Learning Specialist

Location Profile

Purpose
Western Autistic Schools vision is to provide a dedicated school for students with autism.
At Western Autistic School, we envision a nurturing environment for autistic students in grades Prep to Year 3.
Through personalized support and collaborative teaching, we empower each child to thrive socially and academically.
Our community celebrates diversity and fosters a commitment to building a strong educational foundation for our students that encourages lifelong learning and achievement.
Our school demonstrates commitment to the following values:

Diversity
Respect
Learning as an ongoing process
Sharing and growth of knowledge
Collaboration

School Profile
The Western Autistic School is a large, vibrant and unique school in the western suburbs of Melbourne.
We offer an early years program for 300+ young children with Autism Spectrum Disorder in Prep to Grades 3.
Our school caters to autistic students, and synthesises an evidence base drawn from student-centred, strengths-based approaches and contemporary research from the fields of autism and inclusive education to develop Individual Learning Programs for each student.
Key features of our program include:

The individual student is the focus of our teaching
Each student is provided with an Individual Learning Plan, in collaboration between the student, their family and the teaching team
An emphasis on building foundational skills in social communication and functional areas, alongside academic skills particularly in the areas of literacy and numeracy
Small classes of approximately eight students with a teaching team of consisting of teachers, education support staff and allied health professionals
Individualised transition program for children to move on to their local neighbourhood school
Ongoing outreach supports.

As part of our school's mission, WAS is actively involved in research and training.
It has a registered training provider The Autism Teaching Institute (ATI) which provides post graduate qualifications to educators working with autistic students.
Further information about WAS and its branches is available at:
www.westernautisticschool.vic.edu.au
www.autismteachinginstitute.org.au

Selection Criteria

SC1 Demonstrate 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 Demonstrate 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 Demonstrate 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 Demonstrate 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 Demonstrate ability to model behaviours and attitudes consistent with Department values.
Demonstrate ability to support others to reflect on their practice and facilitate school-based professional learning.
SC6 Demonstrate high-level expertise in engaging autistic students in specialist curriculum areas through evidence-based, strengths-focused and differentiated teaching strategies that promote participation, communication, self-regulation and learning growth.
Demonstrated ability to build these capabilities in other teachers through modelling, coaching and feedback.

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.
At this school, Learning Specialists will model exemplary practice in the design, implementation and evaluation of individual programs that aim to improve the learning and wellbeing outcomes of each student across all areas of the curriculum.
The Learning Specialist ¿ Specialist Program Leader provides expert leadership in the design, delivery, and evaluation of specialist programs across STEM, Visual Arts, Performing Arts, and/or Health & Physical Education for autistic students in the early primary years.
This role models exemplary teaching practice, delivering engaging, differentiated lessons that integrate with classroom goals and IEP targets, while fostering inclusion, communication, collaboration, and self-expression.
*This position has a requirement of 3 days per week classroom teaching.

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
Demonstrates and models high-impact teaching strategies through demonstration lessons and coaching.
Leads the implementation of whole-school improvement strategies related to specialist curriculum planning and delivery.
Designs and delivers targeted professional learning, developing protocols for peer observation, feedback, and collaborative practice.
Supports teachers to use student data and evidence-based approaches to inform and refine practice.
Contributes expert advice to shape school-wide learning priorities and build staff capability in autism-specific education.

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

Referees other than those nominated may be contacted by the Panel.
This position has a classroom teacher requirement of 3 days per week.
A written response to each of the Selection Criteria is mandatory.
Up to three referees who are able to comment on your application in relation to the Selection Criteria.
Referees other than those nominated may be contacted by the Panel.

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.

---