Learning Specialist Range 3

Learning Specialist Range 3 - PrimaryTeacher Classroom Practice

Blackburn English Language School (ELS) has been operating for over 30 years and provides full time, intensive English courses for both primary and secondary newly-arrived migrants, refugees and International students.

The students usually enrol in our program prior to their enrolment in a mainstream school or further education. The school has three campuses: one in Burwood East (Whitehorse Campus), a second campus in Croydon North (Maroondah Campus) and a third in Wodonga (Wodonga Campus).

The school’s beliefs and operations are based on a number of core values. These are:

- Future Making
- Building Communities

Within the context of these values the school has a number of purposes. These are to provide:

- a focused learning environment that supports all students to reach their potential in English language development and aims to prepare them for the academic, behavioural and social challenges of mainstream schools or alternative learning pathways.

- a school environment that encourages students from a range of culturally and linguistically diverse backgrounds to become confident and active participants in the wider Australian community.

- a supportive and stimulating work environment for all staff that encourages commitment, innovation and excellence.

- learning opportunities for newly arrived families that broaden their knowledge of the Victorian schooling system and prepare them for involvement in the school community.

- professional learning opportunities for mainstream school staff to support newly arrived and EAL students in mainstream schools across the NEVR.

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.

SC6 Specialist knowledge of TESOL pedagogy or experience or expertise in teaching EAL.

Role

The Learning Specialist (Classroom Practice) will be a highly skilled classroom practitioner who continues to spend the majority of their time in the classroom delivering high-quality teaching and learning to newly arrived EAL learners. The Learning Specialist (Classroom Practice) will work collaboratively with learning specialists at the school to improve teachers’ pedagogical knowledge and skill, enhancing their professional capacity to improve learning for all students.

Responsibilities

The Principal Class will be consulted on all matters relating to these positions.

The Learning Specialist (Classroom Practice) will have a range of responsibilities related to their expertise in EAL pedagogy, including modelling, observing and providing feedback to teachers and facilitating school-based professional learning and the coordination of professional learning communities to improve classroom teaching practice.

The Learning Specialist (Classroom Practice) will work with the school’s leadership team and teaching staff to establish evidence-based, agreed positions on pedagogical approaches and classroom practices. They will lead and model the implementation of whole school improvement strategies related to curriculum planning and delivery.

The responsibility of the Learning Specialist (Classroom Practice) will be to articulate and embed high impact pedagogical practices in all classrooms across the school. Consistency in best practice will be established and monitored to ensure all students have equal learning opportunities.

The Learning Specialist (Classroom Practice) will ensure that all teachers participate in active and ongoing practice improvement through targeted professional learning.

The Learning Specialist (Classroom Practice) will support staff to:

- follow the Teaching and Learning Cycle (T&LC) in their planning and delivery of programs

- embed effective EAL strategies within the T&LC

- include, in the T&LC, agreed approaches and/or strategies from:

- Victorian Teaching and Learning Model (VTLM2.0)

- Systemic Functional Linguistics

- ensure best practice in student learning assessment is embedded in the T&LC

- address the school’s values in the T&LC

Learning Specialists will coordinate professional learning communities (PLCs) and professional learning relevant to the school’s strategic objectives and needs. They will work collaboratively to:

- ensure team structures and processes follow agreed practices designed to support achievement of the identified outcomes.

- attend meetings across the school and act as a critical friend in giving feedback on areas for improvement.

In relation to PLCs, Learning Specialists will:

- collect and analyse assessment data to identify `Problems of Practice¿`.

- identify the learning needs of students and plan targeted responses.

- ensure targeted responses include, as appropriate, agreed approaches and/or strategies from:

- Victorian Teaching and Learning Model (VTLM2.0)

- Systemic Functional Linguistics

- evaluate the impact of these responses on student learning.

- ensure that documentation is in the agreed format and accessible.

- conduct reviews to evaluate and plan for improved Team operations.

- celebrate learning and successes.

The Learning Specialist (Classroom Practice) will undertake other tasks, as directed by the Principal Class and consistent with the scope of the position.

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.

Diversity and Inclusion

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we serve. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au.

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.

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:

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:

This is an intensive English Language Program for students who are newly arrived in Victoria and are preparing for learning in mainstream schools.

This position is based at either Whitehorse (120 Eley Rd, Burwood East) or Maroondah (431 Maroondah Hwy, Croydon North) Campuses.

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:

- The person must have provisional or full registration approved by the Victorian Institute of Teaching; and

- if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and

- a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).

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