Learning Specialist Range 3 - Instructional Model Coach

Springside West Secondary College is a new school being established in the growth corridor of the north western suburbs in the new suburb Fraser Rise.

The school opened at the beginning of the 2018 school year with an enrolment of 171 students- 35 in Year 10 and 136 in Year 7.  In 2019 the enrolment profile of the entire school grew to over 400 students, with cohorts at Years 7, 8, 10 and 11. In 2020 the school grew to an enrolment of 740 students with a full program of years 7-12, in 2021 the enrolment of the school was 970 students, in 2022 to 1200 students, in 2023 to 1400 students and in 2024 to 1650 students.

The design concept of Springside West Secondary College is contemporary, reflecting education research in exemplary learning settings.

Students are housed in Learning Neighbourhoods, with their core teachers. There is full access to 21st Century learning tools through internet connectivity. Built facilities include:  one Learning Neighbourhood and the Arts & STEM building, with an enrolment capacity of up to 500 students built in 2017; two additional Learning neighbourhood buildings, a Performing Arts and Music centre and a Gymnasium built in 2018-19.  The total capacity of the permanent buildings is 1200 students, with an estimated peak enrolment of more than 1500 students in coming years. Relocatable classrooms will be required to cater for this enrolment growth.

Springside West Secondary College is dedicated to developing an inclusive high achieving culture.  We strive at all times to know our students and direct their learning in accordance with our school values: Growth: We are motivated learners, always striving for personal development and academic excellence; Challenge: We take responsibility for our learning and seize new opportunities with determination and optimism; Community: We treat all members of our community with respect and are responsible for our actions and environment. 

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      Capacity to work effectively in a team with other leading teachers and Learning Specialists.

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.

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

The Springside West Secondary College Instructional Model coach will work with staff to ensure that the school Instructional Model guides pedagogy across the school. The Instructional Model for the school is Jane Pollock¿s GANAG, and the Instructional Model Coach will work to ensure that staff have confidence to bring the elements of their model alive in their classroom in line with the curriculum needs and expectations of their learning area. The Learning Specialist: Instructional Model Coach will work closely with the Learning Specialist: Behaviour Management Coach to ensure that staff are building relationships with students that aid their engagement with students as they bring to life the college Instructional Model.

Duties include:

• Regular reports to the Principal class team with regard to the progress of the initiative;
• Classroom observations of teaching practice to give guidance and report on best practice;
• Regular presentations to the staff with regard to best practice in implementing the Instructional Model;
• Regular celebrations of success in delivering elements of the model effectively in learning areas;
• Work closely with the LT for Extension and Enrichment to ensure this is maximises through implementation of the model;
• Encouraging a culture of scholarship among staff so that they are constantly learning new skills relevant to their learning area;
• Ensure that evidence and data based practice is central to evaluation of performance in implementing the model;
• Coaching of staff that encourages staff to work to their strengths in delivering the model and avoid a lock step approach to pedagogy.

Contact John Goodman at ************@education.vic.gov.au or by phone on 8357 7103 if you have any questions about this role.

Applications are due by the 14th of April 2024. There is an online tour under the school tab on the SWSC website: https://www.swsc.vic.edu.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.