Learning Specialist Range 3 - Melbourne, United States - Schools (Government)

Description

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.

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:

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

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 ).

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: or email on:

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

DE Values

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

Other Information

The Behaviour Specialist role will oversee the Functional Behaviour Assessments for the College. They will be in charge of working with students and staff to improve student engagement in their learning and wellbeing. The Behaviour Specialist will be trained and able to undertake Functional Behavioural Assessments.

Position Overview:

We are seeking a highly skilled and passionate Educational Behaviour Analyst to join our team. As an Educational Behaviour Analyst, you will play a vital role in assessing, developing, and implementing behaviour intervention plans for students with diverse learning needs. Your expertise in behaviour analysis and education will contribute to creating a positive and inclusive learning environment that supports students' social, emotional, and academic growth.

Responsibilities:

Conduct Functional Behaviour Assessments (FBA): Conduct comprehensive assessments to identify the factors influencing student behaviour and determine the function(s) of behaviour.

Develop Behaviour Intervention Plans (BIP): Design individualized behaviour intervention plans based on the results of FBAs, incorporating evidence-based practices and positive behaviour supports.

Collaborate with Educational Teams: Work closely with teachers, support staff, and other relevant stakeholders to implement behaviour intervention plans effectively and ensure consistency across educational settings.

Provide Training and Professional Development: Deliver training sessions to school staff on behaviour management techniques, positive reinforcement strategies, and implementation of behaviour intervention plans.

Data Collection and Analysis: Collect and analyze data to evaluate the effectiveness of behaviour intervention plans and make data-driven decisions to modify strategies as needed.

Progress Monitoring: Regularly monitor and document student progress in behaviour goals, providing ongoing feedback and support to teachers and educational teams.

Collaborate with Families: Establish positive relationships with families and involve them in the behaviour support process, providing guidance and strategies for home reinforcement.

Stay Informed on Research and Best Practices: Continuously update knowledge of current research, best practices, and interventions in the field of behaviour analysis, incorporating new techniques into practice as appropriate.

Qualifications:

Education and Certification: A master's degree in Applied Behaviour Analysis, Education, Certification as a Board Certified Behaviour Analyst (BCBA) is preferred.

Conditions of Employment

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.

Location Profile

Start date is negotiable. A 2024 start is acceptable.

We welcome passionate and imaginative educators into our learning community. We commit to supporting and valuing staff in their professional practice and growth through:

• Belonging to an inclusive and multicultural community

• Knowing that together we make a difference

• Intellectual and practical engagement in our profession.

Our communities of practice are responsive to staff and student experiences and are where we work collaboratively to better understand how to best meet student learning needs. Currently these teams focus on:

• The literacy and numeracy demands of assessments and ensuring we explicitly teach these

• Building strong relationships with students and families developing a culture of community.

As a new member of our community, you will be supported through a structured induction program, with embedded and dedicated time release for mentoring and coaching. Being able to quickly build strong and positive relationships between staff, students, and families, is underpinned by our values of community and respect, and is front and centre of our practices through form teacher roles, community events and extra-curricular opportunities.

On the lands of the Wurundjeri people, our community is wonderfully diverse with over fifty different language backgrounds being represented through our families and staff. We support and celebrate this diversity with a team of multicultural and integration aides, events, and performances. A significant proportion of our students experience challenges at home and are supported through breakfast and homework clubs, as well as a dedicated allied health team that includes counsellors, youth workers, mental health practitioners and a speech pathologist. Learning is supported through targeted fluency and tutoring programs, with learning partners ensuring Individual Learning Plans are developed and effectively implemented.

Staff at our school have many opportunities to expand on their teaching practice through leadership responsibilities and positions that promote individual and professional growth. These opportunities are reflective of our commitment to enhancing our students' personal and educational growth in the following ways:

• Student voice and agency

• Applied learning

• Restorative practices

• Community leadership

• Inclusive and differentiated teaching and learning

• Reflective and evaluative practices

• Enrichment and engagement programs.

2023 will see Craigieburn Secondary College begin to implement an organisational design model that will facilitate our vision of building a robust and student-centred learning community. Knowing our students and building relationships between the school and families are the keystones to ensuring that the learning and wellbeing needs of our students are addressed in a holistic way.