Learning Specialist

**Overview**:
**Work Type**:Ongoing - Full-time

**Salary**: Salary not specified

**Grade**:Learning Specialist - Range 3

**Occupation**:Learning specialist

**Location**:Melbourne - Northern suburbs

**Reference**:1489452

**Location Profile**:

- The curriculum is innovative and designed to ensure literacy, numeracy and curiosity are at the centre of Years 7-10 learning in order to maximize success in VCE and VCAL. The college begins four days of the week with 35 minutes of Effective Reading to ensure literacy improvement. The Years 7-9 Inquiry program is designed to teach the research, problem-solving and collaborative skills required for Years 10-12 VCE and VCAL success. Teachers work with an action research approach and utilize multiple data sets to inform differentiation of and for learning in each student. Teachers are coached, mentored, observed by peers and reflect on practice. Every Tuesday during curriculum focused meetings and every Wednesday in Professional Learning and Engagement focused meetings, staff deepen their knowledge of our learning framework and the William Ruthven Secondary College Explicit Instructional Model to best support the individual learning needs of our diverse student population.
- The college enjoys very close partnerships with La Trobe University, RMIT and Sutton Tools which ensures our young people aspire to University degrees after Year 12 due to their confidence in the University model and pathway to ensure their future success.

**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