Learning Specialist: Instructional Leader in Melbourne

Location Profile

Tenure: 27.1.2027 - 26.1.2029

Areas: English, Mathematics or Academic Intervention

Positions available: 7

Outstanding opportunity to work at Tarneit Rise Primary School. Tarneit Rise Primary School is a strong, inclusive community that proudly celebrates our diversity and multiculturalism, and we are recruiting!

Our Mission: Creating citizens for the future: compassionate, curious and strong.

Our Vision: We empower all students to achieve personal goals, experiencing high quality education and the best community for learning. This will ensure all learners have the knowledge, skills and attitudes to become lifelong learners, shaping the world around them and believing that, with effort, great things can be achieved.

Our Values: Respect, Responsibility, Kindness, and Growth.

Our facilities are state of the art, our children are gorgeous, our curriculum is rigorous, and our leadership is strong. We are looking for teachers of any level of experience who will engage the evidence base so that they can make a difference. TRPS is committed to drawing on the evidence base and cognitive science to design and map the curriculum, select effective instructional strategies aligned to explicit teaching, and structure lessons.

Our children and families are highly aspirational and respectful, consistently display a positive attitude, and are committed to learning. This positive and respectful school culture fosters academic excellence and personal growth, making our school a wonderful place to teach and learn. Families and teachers are genuine partners in the learning process, ensuring our children strive to achieve their personal best and show kindness towards others.

Selection Criteria

• 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 capability to drive instructional excellence, while executing operational oversight and professional learning for a whole-school strategic improvement area.

Responsibilities

• Instructional Excellence: Model high-quality pedagogy by demonstrating precise delivery of, and fidelity to, Direct Instruction (DI) and Explicit Direct Instruction (EDI) frameworks through a collaborative classroom-sharing arrangement between two Learning Specialists.
• Instructional Leadership: Provide professional learning and coaching in an identified academic curriculum area and its effective teaching to support teachers to understand the curriculum area, its sequence, and how to execute its instruction effectively.
• Evaluating Pedagogical Impact: Analyse school wide cohort data to evaluate instructional effectiveness or to inform targeted academic intervention.
• Whole-School Strategy: Drive the whole school implementation of teaching and learning priorities, including a Multi-Tiered System of Supports (MTSS), aligned with the school’s priorities as described in the School Strategic Plan.
• Operational Planning: Collaborate with the Teaching and Learning (T&L) Assistant Principals (APs) to monitor the health of the implementation of the whole school improvement area and oversee the management of its learning materials, and other learning specialists to ensure best practice.
• Any other duties as determined by the principal.

Who May Apply

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.

Diversity and Inclusion

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability.

Child Safe Standards

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.

Conditions of Employment

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.

Qualification Requirements

The person must have provisional or full registration approved by the Victorian Institute of Teaching; and if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements.