Learning Specialist Impact Coach - Data Analytics

Learning Specialist - Impact Coach - Data and analytics 

Love working with others in a high support, high expectation environment?

Passionate about impactful classroom instruction informed by the science of learning? 

Willing to think critically and engage in robust discussion?

Driven to ensure every child makes outstanding progress while in our care because they have teachers and support staff who continually improve their practice? 

Hamlyn Banks Primary School may just be the place for you. 

What you need to know about us: 

• Located in Geelong
• 14 classes. 
• Our staff work in Professional Learning Teams to intellectually prepare for effective instruction based on the provided curriculum materials and student data. 
• We have a diverse community that we love working with.
• Current enrollment is 298. 
• We know that students who are successful in their learning, will experience wellbeing gains.  
• Our specialist program includes visual arts, performing arts, physical education, and Digital Tech / AUSLAN.
• We work restoratively at all times. 
• Our school values are Belonging, Excellence and Opportunity.

What have we been up to: 

• Over the last 4 year SSP period, we have built a healthy school culture where being deeply committed to the learning of every child is minimum standards. Our team know what excellent teaching looks like and are committed to getting better all the time. We have selected and written curriculum materials that form a robust and well sequenced curriculum experience. We have watched student learning data improve term on term, and our student opinion data continue to strengthen. We have established inclusive classrooms, where students and staff embrace the idea of it taking a village to assist children to be successful. 

Where are we headed?

• As we head into the first year of our new SSP, we are excited about our key focus areas. Over the next four years we will refine and strengthen our documented curriculum, we will establish a reliable system of supporting every single educator to continue to improve their practice, no matter their level of experience or expertise - relying on the Step Lab Coaching Model. We will continue to refine and strengthen our MTSS systems. 
• We will continue to build on the work we are doing to sustain a positive and productive school culture, where every member of our community understands their importance in the work we do for kids. We take staff wellbeing seriously and absolutely know that if we get this right, kids are the winners. 

What would your work look like?

• You'd be a key player in the Executive School Leadership Team supporting school improvement. 
• You'll be a keen reader and learner who is passionate about improving practice.
• One day of in class teaching. 
• This role is the engine of Hamlyn Banks' ambition to become a genuinely data-informed organisation, one that moves beyond anecdote to know, with confidence, what is working and what is not. Spanning both our academic and wellbeing agendas, the Learning Specialist IMpact Coach - Data and Analytics builds and sustains the systems, cycles and habits that turn data into insight and insight into action: predictable review cycles, agreed data sets, and clear, honest evaluation of the impact of our programs and strategies. Working closely with the leadership team, they help staff read, interrogate and respond to evidence so that our professional effort and resourcing stay focused on what drives the greatest growth for students. This is a role for someone who is energised by rigour and curiosity in equal measure, and who can make evaluation feel like a source of momentum rather than compliance. In doing so, they cultivate an evaluative culture in which reflection, transparency and continuous improvement become simply how we work.

We are looking for someone who is: 

• passionate about seeing kids thrive,  
• deeply committed to supporting teachers and ES to be successful in their work,  
• a critical thinker, and wants to be part of a team who are on a mission to create a thriving school,  
• flexible, adaptable and understands the dynamic nature of a school day, 
• committed to the science of learning, and 
• keen to establish sensational relationships and loves a dress up day! 

Please note that I can be contacted via email at **************@education.vic.gov.au if you require further information, have questions or would like to book a school tour. 

Nigel Holloway. 

Principal

Important information for all applicants:  Applications should be submitted as PDF. Please ensure you include the details of 3 referees within your application.

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     Demonstrate your understanding of the body of evidence that informs highly effective MTSS in primary schools, and illustrate your capacity to work with whole school data to support continuous improvement aligned with school priorities. 

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.

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 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 (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au

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.

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

• 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:

• 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 (this condition is satisfied where the LANTITE requirement is part of the Victorian ITE program completed by the person).

Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.