Learning Specialist 3

Overview

Lyndhurst Primary School is a relatively new school located in the Marriott Waters Estate in Lyndhurst. The school opened for all levels, Prep-6, in 2011. Lyndhurst is a Public/Private Partnership School that lies in the south-eastern growth corridor, in the City of Casey. The school opened with approximately 150 students and rapid growth has occurred in the first few years of its existence. Currently there are 930 students in 2024. Lyndhurst Primary School, like several other schools around the state, is part of a partnership agreement between the Victorian State Government and Axiom Education, a private consortium. Whilst Axiom and its partners are responsible for the construction and on-going maintenance of the school facility, in every other respect, Lyndhurst is a state government primary school. In essence, the Department of Education and Training lease the property from the private consortium over a 25-year lease period.

More than the location, the facilities and the resources in a school, it is the people that give a school life and define its character. In an environment in which teachers work in a supportive, respectful workplace, where students are engaged in meaningful and relevant learning tasks in safe and encouraging surroundings and where parents can constructively participate in an inclusive, welcoming school, real education can take place, not only for each child but on a broader community level. Lyndhurst Primary School is a school that includes and embraces its local community. We welcome the contributions that parents and the community make to the education of our children and the facilities and resources of the school are available to the community as a shared resource that benefits all.

The Lyndhurst community is highly diverse from both a cultural and socio-economic standpoint. Currently, approximately 60% of our students list English as their second language with families representing 50 language groups and 45 countries of birth. This rich socio-cultural mix is a significant feature of the school.

A school of three strong cultures

At Lyndhurst, we are building three active cultures that intertwine to create an environment that encourages success in student learning and academic results as well as high standard student interactions and behavior.

The first culture is one of high expectations of the students. High expectations by teachers of their students are translated into high expectations of the school by parents. The Lyndhurst community should have high expectations of our school which reflect their high aspirations for their children. This will be a key ingredient in our success as a school. Building an aspirational community engenders a culture of high expectations and high achievement.

The second culture is one of high expectations by teachers of each other. I believe that, to all members of our staff, it means something significant to work at Lyndhurst PS. We strive to engender a community that respects and admires the commitment of the members of staff and this, in turn, builds an environment in which all members of staff feel appreciated and thus more willing to add discretionary effort. In a culture such as this, there is an expectation amongst staff that all will contribute in a significant way to the accomplishments of the school and all will share in the pride of the resulting success.

The third critical culture is one in which students have high expectations of each other. This essential element is crucial in maintaining an orderly learning environment and encouraging high levels of achievement. There is a high standard of behavior that is not only expected of the students but that students have a right to expect of each other. There are standards of interaction that are respectful and courteous. There will be standards of commitment to their schooling and motivation to learn that will be constantly in evidence.

Lyndhurst is a school that provides support, encouragement and growth opportunities for staff and which is characterized by high student motivation to learn and high teacher motivation to teach and to continue to learn. This is a school in which the whole community can participate and of which the whole community can be proud.

Who are we looking for?

The successful candidate for this position will be expected to support the work of the Principal in establishing a strong and positive culture in the early stages of our developing school. Further, there is an expectation of all newly employed staff at Lyndhurst Primary School that significant work may be required during the vacation break in January to ensure successful induction.

Teaching staff at Lyndhurst Primary School, regardless of classification or experience, are expected to possess four central and inter-related attributes:

- Participate in the leading of learning

- Preparedness to work within a culture of sharing and collaboration

- Capacity to assist in building a sense of community

- Strive for continual improvement in professional effectiveness

The successful candidate will lead, support and work within this environment.

All staff at Lyndhurst PS lead learning by embracing contemporary methods and ideas about teaching and learning. They have a deep understanding of the importance of the relationship that exists between pupil and teacher. These teachers also frequently engage the use of technologies in their teaching and embrace the role that ICT plays in engaging students and enriching learning. Teachers also understand the need for resource flexibility to support educational innovation.

