Department of Education Victoria – Churchill VIC
10d ago , from Department of Education & Training Victoria
Kurnai College is a multi-campus college in the Morwell and Churchill area of the Latrobe Valley, about 150 kilometres south-east of Melbourne.
The College has three mainstream campuses, with two Years 7-10 campuses located at Morwell and Churchill, and a senior campus for Years ***** co-located at Federation University in Churchill. The College also administers two satellite campuses to cater for students at risk the Latrobe Valley Flexible Learning Option (LVFLO) Campus and the Kurnai Young Parents Program (KYPP) Campus.
Kurnai College has approximately **** students attending across its five campuses and employs 214 equivalent full-time (EFT) staff.
The Kurnai College Statement of Purpose reads:
To build a Learning Community with a global perspective which promotes respect and achievement.
We define a Learning Community as a community where:
learning is our focus
all members of the College Community accept the responsibility for increasing their own learning
all members of the College Community accept the responsibility to assist others to increase their learning
The College's Four Pillars underpin all aspects of our work. They are Engagement, Excellence, Work Ethic and Relationships.
The current Strategic Plan focuses on building teacher capacity through Professional Learning Teams, improved data literacy and assessment for learning practices. We also focus on creating positive learning environments through the Positive Behaviour Support framework incorporating a restorative approach that is informed by a knowledge of generational poverty and the Berry Street Education Model. The College values student, family, and teacher voice.
The College has moved to a team-oriented approach to drive curriculum and pedagogical development. The College has a team of instructional coaches to help build teacher capacity and provides instructional leadership development opportunities for teaching staff over the period of the current plan.
The College has developed a strong ICT network and continues to build its e-learning capacity at every opportunity.
We welcome all students to our College and are particularly proud of our efforts to be an inclusive learning community. The College has been recognised for its work in forging links with the Indigenous community and continues to welcome students from all backgrounds, working with all to achieve success. In recent years the College has changed its logo to better reflect our Koorie connection and respect for the Gunai Kurnai people.
The College works hard to connect with our local community to increase the number of Kurnai students in further education and training.
The College looks to the future with a sense of optimism and a positive frame of mind. With a stronger focus on our Kurnai identity and on belonging to one College across five campuses, combined with an understanding of and commitment to our purpose, we move confidently forward striving to provide the best possible learning opportunities for all members of our learning community.
LVFLO
This position will commence at the Latrobe Valley Flexible Learning Option,



LVFLO Campus. A Latrobe Network Partnership between Kurnai College, Traralgon College and Lowanna College. LVFLO is governed by the partnership's Board of Management and is a joint approach to catering for students who are not in education, actively disengaging from education or who are at risk of disengaging from education.
Low socio-economic status impacts student engagement and wellbeing within the local government area of Latrobe; both Moe and Morwell are listed in the top ten most disadvantaged towns in Victoria. Indigenous children and young people are over-represented in this disadvantaged group increasing levels of vulnerability. The level of intergenerational disadvantage in the region is highlighted by the highest rates of adolescent self-harm and adolescent parenthood in Victoria.
LVFLO will cater for both indigenous and non-indigenous young people, offering a flexible and personalized approach to education pathways. The utilization of student focused core literacy and numeracy modules along with the use of art and health development as further motivating tools will build student capacity both academically, emotionally and physically.
The adaptable timetable of LVFLO allows for partnerships between community organisations and agencies to provide a holistic approach to the re‐engagement of young people at risk.
This position is tenured for two years.
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.
Responsibilities
School improvement strategy and implementation
Under the leadership of the School Improvement Principals, providing input into and implementing some elements of the Annual Improvement Plan (AIP).
Contributing to consistent school improvement processes and documentation.
Student wellbeing
Where a Leading Teacher is not available, managing general discipline and student matters beyond the capability of classroom teachers.
Under the guidance of the School Improvement Principals, Campus Assistant Principal and Leading Teachers, implementing programs to enhance student wellbeing.
Teaching and learning
Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery, working with the school improvement team (Campus Principals, Specialists, KLDs).
Modelling exemplary classroom practice including through teaching demonstration lessons.
Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback on their practice.
Providing expert advice about the content, processes and strategies that will shape individual and school professional learning.
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.
Providing evidence-based feedback to teaching staff to inform their effectiveness and development.
Modelling exemplary professional learning practice including through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice.
Modelling exemplary use of student data to inform teaching approaches.
Working with the school improvement team to develop a shared view of highly effective teacher practice.
Supervising and training one or more pre-service teachers, and mentoring teachers.
Developing and promoting schoolwide professional learning structures, processes and protocols through professional learning communities.
Lead the work of a whole College Teaching and Learning priority. For example- Instructional model, Literacy, Peer observations, Curriculum, data, and Assessment and reporting.
Staff, campus and college leadership
Supervising and co-ordinating the work of direct reports.
Working collaboratively with campus and
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📌 Learning Specialist Range 3 (Lv Flo) (Victoria)
🏢 Department of Education Victoria
📍 Victoria