Art therapist Jobs in Australia

The community of Greenvale has long-awaited its own a secondary school and is eager for it to be a success story : the secondary school of choice for local families and a school of which all in the community can be proud. The future of education for Greenvale is now here and students will be prepared for, and encouraged to dream, believe, and achieve.

Staff who work in our school will be welcomed into a high supportive staff culture that also has high expectations for ourselves. This is balanced with remote and flexible working opportunities and professional learning for all staff.

Our school opened in 2022 with brand new facilities and is growing steadily. In 2025, the College has Year 7 - 10 student cohorts. We will add a year level every year following. In 2025, the College adds the Year 11 cohort and our senior secondary options to ensure all students have excellent opportunities and outcomes after their schooling.

At Greenvale Secondary College, we have a thoroughly documented curriculum that focuses on the use of developmental rubrics and promoting learning growth for all students. This approach is paired with our Instructional Model and Positive Learning Framework that ensures we focus on supporting individual students wherever they are at in their learning and social development, to ensure our students can feel successful and challenged to be their best.

Our school vision, mission and values were developed in partnership with the community and are :

Vision :

We stay at the forefront of education to encourage the development of the whole student, providing them with the knowledge, skills and confidence to succeed and become lifelong learners who are generous, active and informed citizens.

Mission :

We are on a mission to provide the best education we can for our students by partnering with our community and fostering the natural care and passion our staff have to make a difference.

Values :

Excellence : We relentlessly pursue excellence and achieve our best

Leadership : We support and influence others to achieve more than they thought possible

Respect : We respect others for who they are and value their opinions

Teamwork : We work together to achieve our goals through trust and mutual support

Selection CriteriaSC1Demonstrated 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.

SC2Demonstrated 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

SC3Demonstrated 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.

SC4Demonstrated 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.

SC5Demonstrated 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.

RoleLearning 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.

