Overview
Work type: Full time
Salary: Salary not specified
Grade: Learning Specialist Range 3
Occupation: Education and Training
Location: Western Metropolitan
Reference: 1478331
Location Profile
Location Profile: Western English Language School
Western English Language School (WELS) has established an excellent reputation for its provision of settlement and education needs for newly arrived primary and secondary students from language backgrounds other than English in the South West Region of Victoria.
WELS is a region-wide provider of intensive English as an Additional Language for newly arrived students. The school's pedagogical approach is underpinned by a functional grammar approach to language, backward design and the Teaching and Learning Cycle. WELS' teaching staff undertake professional learning on understanding and applying all elements of this pedagogical approach.
Students are taught in classes of about 13 to ensure that their English language, social learning and wellbeing needs are intensively supported. A school-wide student wellbeing strategy ensures that students and their families are welcomed and supported as newly arrived members of their new community. The school's excellent networks of support ensure that the health needs, community links and further educational pathways of all students are strongly supported. The school's F-10 Campus is located in Braybrook with four additional primary (F-6) campuses in Footscray, Manor Lakes Melton and St Albans and one secondary (7-10) campus in Wyndham.
The school is well-resourced throughout its locations with an excellent library of multicultural books and EAL materials to support student learning. The WELS intranet ensures that best-practice EAL curriculum materials, developed and shared by teaching staff, are available across all sites. Student learning is enhanced through the use of information and communication technologies.
The whole-school commitment to build teacher capacity and improve student learning and wellbeing outcomes are underpinned by the goals of the School Strategic Plan 2022 to 2026.
- Goal 1 - Maximise learning growth for all students.
- Goal 2 - Enhance the wellbeing of all students.
The vision of WELS is to empower students to develop the practical and academic language skills needed in mainstream settings, within a safe and supportive environment. WELS' vision is underpinned by respect, responsibility and caring as well as community connections.
SUMMARY OF OTHER RELEVANT CRITERIA
- This position is located at Braybrook Campus; however, this position will involve occasional travel to the Footscray, Manor Lakes, Melton and St Albans campuses (a condition of the position).
- This position is a 2 year tenure (21/7/2025-09/07/2027).
- The administration campus of WELS is at 46 South Road Braybrook 3019.
- The Department of Education is an EEO employer.
- The successful applicant is subject to a satisfactory police records check and may have to undergo a medical check prior to commencement in the position.
- Staff will be required to attend camps and excursions.
- Recognised TESOL qualification strongly preferred
CHILD SAFE ENVIRONMENT
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 the Child Safe Standards. The school's Child Safety Code of Conduct is available on the school's website.
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.
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.
Primary Learning Specialist ¿ Literacy (Sounds-Write)
The Primary Learning Specialist ¿ Literacy (Sounds-Write) will lead aspects of the literacy program, particularly the Sounds-Write roll-out.
Duties will include:
Leading the roll-out of the primary Sounds-Write program across all primary grade levels and all five WELS primary campuses. This will include:
- Planning the Sounds-Write program, including writing weekly planners and developing WELS resources.
- Observing and mentoring teachers who have been newly trained in Sounds-Write
- Collaborating with the primary curriculum coordinator and curriculum leaders at each campus to develop the Sounds-Write program.
- Leading Sounds-Write PLC meetings.
- Leading professional development meetings and collaboration sessions related to Sounds-Write.
Other responsibilities include:
- Two to three days of primary classroom teaching (depending on time fraction)
- Order and distribute literacy resources for all five primary campuses.
- Work collaboratively with the Primary Curriculum Team on decision-making, for example the review of the draft WELS reading assessment continuum.
- Lead weekly induction sessions for some new primary teachers via Webex and in person.
- Contribute to the review of units of work which incorporate a genre and functional grammar approach.
- Proofread some primary student reports.
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:
- 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
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.
EEO AND OHS Commitment
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 [email protected]
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. 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
DE Values
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
Other Information
- 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
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.
- 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
VIT LANTITE
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.
Applications close Sunday 15 June 2025 at 11.59PM