Learning Specialist Range 3

Corryong College is a P-12 College of approximately 260 students located in the far north-east of Victoria, some 125 kilometers east of Wodonga and within the Shire of Towong. With a population of 1200 people, Corryong is the main town servicing the Upper Murray region. Whilst the local economy is closely tied to agriculture (beef and dairy cattle), the local hospital and Snowy Hydro Scheme also contributes to the local economic viability.

Tourism is a growing industry as Corryong is nestled in a picturesque valley between the mountains and the Murray River. Close to snowfields in winter, river and lake sports in summer, excellent freshwater fishing in permanent creeks and with lots to see and do outdoors during the mild spring and autumn months. The Upper Murray offers a healthy and peaceful lifestyle. A safe and secure place to live and raise a family in a friendly rural community that welcomes newcomers.

The College provides a comprehensive program for students from Years P-12, led by highly dedicated staff of teachers and Education Support. The College is well-known in the region for its ability to value add to student learning as students move through the College¿s year levels, evidenced in the many years of achieving excellent VCE results. The College focuses on data informed teaching that ensures every student can learn and no student is left behind.

The College provides a high quality education in a safe and secure environment which values motivation, aspiration and achievement. Teachers work in variety of Professional Learning Teams & Communities focused on student centered points of need, to share best practice with clear learning intentions, explicit teaching and feedback that continuously strive towards a strong learning culture. The FISO (Framework for Improving Student Outcomes) Continua is regularly reviewed by the college community, aligned with analyzed data sets, to ensure whole-school ownership of school improvement. Students have a strong voice and are encouraged to be inquiring, active and independent learners. Moving towards student agency, the College is making steps towards empowering students to have input in their learning direction within the classroom and across the school.

The curriculum is seen as the means by which our students acquire the skills competencies and qualities to become informed and effective participants in society. It emphasises literacy, numeracy, the ability to work with others, the ability to analyze and assess information, the capacity to adapt to new situations and personal organisation.
Curriculum enhancement activities are many and varied. Students are encouraged to take an active role in extra-curricular activities. The opportunities provided by the proximity of national parks and snowfields mean that Outdoor Education features strongly. Instrumental Music classes are available to all students in Years 5-12. The College has an excellent sports program that features inter-house and interschool competitions. School Captains are elected and take an important leadership role in College affairs. House Captains and Vice-Captains also have important roles to play.

The College has a strong ADVANCE (CFA), Hospitality and Indonesian programs play a huge role in our students¿ development as well as strong collaboration with community.

Selection Criteria

SC1Demonstrated 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.

SC2Demonstrated 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

SC3Demonstrated 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.

SC4Demonstrated 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.

SC5Demonstrated 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 content, processes and strategies that will shape individual and school professional learning
- Supervising and training one or more preservice 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 including through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice.

Leadership

- Undertake duties relevant to a Principal Class Officer in relation to the implementation of the

College

- Strategic Plan, Annual Implementation Plan and the Performance and Development process.
- Lead the strategic direction of the school as a member of the College Leadership Team (SIT).
- Actively promote the implementation of quality teaching and learning across the College by
- Consistently modelling best practice and demonstrating a commitment to improvement in ones
- Skills and knowledge as a classroom teacher and educational leader.
- Uphold the Colleges values of Respect, Responsible and Learning and Community in leading by
- example in all actions and behaviours.
- Build parent connectivity to the College by contributing to the school newsletter, website,
- Facebook page and COMPASS
- Lead staff, students, parents/carers in the development of a growth mindset and the core belief
- that every student can learn, progress and achieve personal excellence.
- Lead, and participate in, activities outside of school hours to support College programs and
- initiatives.
- Keep accurate records and ensure financial accountability for all assigned budgets.
- Ensure that all behaviours and practices align with Department of Education (DE) values and
- requirements, Child Safe Standards and OH&S regulations.
- Represent the College Principal when called upon to do so.
- Undertake other duties as assigned by the College Principal.

Building capacity in others

- Lead and support teachers in developing the skills and knowledge to effectively support students to achieve personal excellence and identify relevant professional learning and coaching to enhance their skills.
- Lead teachers in the implementation of high impact teaching and learning strategies to meet the needs of all learners.

Leadership of the One school Philosophy

Be accountable for staff application of College wide practices and processes that ensure consistency across the two campuses. Ensure that all decisions align with the school values and the one school philosophy. This includes the implementation by teachers of:

- the SWPB Framework
- the Colleges Behaviour Management Framework Respectful Classrooms
- Teaching and Learning Framework (Architecture and SAEPAR)
- Uniform Policy
- College Engagement Policy
- the adoption of expected behaviours in relation to College culture and values.

Ensure that all school events are run with a view of minimising the potential impact on teaching and learning College wide including excursions, incursions, and camps.

