Learning Specialist - Digital Innovation In English

Tarneit Senior College ¿ `Integrity, Innovation & Focus¿.

Tarneit Senior College is located in a developing area of Wyndham, approximately 25 kilometres from the Melbourne CBD. We are located next to one of our main feeder schools - Tarneit P-9 College while also accepting enrolments from a number of other primary and P-9 schools including Baden Powell College and Truganina P-9 College. Significant enrolment also comes from new families moving into Tarneit with Wyndham being one of the top growth corridors in Australia. The school is situated near a number of areas of significant urban development which will see continued enrolments over the next 5 ¿ 10 years of families moving into the area. The college is experiencing a period of sustained growth for both the suburb and school over the next 5 to 10 years. In 2024 we have approximately 1050 students enrolled and the projected enrolments is for the school to stabilise around this number in the next few years.

As a Senior College catering for Years 10, 11 & 12 we are able to offer comprehensive curriculum, pathways and transition programs to cater for the academic and vocational needs of students. The college offers a wide range of VCE and VET programs including Vocational Major and Victorian Pathways Certificate. There is emphasis on the social, emotional, cultural and academic needs of our students in order to develop their full potential. Through a caring and safe `House¿ structure; individual students are encouraged to think, reflect and develop into successful learners so that they can take their place in society as informed, responsible and active members of the community of Tarneit and beyond.

Tarneit Senior College is defined by:

·         A well-balanced curriculum program that utilises purposeful and explicit teaching aimed at empowering students to be active learners, striving for personal excellence and ongoing growth and development

·         Challenging, innovative and creative approaches in learning and teaching practices that embrace a full range of post-compulsory pathways for Years 10 to 12 students

·         The participation of staff in professional learning communities focussed on subject expertise and high level understanding of students

·         Shared educational responsibility between parents, staff and students

·         Effective channels of communication that promote trust, positive interactions and strong links with the wider community

Our teaching & learning focus includes an emphasis on developing engaging learners using a range of research-based teaching and learning pedagogies and a collaborative approach to developing our staff.

We have a continual focus on improving Yr12 ATAR results. This approach focusses upon improving teaching & learning delivery and the use of data to understand then improve our work.

The college prides itself on its multi-culturalism, inclusion and diversity. The College has students from diverse backgrounds and over 60 nationalities which are celebrated throughout its facilities and it¿s many co-curricular activities.

In 2024 the College staffing profile consists of a College Principal, 4 Assistant Principals, 7 Leading Teachers, 6 Learning Specialists, 74 EFT Teaching Staff, Business Manager, and 32 EFT Education Support Staff.

For 2024 the College has prioritised the wellbeing of our staff. We had put in a range of supports to ensure that Teaching staff are supported in their every day work. These include:

• ·         Staff hours of 8.30am ¿ 3.30pm for 4 days a week
• ·         Every Wednesday an early student finish at 1.50pm to facilitate Professional Learning and Collaborative time for all staff.
• ·         Every Wednesday has a Professional Learning focus with PLCs or Domain collaboration meetings.

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     Demonstrated high level ability to develop, facilitate and implement digital resources that support the delivery of English Curriculum. 

To support the delivery of a flipped learning and mostly digital learning space for our Year 10 English program we are creating a brand new role to help oversee, facilitate and implement digital resources and supporting of delivery of Year 10 curriculum in English. We are offering this in Term 1 as an Acting Learning Specialist Position and then will look to advertise this externally in Term 1 for a Term 2 substantive position. The Acting Learning Specialist ¿ Digital Innovation in English is a newly created role to support our move to a mostly digital delivery model for Year 10 and to support the Year 10 English Teachers to further develop resources and live delivery of lessons to multiple classes.

Essential Requirements of the Role

• Work professionally, courteously and cooperatively with internal and external clients. This role involves close interaction with a wide range of parents, students and staff.
• Maintain confidentiality and sensitivity in all aspects of the role.
• Maintain currency of professional knowledge and skills.
• Assist in ensuring that the school complies with government regulations and policies.
• Comply with OH&S requirements and maintain a safe and healthy workplace for self and others.
• Fulfil Child Safe obligations

Position responsibilities

In recognition of the importance of exemplary teaching practice for improved student learning outcomes, the key roles of the Learning Specialist may include but are not limited to:

• demonstrating high-level expertise in teaching and learning practice
• provide a child safe environment in accordance with the child safe standards.
• 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 improvement in pedagogical approaches
• 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 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 or coaching teachers
• modelling exemplary use of student data at an individual, cohort and whole school level 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.

Specific Responsibilities ¿ Digital Innovation in English

This position has the responsibility to plan, create and distribute digital resources to support the Year 10 English program. This includes:

• §  Implement a Year 10 English Digital Learning Platform including creating a Year 10 English Google Classroom that will be accessed by all students, English staff and CRTs/replacement staff
• §  Working with the English Domain to regularly update the Google Classroom with resources, links and other important information around the Year 10 English curriculum
• §  Creating pre-recorded lessons in video format to be posted in the Google Classroom
• §  Supporting the delivery of live google meets by Year 10 English staff in the delivery of Year 10 English curriculum
• §  Upskill Domain staff in the use of digital tools to create and provide resources to the Year 10 English Digital Learning Platform
• §  The applicant will need to be proficient in the use of the Google Suite and be open to further Professional Learning in Google Suite to support the digital delivery of resources for the Year 10 English curriculum.
• §  Attend and participate in Team meetings
• §  Represent the College at community events as requested
• §  Deputise for a member of the Principal Class Team when required
• §  Undertake other duties as designated by the Principal

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.

The Department of Education and Training 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

Whilst a major duty of a Learning Specialist is to perform the tasks as outlined in the position descriptions, they will also be expected to provide leadership across the school beyond that position. What differentiates a Learning Specialists role from a Special Payment role is the leadership responsibilities required as outlined in the Roles and Responsibilities section of the current School Agreement (see below).

¿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.¿

Learning Specialists will be expected to represent the college at functions such as the College Information Evenings, Awards Nights, Drama Productions, etc. As significant members of the leadership team, they are expected to publicly support and promote the college and the educational programs at every opportunity.

Tarneit Senior College expects all Leading Teachers/Learning Specialist to accept college wide responsibility for Staff Wellbeing, Student Management and Engagement, Teacher Effectiveness, Student Learning and community perceptions. As such all Leading Teachers/learning Specialists play an integral part within the college Leadership Team which includes the Principal Class Team.

Leading Teachers/Learning Specialists will develop a two-three year Implementation Plan and it is expected that the plan will allow scope for the Leading Teacher/Learning Specialist to clearly demonstrate their ability to meet the Professional Standards as outlined.

Please ensure that your application (via Recruitment Online) includes:

• a resume including relevant experience, including detailed employment history, as well as personal details (name, address and contact numbers, business and home and VIT number)
• a response addressing each of the selection criteria (recommended 1 page per criteria)
• Names and contact numbers (telephone and email if possible) of at least three referees who are able to attest to the claims made in your application/selection criteria.

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

Applicants wishing further information about the college or this position, are encouraged to contact the Principal, Mr Shane Cole-Hayhow, prior to the closing date of applications. Please contact the General Office on 03-97490*** or email **********@education.vic.gov.au

• 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.