Location Profile

Doveton College is a unique, diverse and vibrant learning community. It is unlike any other educational setting in Australia. Located in the south eastern suburbs of Melbourne, Doveton College resides in one of the most disadvantaged metropolitan regions of Australia.

In 2009, the Colman Foundation approached the Victorian Government with a desire to become directly involved in the education of young people who come from a background of disadvantage, including high migrant and refugee groups. Based upon the success of this partnership and the Doveton model, Doveton College has become the lighthouse for Our Place, an organisation that supports the implementation of this community based, inclusive model across 10 sites in Victoria.

All Our

Place sites have the goal of changing the life opportunities of young people by supporting families and communities to access education, health and wrap around services with the school at the centre of the services.

Doveton College is complex in its operation; it seeks to support, foster and develop opportunities for all members of the Doveton Community including children, young people, and adults. The focus is on providing high quality teaching and learning programs across the 0 ¿ 15 range with additional learning opportunities for parents and the wider community members. It provides a wide range of wrap-around educational and allied health support for Baby College, Maternal and Child Health services, and Adult Learning opportunities.

Early

Learning has been accredited as a Centre of Excellence operating a long day setting, with a focus on intentional learning through explicit teaching in a structured learning environment.

The College is a vibrant learning hub with approximately 100 children in the Early Learning Centre, more than 600 students in Foundation to Year 9, 150 involved in play groups, 70 regular volunteers and 150 participants in adult education courses. Each week students from Foundation to Year 9 participate in the Doveton Engagement and Enrichment Program (DEEP) which operates as an extension to the school day and includes sports, performance, technology and artistic programs.

In addition to a large, multidisciplinary wellbeing team the College manages a broad range of co-located services to support children and families, including paedatrician, GP, speech therapists, occupational therapists, counsellors, Maternal Child Health services and many more.

The community expectation is that the College will provide a safe and secure environment where the individual student can learn and develop to their full potential. In the school setting, high quality teaching and learning is non- negotiable. All staff are expected to commit to driving this agenda by their professionalism and dedication to the Doveton College mission of vision. The Doveton College vision is clear and is based on the belief that every child will succeed. There is a commitment to:

- student growth in their learning :
- empowering all our children and young people to be creative, curious, to explore, and discover - to strive and to excel
- a rigorous and dynamic curricula to meet the needs and promote the growth of every child and young person
- a strong learning culture and team approach based on the values of respect and tolerance, high achievement and excellence, engagement, participation and leadership
- the belief that learning occurs in partnership with parents and the support of the community

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.



Learning Specialists will provide a child safe environment in accordance with the child safe standards. Victorian government schools are child safe environments. Our College actively promotes the safety and wellbeing of all students, and all staff are committed to protecting students from abuse or harm in the College environment, in accordance with their legal obligations including child safe standards. The College Child Safety Code of Conduct is available on the school¿s website.

The Learning Specialist will be able to model excellence in teaching and learning through demonstration lessons, mentoring and coaching teachers in improving their skills, knowledge and effectiveness and providing qualified learning for staff.

The Learning Specialist will play a key role in the development of outstanding teacher practice at Doveton College in order to impact upon and significantly improve student outcomes. Working closely with other the School Improvement Team (SIT), Learning Specialists, PLT leaders and staff the Learning Specialist will develop and enhance teacher practice to improve consistency of practice in order to improve student outcomes.

The Learning

Specialist will ensure that all classroom teachers embed the Doveton College Teaching and Learning Framework, which includes the appropriate use of Berry Street Education Model (trauma informed practices) and the use of PCMS (positive classroom management strategies) to establish a safe, inclusive and engaging learning environment.

The Learning

Specialist will ensure that peer observations are regularly utilised to improve teacher practice, and that appropriate data informs and drives improvement.

Learning Specialists will be supported with structured professional learning to develop their leadership and a time allowance to support them in fulfilling their responsibilities.

Learning

Specialists should demonstrate the AITSL standards of a Lead Teacher when undertaking their role and responsibilities.

The Learning

Specialist will engage in his/her own professional development as a leader and within the allocated portfolio. This will involve being up to date with current research and the Department of Education priorities, policies and guidelines.

Responsibilities

In recognition of the importance of exemplary teaching practice for improved student learning outcomes, responsibilities of the Learning Specialist include but are not limited to:

- Demonstrating high-level expertise in teaching and learning practice

- Modelling exemplary classroom practice including through teaching demonstration lessons

- Leading and modelling the implementation of whole-school improvement strategies related to the implementation of the VTLM 2.0 via the Doveton College Teaching and Learning Framework

- Leading and modelling the implementation of whole-school improvement strategies related to the implementation of the Berry Street Education Model

- Leading and modelling the implementation of whole-school improvement strategies related to the implementation of the PCMS ¿ Positive Classroom Management Strategies

- Providing whole school, sector, PLT professional learning as required

- Contributing to the development of processes and protocols for peer observation, teacher feedback and peer collaboration

- Modelling exemplary professional learning practice including seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice

- Modelling effective learning practice and support teachers to seek, analyse and act on feedback on their practice

- Providing evidence-based feedback to staff to inform their effectiveness and improved practice

- Providing expert advice about the content, processes and strategies that will shape individual and school professional learning

- Mentoring and/or coaching teachers

- Modelling exemplary use of student data to inform teaching approaches

- Promoting and modelling school-wide norms and protocols through Professional Learning Teams

- Contributing to the strategic planning and review for the College

SPECIFIC DUTIES

- Demonstrate and model the implementation of the Doveton College Teaching and Learning Framework

- Demonstrate and model the implementation of the BSEM

- Demonstrate and model the implementation of the PCMS

- Track the data associated with teachers observing classroom practice (number of and focus)

- Provide professional development for whole staff, sector or PLT in BSEM, PCMS, VTLM 2.0

- Build staff capacity to use Peer Observations and feedback to improve their practice

- Contribute to whole school curriculum planning and review

- Contribute to whole school data analysis

- Liaise closely with Learning Specialist Numeracy and Learning Specialist Student Agency

- Identify opportunities for improved practice and share with SIT

- Be an active member of the PLT/curriculum leaders meetings

- Support and encourage effective use of the Action Research cycle to improve practice in Literacy





- Provide coaching mentoring to teams or individuals to support the academic growth of students

- Liaise closely with other Learning Specialists and Leading Teachers

- Be an active member and contributor to the School Improvement Team

- Monitor and improve student outcomes through collaboration with School Improvement Team

- Support the implementation of the Annual Improvement Plan

- Develop and implement a term-based action plan for Professional Practice aligned with the AIP

- Any other duties as directed by the Principal class

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 (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 [email protected]

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.

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

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.

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

Qualification Requirements

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.

📌 Learning Specialist - Professional Practice (2027 start) (Melbourne)
🏢 Government schools
📍 Melbourne