ResponsibilitiesProvide leadership to staff, students and the broader community by coaching, mentoring and supporting staff and students to achieve `best practice¿ in teaching and learning.Provide leadership to staff, students and the broader community by coaching, mentoring and supporting staff and students to achieve `best practice¿ in teaching and learning.Leading and supporting the development of Learning Leaders in the implementation of continuous improvement of pedagogical practice and classroom management.Leading and supporting the development of teachers in the continuous improvement of pedagogical practice and classroom management.To assist in the ongoing development, implementation, and review of a system of peer observation, feedback, and reflection for teachers.Continue to develop a specialisation in at least one key improvement area of our teaching and learning models and lead their implementation across the school.To assist in the ongoing development, implementation, and review of a whole school professional learning plan in consultation with the Learning Specialists and Principal team.Co-lead and deliver the professional learning program and provide expert advice about the content, processes and strategies that will shape individual and whole school professional learning.Modelling exemplary classroom practice including through teaching demonstration lessons.Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery including but not limited to : Literacy, Numeracy, Student Voice and Agency, eLearning, Curriculum Design and Assessment, and Learning Growth.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.Providing evidence-based feedback to teaching staff to inform their effectiveness and development.Mentoring and / or coaching teachers, which may involve observing and providing feedback to teachers on their practice.Modelling exemplary use of student data to inform teaching approaches.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.Coaching individual and small groups of staff as required.To liaise with other members of the College LT to support the teacher performance and development review process.Other duties as determined by the Principal.Lead the ongoingcreation,development and documentation of the curriculum in their Learning Area using the GSC design process.Monitor and evaluatethe implementation of guaranteed and viablecurriculum in Learning Area, including through the consistent use of Lesson Plans on Compass.Ensure curriculum is rigorous and engaging for student learning and that its teaching leads to continuous improvement in student achievement and in line with AIP improvement strategies.Ensure curriculum complies with the Victorian Curriculum requirements for the Learning Area for Year 7-10.Ensure that teachers are following Curriculum Unit Plans and Scope & Sequence documents.Ensure VCE teachers are following the current VCE Study Designs and the schools and VCAA policies and guidelines for example with regards to Advice for Teachers, Attendance requirements, etc.).Administrative tasks associated with the running of the Learning Area including observing and abiding by due dates for key tasks like Booklists and Report template checking, and overseeing the Learning Area Microsoft Teams.Ensure that all assessment cycles use developmental rubrics at Pre, Milestone and CAT assessment stages in 7-10.Ensure consistent assessmentacross multi-class subjects.Ensure VCE teachers are following the current VCE Study Designs and the schools and VCAA policies and guidelines with regards to consistent SAC and assessment procedures.Collect and analyse student performance data including NAPLAN, PAT, VCE etc., and discuss and implement improvement strategies with Learning Area.Ensure that moderation of assessment tasks takes place each year at each year level.Ensure teaching staff complete reports according to the College reporting policy and frameworks.Support and model best practice teaching and learning.Support teachers to implement the Instructional Model.Ensure teaching staff in the learning area are using data and feedback to inform learning and teaching.Facilitate a Professional Learning Community (PLC).Communicate information about teaching, learning and assessment to teachers in their Learning Area.Participate in Learning Leader meetings with the Head of Curriculum and AP.Chair relevant Learning Area meetings and ensure agendas and minutes are kept.Support the implementation of Disability Inclusion across the College and within the designated learning area. This includes modeling the creation of modifications, adjustments and differentiation practices.Monitor and ensure relevant actions are completed regarding all areas of student progress and achievement including but not limited to : AttendanceAcademic ProgressG5 Skill ProgressionManage the College Progression Policy in relation to the relevant sub school.Create and monitor DLPs for students working 18mths or more above.Provide advice to teaching and support staff in relation to students at risk.Provide advice to teaching and support staff in relation to students who are achieving above level and need extension.Work with Student Services Team to be link between IEP / DLP and Teaching and Learning practices.Manage the College Enhancement Program.Attend all relevant Sub School Meetings.Student Voice and AgencyThe Student Voice and Agency role has responsibility to plan, implement and evaluate the College Wide Student Voice and Agency Programs as well as College wide House programs including : Lead and support the successful implementation of the College wide SRC so that students have access to a broad range of leadership roles and can express their ideas and opinions.Support students to develop leadership skills by assisting in the facilitation of SRC meetings and providing appropriate learning for students to engage with so they develop these skills.Support students on School Council to prepare their written report.Create meaningful opportunities for students to enact change at GSC in areas of Teaching and Learning.Coordinate College Wide House Program including the recognition or publication of student house achievements.Coordinate the participation of students in house activities and programs.Lead and model the use of developmental rubrics to ensure students take agency in learningLead the implementation of students coaching studentsInclusionThis position requires the coordinator to support the School Leadership Team in the successful implementation of the School Strategic Plan through the leadership of the Disability Inclusion reform including : Create and monitor DLPs for students working 18mths or more belowConsult with teachers to help support the inclusion of students with disabilities and additional needsCoaching staff to support teachers in implementing inclusive strategies for students requiring Tier 3 behaviour support within the school, yard and classroomWork with Student Services Team to be link between IEP / DLP and Teaching and Learning practicesNumeracy GrowthLead the implementation of College wide numeracy strategies both in the math's team and across all learning areasLead and model the use of developmental rubrics to ensure students take agency in learningProvide advice to teaching and support staff in relation to students at risk.Provide advice to teaching and support staff in relation to students who are achieving above level and need extension.Support teachers to embed Numeracy within their regular teaching practices and curriculum documentationSupport other LS and AP to implement effective enhancement program, specifically around intervention and extension of students in numeracyLiteracy GrowthLead the implementation of College wide literacy strategies both in the English team and across all learning areasLead and model the use of developmental rubrics to ensure students take agency in learningProvide advice to teaching and support staff in relation to students at risk.Provide advice to teaching and support staff in relation to students who are achieving above level and need extension.Support teachers to embed Literacy within their regular teaching practices and curriculum documentationSupport other LS and AP to implement effective enhancement program, specifically around intervention and extension of students in literacyWho May ApplyTeachers 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 CommitmentApplicants 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 (seeWorkplace 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

Child Safe StandardsVictorian 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 :

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 :

ThisLearning Specialist role is tenured until January 2028 and will be reviewedaccordingly in alignment with the school strategic plan.Shortlisted applicants will be asked to complete a Facet 5 Personality Profile Survey for use by the Selection Panel.As a college we prioritise developing the skills of our staff and students with observation measurement goal setting and improvement for all. We run a targeted coaching program and offer leadership development pipeline for staff aspiring to school leadership and positions of responsibility.We offer flexible working arrangements to all staff including a working from home option.Applications (single document) should include your cover letter, CV, response to the Key Selection Criteria and a list of 3 relevant referees.Applications should be saved as a PDF.Conditions of EmploymentAll 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 VIT LANTITETo be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.

Applications close Saturday 19 July 2025 at 11.59pm

J-18808-Ljbffr