LEARNING FOR Small schools are encouraged to establish local sharing arrangements that will enable access to learning SMALL SCHOOLS specialists, noting that arrangements will vary according to their size, geography and specific (FISO) goals. Sharing arrangements should operate within networks (or Areas if necessary) wherever possible. Executive Summary Funds provided to small schools for learning specialists Small schools can access learning specialists through can be used to support sharing arrangements, to access sharing arrangements. classroom observation and collaborative practice, noting that (for small schools only) this may include purposes The intent is to enable all teachers to observe high quality other than employing a learning specialist (possible teaching and learning from and with colleagues through approaches are outlined below). collaborative inquiry. Wherever possible, small schools are encouraged to use technology to facilitate virtual learning, observation, Small schools are defined as those with less than or equal feedback and collaboration. to 80 students. A Sharing Approach Role of THE learning specialist Small schools face unique and diverse circumstances. From the commencement of the 2018 school year, the Victorian Therefore, we want to encourage flexibility in accessing Government Schools Agreement 2017 introduces a new learning specialists and enable small schools to implement the promotion position, the learning specialist, at the same level as best solutions for them. the leading teacher classification. The intent remains clear to enable all teachers to have — The learning specialist role is aimed at building excellence in opportunities to: teaching and learning within the teaching service. observe high quality teaching, provided by the learning Learning specialists will be highly skilled classroom specialist practitioners who continue to spend the majority of their time in the classroom. reflect on these observations and what it means for their own practice Learning specialists will have deep knowledge and expertise in high quality teaching and learning. They will have a range of learn from and with colleagues through purposeful, evidence-based collaborative inquiry focused on responsibilities, including facilitating school-based professional improving student learning outcomes learning, teaching demonstration lessons, and mentoring and coaching other teachers. reflect on and refine their individual practice across the core areas of curriculum, pedagogy and assessment of Learning specialists will lead the learning of their colleagues student learning. and will be most effective when they work with other teachers. Networks should consider how they can support small schools Guiding Principles For Sharing learning Specialists within the network to access learning specialists. To guide small schools and networks in the development of Several possible approaches to accessing learning specialists their learning specialist arrangements, three guiding principles are outlined on the next page. have been developed:
Executive Summary Small schools can access learning specialists through sharing arrangements. The intent is to enable all teachers to observe high quality teaching and learning from and with colleagues through collaborative inquiry. Small schools are defined as those with less than or equal to 80 students. Role of THE learning specialist From the commencement of the 2018 school year, the Victorian Government Schools Agreement 2017 introduces a new promotion position, the learning specialist, at the same level as the leading teacher classification. The learning specialist role is aimed at building excellence in teaching and learning within the teaching service. Learning specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom. Learning specialists will have deep knowledge and expertise in high quality teaching and learning. They will have a range of responsibilities, including facilitating school-based professional learning, teaching demonstration lessons, and mentoring and coaching other teachers. Learning specialists will lead the learning of their colleagues and will be most effective when they work with other teachers. Guiding Principles For Sharing learning Specialists To guide small schools and networks in the development of their learning specialist arrangements, three guiding principles have been developed: Small schools are encouraged to establish local sharing arrangements that will enable access to learning specialists, noting that arrangements will vary according to their size, geography and specific (FISO) goals. Sharing arrangements should operate within networks (or Areas if necessary) wherever possible. Funds provided to small schools for learning specialists can be used to support sharing arrangements, to access classroom observation and collaborative practice, noting that (for small schools only) this may include purposes other than employing a learning specialist (possible approaches are outlined below). Wherever possible, small schools are encouraged to use technology to facilitate virtual learning, observation, feedback and collaboration. A Sharing Approach Small schools face unique and diverse circumstances. Therefore, we want to encourage flexibility in accessing learning specialists and enable small schools to implement the best solutions for them. The intent remains clear — to enable all teachers to have opportunities to: observe high quality teaching, provided by the learning specialist reflect on these observations and what it means for their own practice learn from and with colleagues through purposeful, evidence-based collaborative inquiry focused on improving student learning outcomes reflect on and refine their individual practice across the core areas of curriculum, pedagogy and assessment of student learning. Networks should consider how they can support small schools within the network to access learning specialists. Several possible approaches to accessing learning specialists are outlined on the next page. LEARNING FOR SMALL SCHOOLS
Professional_Practice_Note_3_Small_schools_learning_specialist.docx