All teachers must be prepared to share and collaborate. This includes a commitment to contribute to professional learning teams ¿ beginning with, but not limited to, the unit team in which the teacher works. Teachers at Lyndhurst Primary School lead, share and reflect upon teaching and learning strategies and their own professional practice. They collaborate to implement innovative curriculum programs and share best practice. The alignment of curriculum, teaching and learning strategies, assessment and reporting underpins planning and preparation for all teachers.

Beyond the school walls

Teachers who are leaders in learning also demonstrate educational and curriculum leadership through their ability to network within and beyond the school. Networks facilitate reflection, planning and learning and revitalize skills.

At Lyndhurst Primary School, teachers build a sense of community through the establishment of a learning culture. They seek to strengthen the teaching community through their sharing and collaboration. They also strengthen the quality of distributed leadership throughout the school by their active involvement across a variety of operational areas. All teachers are active and instrumental in constructing relationships with all stakeholders in the school, local and wider communities.

Essential capabilities

Teacher capabilities impact directly upon the school level of performance. Teachers and leaders at Lyndhurst need to bring the capabilities listed below to our school community:

- Possess high levels of energy and enthusiasm

- Be an effective facilitator

- Value and respect difference and diversity

- Have an unwavering commitment to educational excellence

- Demonstrate and model resilience and optimism

- Have well developed listening skills

- Generate feedback and suggestions for improvement

- Be a visionary thinker, think creatively and the `big picture'

Staff at Lyndhurst Primary School know how students learn and build on the knowledge their students already have. They have a strong grasp of the content in the core teaching areas of literacy and numeracy. They use an array of teaching strategies matched to the learning styles of their students. They centre their teaching on the experiences and existing knowledge of the students, equipping them with the learning and skills they can use in everyday life.

Teachers at Lyndhurst Primary School expect that every student has the capacity to learn. They endeavour to ensure that every pupil is successful. To maximize opportunities for all students to succeed, teachers adapt their methods to the individual needs of the students, including high potential and under-achieving students.

Teachers at Lyndhurst Primary School establish rigorous systems of accountability, by which student and school performance can be evaluated. They use performance data to monitor student performance and also as a means of reflecting upon their teaching and future curriculum directions.

At Lyndhurst Primary School all teachers promote learning and improve learning outcomes by ensuring:

- The learning environment is supportive and productive

- The learning environment promotes independence, interdependence and self-motivation

- Students¿ needs, backgrounds, perspectives and interests are reflected in the learning program

- Students are challenged and supported to develop deep levels of thinking and application

- Assessment practices are an integral component of teaching and learning

- Learning connects strongly with communities and practices beyond the classroom.

Important information for applicants

- Applications MUST address the specified selection criteria. A limit of one page of standard 12 point text is suggested for each selection criterion.

- Personal and other information should not exceed 2-3 pages.

- Applicants are strongly advised to visit the school website (www.lyndhurstps.vic.edu.au) for further information prior to preparing an application for any position at Lyndhurst Primary School. Go to School Info and select Teaching at Lyndhurst Primary School.

- Applicants must make every attempt to lodge applications through Recruitment Online.

- In the rare case that applicants are unable to access Recruitment Online, e-mail applications will be accepted at ************@education.vic.gov.au

Hard copy applications are not required or encouraged.

- The applicants name, contact details and the position number for which they are applying should be clearly displayed on the front page of any attachment.

- Application attachments are preferred in PDF format.

- Microsoft Word (.doc or .docx) format is also acceptable.

- Compressed files such as .zip files are not compatible with the Recruitment Online system.

- Graphics and artwork are not encouraged and should be kept to a minimum.

- Multiple attachments should not be used. Cover letters, references and other items, if included, should be incorporated into the one application attachment.

- The names and contact details of up to three referees must be provided with the application.

Should you have further queries in regard to the position, please contact the school:

Phone: 8768 6700

A school tour will be held on Thursday 9th May 4.15pm.  Please call the school to indicate your attendance.

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.

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.

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

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.

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

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

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

• 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

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.