Learning Area Leader Visual Arts (Learning Specialist)

Location Profile Blackburn High School is a vibrant, multicultural, and inclusive co-educational government school for students in Years 7-12 that provides a comprehensive education located in the eastern suburbs of Melbourne, about 16 km from the CBD. We are proud of our rich academic and extensive co-curricular programs that provide opportunities for all students to reach their potential. We deliver a dynamic educational program, underpinned by our school values of Respect, the pursuit of Excellence and Citizenship. The Learning Norms and Instructional Model, foster student agency and resilience. High expectations, effort and achievement are acknowledged and celebrated. Our reputation in the community has evolved through the hard work and positive partnerships between the staff, students, and parents. There are approximately 1300 students with an enrolment cap placed for Year 7. The school's workforce is made up of the Principal, three Assistant Principals, twelve Leading Teachers and four Learning Specialists, with approximately 150 teaching and education support staff. The House System consists of four interdependent House learning communities, that foster a sense of connectedness and belonging that forge strong links with the home. The school day begins with a 15-minute mentor session on four of the days with students vertically arranged from Year 7-12 working together, followed by five 58-minute periods where students work within their year level groupings. The school is situated on a large, spacious 12-hectare site with well-maintained grounds and exceptional sporting facilities including a gymnasium and the impressive covered outdoor sporting area. The school¿s learning spaces inspire and promote creativity and a sense of pride and include a STEM Centre, Art Precinct, VCE Centre, Resource Centre with Pathways, IT and Wellbeing. The school offers a wide range of core, enrichment electives and extension subjects for Years 7-10 and a High Achievers Program. We also offer a full range of VCE subjects, VET and Vocational Major with a high proportion of students entering tertiary educational institutions. The school provides a comprehensive, challenging, curriculum that encourages a strong work ethic, a large range of extra-curricular activities and student leadership programs including clubs, extensive camps program, a highly acclaimed music program, the very successful sports program, robotics competitions, the Duke of Edinburgh and Art/Technology exhibitions. Principal: Joanna Alexander 60 Springfield Road, Blackburn 3130 Tel: 03 8804 6 Email: education.vic.gov.au Website: www.blackburnhs.vic.edu.au 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. SC6 Proven capacity to lead a faculty team, manage resources effectively, and contribute to whole-school improvement priorities. Role The Learning Specialist for Visual Arts provides instructional leadership, curriculum expertise and team coordination across the Visual Arts learning area. As a Learning Specialist, the position has a primary focus on improving student outcomes through explicit and responsive teaching practices, coaching and mentoring colleagues, and driving excellence in teaching and learning across the school. In recognition of the importance of exemplary teaching practice for improved student learning outcomes, the key roles of the learning specialist may include but are not limited to: demonstrating high-level expertise in teaching and learning practice provide a child safe environment in accordance with the child safe standards 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 on their practice providing evidence-based feedback to teaching staff to inform their effectiveness and development providing expert advice about the content, processes and strategies that will shape individual and school professional learning supervising and training one or more pre-service 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 including through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice Responsibilities 1. Instructional Leadership (Learning Specialist focus) Model exemplary classroom teaching practice and support colleagues to develop their pedagogical knowledge and capacity through the school¿s peer observation model. Lead the implementation of explicit and responsive teaching. Mentor and coach teachers in the Visual Artsfaculty and across the school, with a focus on evidence-based practice. Including supporting the Health & Physical Education-based Professional Learning Communities (PLCs). Support whole-school professional learning, including the delivery of workshops and collaborative planning sessions. 2. Curriculum Leadership (Health & Physical Education) Provide leadership and oversight of the Visual Arts curriculum, including scope and sequence, assessment, and reporting. Ensure curriculum design is aligned with the Victorian Curriculum and VCE Study Designs. Support staff to differentiate learning and embed literacy, numeracy and critical/creative thinking skills across Visual Arts subjects. Lead faculty meetings and coordinate subject teams to ensure consistent curriculum delivery and assessment practices. Work with the Data Literacy Leader to monitor student achievement and engagement data and lead targeted interventions to improve learning growth in Health & Physical Education. 3. Leadership and Collaboration Contribute to the school¿s Curriculum Leadership team in driving whole-school improvement priorities. Foster a culture of high expectations, collaboration, and innovation in teaching and learning. Build strong professional relationships with staff, students, parents and the wider community to enhance engagement and outcomes. Lead initiatives to strengthen student voice and agency within the Visual Arts program. 4. Learning Area Management Oversee Visual Arts budgets, resources and textbook selection in consultation with leadership. Coordinate excursions, incursions, competitions, and special programs relevant to Visual Arts learning. Support staff induction, performance development and wellbeing within the Visual Arts faculty. 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 education.vic.gov.au 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 Other Information Other Duties Participate in meetings and contribute to decision-making processes. Support the implementation of the school¿s Annual Implementation Plan (AIP). Undertake other duties as required by the Principal. Additional Requirements: Registration with the Victorian Institute of Teaching (VIT). Commitment to Child Safety and compliance with Department policies and legislation. 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.

Location: Box Hill, Victoria, AU

Posted Date: 10/21/2025