflict.

The school offers a daily healthy eating breakfast program and a morning and afternoon Out of Hours School Care run by Elysium.

Exemplary programs are offered for students with a language disorder, or a learning or physical disability.
Where students have severe expressive and or receptive language disorders we offer enrolment in a Special Assistance Unit ¿ Language.
The school also runs an aided program for students with disabilities, all of whom have Education Support Staff who support them in classroom programs and in the development of social skills in the playground.
An individual Additional Assistance Program supports students in years 1 -6 in their literacy learning, and this is complemented by the school¿s Tutoring Program.
Children are consistently encouraged to value their own worth, and their learning potential and achievement is maximised by their understanding of their own individuality.
Seaford Primary School is fully committed to keeping children safe and has a zero tolerance for child abuse.

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 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

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

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 *******@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

Other Information

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

Conditions of Employment

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

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.

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