AddressBuckley Park College has provided exceptional learning opportunities to students from Essendon and surrounding suburbs since 1963. ¿Build Your Wings¿, the school motto, symbolises the important role the school plays in nurturing the academic and personal development that prepares young people for successful and happy futures. Many former students have gone on to become leaders within industry, the professions and the community.
Buckley Park College is a medium sized, single campus, co-educational school for students from years 7 to 12. Large enough to offer a challenging and diverse curriculum, the school is small enough to foster individual development.
At Buckley Park College, students have a comprehensive and cohesive learning experience. The knowledge, skills and understandings they require to successfully progress and go on to further study are systematically developed over the course of their secondary education. At every step, highly qualified and committed teachers challenge, encourage and support students to achieve high academic results in both core and co-curricular programs while fostering their growth into adulthood and citizenship.
The school¿s commitment to ongoing professional development of staff ensures that learning remains vibrant and relevant to the world which students will enter after graduating.
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.
Welcome to Buckley Park College. For more information about our school, please visit our website: www.buckleyparkco.vic.edu.au
The core role of the Learning Specialist: Numeracy is to lead Numeracy Improvement across the college. The Learning Specialist: Numeracy will establish consistent numeracy teaching practices to support the growth of all students.
The Learning Specialist will be an outstanding classroom teacher who will coach and model best numeracy teacher practice to build the capacity of their colleagues. The Learning Specialist will lead through data literacy and continue the development of our varied numeracy programs to support or extend our students.
The Learning Specialist: Numeracy will be a member of the College Leadership Team working collaboratively in leading the implementation of the Annual Implementation Plan in a highly sought after, successful and inclusive school.
For more information about the role, applicants are invited to contact our Principal Mr Harold Cheung.
Role Title: Learning Specialist: Numeracy
Role Purpose: The core role of the Learning Specialist: Numeracy is to lead Numeracy Improvement across the college. The Learning Specialist: Numeracy will establish consistent numeracy teaching practices to support the growth of all students. The Learning Specialist will be an outstanding classroom teacher who will coach and model best teacher practice to build the capacity of their colleagues. The Learning Specialist will lead through data literacy and continue the development of our varied numeracy programs to support or extend our students.
DET 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.
Strategic Intent: Achievement: To improve student numeracy outcomes for all students, regardless of their level.
Teaching and Learning: To build consistency in data literacy skills to inform teaching approaches.
Engagement: To continue commenced work on scaffolding the curriculum to support developing numeracy skills and building differentiation strategies in classroom teacher practices.
Key Role 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:
- 1. Demonstrating high-level expertise in teaching and learning practice
- 2. Modelling exemplary classroom practice including through teaching demonstration lessons
- 3. Working with the College Leadership team to develop a shared view of highly effective teacher practice
- 4. Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
- 5. 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
- 6. Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
- 7. Providing evidence-based feedback to teaching staff to inform their effectiveness and development
- 8. Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
- 9. Supervising and training one or more student teachers and mentoring and/or coaching teachers
- 10. Developing and promoting school-wide professional learning structures, processes, and protocols through Professional Learning Communities
- 11. 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
- 12. Establishing and overseeing Literacy intervention strategies to support student growth and achievement.
- 13. Leading student learning through the use of relevant data and collaborating with teams to ensure this information is understood and applied to classroom practice.
- 14. Leading the Implementation of a research-informed college numeracy model to build consistency in teaching practice
- 15. Leading student learning through the use of relevant data and collaborating with teams to ensure this information is understood and applied to classroom practice.
- 16. Leading the Implementation of a research-informed college numeracy model to build consistency in teaching practice
- 17. Participate in the College Leadership team to ensure a focus on your own leadership growth and development is valued and nourished
- 18. At all times, represent the Buckley Park College community with pride and integrity
19. Other duties as directed by the Principal
KRAs and KPIs: This role statement is intended to describe the strategic intent of this leadership role and outline the nature and level of the work that is expected. The Key Performance Indicators, linked explicitly to the Key Results Areas, will be developed with the Learning Specialist once appointed.
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
Tenure: 2023 ¿ 2025
Time Allowance: 4 periods per week
Role Accountability: The Learning Specialist: Numeracy reports directly to the Assistant Principal and the Principal. The Principal will manage the PDP process with the Learning Specialist: Numeracy.
Role Relationships: The Learning Specialist will:
1. Provide high-level coaching and leadership in building staff capacity
2. Provide collaborative leadership to Teaching and Learning
3. Lead a Professional Practice group of teachers through the annual PDP process
4. Provide active membership and advice to the Student Learning Leaders Team
Summary Statement: As a significant part of the College Leadership team, we expect Leading Teachers to be ¿outstanding classroom teachers¿ who will `improve the skill, knowledge and performance of the teaching workforce¿. The Buckley Park College leadership team will lead our school in a collaborative and united way and will be totally committed to our core purpose: to improve student learning outcomes, engagement and wellbeing.
- 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.