VIT

Work collaboratively with the Senior Improvement Team members to Mentor and support graduate teachers in their first two years of teaching including establishing support networks, observing them teach, providing access to required PD and throughout the VIT registration process.

Wellbeing and Inclusion Leadership

A critical component of this work will focus on increasing the knowledge base of all staff with regards to DET and Corryong Colleges Student Wellbeing and Engagement Policy, articulating the expectations and aspirations of the school community in relation to student engagement including strategies to address bullying, school attendance and behaviour. Creating and maintaining a positive and engaging school culture, including environments that are safe and supportive, valuing diversity and promoting pro-social behaviour, promoting school attendance, adopting a staged approach to promote positive behaviours, advising how disciplinary measures may be applied, and

detail how and when a school implements a staged response to concerning student behaviour

A critical component of this work will focus on increasing the knowledge base of all staff with regards to policy outlines the Disability Inclusion Profile (the profile) and surrounding process that are designed to help schools and families identify the strengths, needs, and educational adjustments schools can make for individual students.

Mental Health Practitioner and Wellbeing Team (Primary and Secondary)

Mental Health and Wellbeing Leader (Primary and Secondary) is a qualified teacher, along with our school counsellor to work across the school to implement a whole-school approach to mental health and wellbeing for students, staff and families based on a broad knowledge of the needs of the school community. This means:

- building the capacity of school staff, in particular classroom teachers, to identify and support students with mental health concerns in the classroom
- supporting the school to create clear referral pathways internally (within school) and externally (to community services) for students identified as requiring further assessment and intervention
- coordinating targeted mental health support for students by working with regional staff, school wellbeing and leadership teams, teachers, parents/carers and external agencies
- advocating for student voice and agency in their wellbeing and mental health needs.

Role Specific Duties

- Improving student outcomes Attendance
- As a team, work with al staff to implement consistent systems of improving student attendance across the College.
- Oversee student attendance identifying student who are at risk of falling below the Colleges minimum requirement of 90% attendance. Develop Student Support Plans Attendance to support identified students and work with students, parents/carers to implement them.
- Identify students with ongoing attendance concerns and work with the Primary Teachers to send `attendance letters and meet with work with students, parents/carers to improve attendance.
- Work within the Wellbeing team to create wellbeing policies including whole school preventions that develop an anti-bullying, positive mental health and resilience culture
- Oversee Inclusion meetings, building team capacity, accountability and a collaborative approach to development and implementation of programs to meet the needs of students across the wellbeing and inclusion teams.
- Lead the Disability and Inclusion team to achieve Strategic Plan goals with a particular focus on differentiation.
- Work collectively with the Wellbeing and Inclusion process and policy, documentation and delivery that embeds the Department of Education (DE) model of High Impact Teaching Strategies, with a focus on improving student outcomes.
- Lead accountability measures that support increased teacher capacity and efficacy working with students in the Disability and Inclusion portfolio.
- Regularly review school programs in the context of local needs and Department of Education (DE) and VCAA requirements.
- Lead the consideration of factors such as student engagement, differentiation, inclusion and student agency to ensure equity of access to learning along side the LT Curriculum, Reporting and Professional Development.
- Management of Disability and Inclusion Administration Officer.
- Work collaboratively with the College Assistant Principal to lead the Department of Education (DE) Inclusion (Tier 2 & 3) program across the College including implementation of all required policy and documentation and the development of internal school documentation, processes and policies related to the new model.
- Collaboratively with students, staff, YLLs and parents develop and implement IEPs for Tier 2 & 3 in accordance with Corryong College Inclusion Policy and guidelines.
- Oversee the Inclusion team to write and submit DIP applications and to run required SSG meetings to meet the needs of students with a disability as identified under the student profile process.
- Assist Inclusion and wellbeing team to work with the Year Level Leaders to write Student Support Plans both behaviour and safety for identified students who require additional classroom-based support.
- Oversee the collection of data and the completion and submission of the students with disability survey (NCCD) each year with Leading Teacher Wellbeing and Engagement, Student Wellbeing Counsellor and HR manager. Ensure that the learning needs of students identified through the data are met by individual classroom teachers.
- Work with Learning Specialist Curriculum, Assessment and Reporting to ensure that assessment and reporting practices meet the needs of Disability and Inclusion Tier 2 and 3 students. Ensure that communication is provided to parents/carers around modification of work at reporting time.
- Oversee the Tier 1 Inclusion initiatives to ensure a proactive response to Tier 1 inclusion needs of all students.
- Manage allocated staffs Statement of Expectations as allocated by the Principal

- Day to Day operations

Principal Support provided for Student Wellbeing Counsellor

- Philosophy, direction, policies and programs
- Resources
- Role clarity and direction
- Professional learning
- Crisis management situations
- DET requirements and policy clarification
- Crisis management situations
- General support
- Leave
- Confidential and personal issues that require support from College

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

Qualification Requirements

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.

Applications close Thursday 9 October 2025 at 11.59pm

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