AddressMarnebek School is a large dual campus and a high performing specialist school located in Cranbourne.
Our school focuses on providing high quality outcomes for students who have an intellectual disability from Foundation to Year 12.
Marnebek School is fortunate the State Government is investing $38.34 million to upgrade and modernise our school. This is an exciting opportunity to build a state of the art educational facility.
School Vision:
Marnebek School believes in providing a stimulating and engaging environment, which enables students to embrace learning and achieve their full potential. We do this by building their social, emotional and physical wellbeing; empowering students to become active and valued members of their community.
Marnebek School is a supportive learning community where everyone is encouraged to be responsible, respectful and resilient. We enable students to become active in their learning by participating in engaging programs that prepare them for the future.
School values:
We strive to show our values of Resilience, Respect and Responsibility in all aspects of our school community.
Resilience we hold ourselves and each other to account within our school community.
Respect we value others and accept everyone's differences across our school community.
Responsibility we are honest, ethical and transparent throughout our school community.
Strategic Intent:
Our school intent is to have an unrelenting focus on increasing students Literacy and Numeracy skills throughout our strategic plan. Our rationale is based on the schools self-evaluation report which highlighted under the FISO area of Excellence in Teaching and Learning fell in the emerging category. We aim to build the capacity of our teachers to increase student skills in literacy and numeracy and access to improved communication.
Over the 4 year Strategic Plan our rationale is to focus on building staff capacity in high quality teaching for students with a range of disabilities, to set high expectations of professional teaching standards and to empower staff to be resilient employees, to own the professional responsibility of student learning and respectfully collaborate as colleagues to build a strong community and positive school culture.
To view the Marnebek experience and what it means to work at our school please click on the link below:
https://youtu.be/W9Nd-NyB2ps
SC1 Demonstrated expert knowledge of the relevant curriculum in relation to students with additional learning needs. Demonstrated ability to lead and manage the implementation of school targets aligned to the Annual Implementation Plan and School Strategic Plan.
SC2 Demonstrated ability to lead the planning and implementation of high impact teaching strategies to support a broad range of student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching which focuses on student learning growth.
SC3 Demonstrated exemplary ability to monitor and assess student learning data at the individual, cohort and whole-school level and use this data to inform teaching for improved student learning.
SC4 Demonstrated commitment and capacity to actively contribute to and lead whole school improvement initiatives, manage major curriculum or student activities and a commitment to ongoing professional learning for self and others to enable further development of skills, expertise and teaching capacity.
SC5 Demonstrated exemplary interpersonal and leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement.
SC6 Demonstrated ability to model school values, lead and plan for change, as well as the ability to support teachers of students with additional needs through coaching and mentoring in the context of a specialised edication setting.
This Learning Specialist role will be highly skilled classroom practitioner who undertakes leadership and management roles commensurate with their salary range. They will be responsible for coordinating a number of staff to achieve improvements in Teaching and Learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others.
The Learning Specialist role is aimed at building excellence in Teaching and Learning within the Teaching Service.
Some the key roles will be:
- Embed PLC practice and key improvement strategies aligned to the school SSP and AIP.
- As a member of the broader school leadership team, lead and support teaching staff with the delivery of high quality teaching practice focussed on explicit teaching strategies.
- Lead and support teachers in developing differentiated curriculum content, processes and pedagogical practices to ensure all leaners are engaged and chow learning growth.
- Lead and build the leadership capacity of PLC leaders to ensure high quality Teaching and Learning is provided in all classrooms
- Work with other Learning Specialists , leading teachers and middle level leaders to develop a consistent coaching model for all staff.
- Provide professional development , coaching, demonstration lessons and mentoring to build staff capacity in Explicit Teaching for a diverse range of learners.
- Lead classroom teachers in ensuring Marnebek School provides a welcoming, orderly and inclusive classroom for all students.
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 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).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 *** or email on: **********@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:
Child Safe Standards: Policy | education.vic.gov.au
The Department’s employees commit to upholding DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:
http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
- 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
Please ensure that your application includes:
- A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- A section addressing the selection criteria and the requirements for application under the Who May Apply section
- Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
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.
- 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.
