POSITION TITLE:
LLN Strategy Development Officer
POSITION NUMBER:
903587
FACULTY / SCHOOL / VU College
DEPARTMENT:
LOCATION/CAMPUS
Footscray Nicholson
CLASSIFICATION:
Senior Educator 1
SUPERVISOR:
LLN Strategy Coordinator
INCUMBENT:
APPROVED BY:
Tao Bak
17/08/2012
Vacant
Associate Dean, Portfolio LLN
David Gough
17/08/2012
OVERALL PURPOSE
The overall purpose of the Language, Literacy and Numeracy (LLN) Strategy Development Officer role will
be to support the delivery of the Getting Started at VU Study Skills Unit (incorporating LLN assessments
for commencing TAFE students) through providing professional development, staff liaison and advisory
services across the VU Trades Academy and all VU Colleges. The incumbent will also contribute to the
review and upgrade of learning and teaching resources
ORGANISATIONAL ENVIRONMENT
Victoria University delivers education programs at the tertiary level (Australian Qualifications Framework
4-10) and programs at pre-tertiary level (AQF levels 1-3) across six faculties. These faculties include:
Faculty of Arts, Education and Human Development
Faculty of Business and Law
Faculty of Health, Engineering and Science
Faculty of Technical and Trades Innovation
Faculty of Workforce Development
Victoria University College
The University has more than 51,000 students, including over 15,000 international students (on-shore and
off-shore), and a workforce of approximately 3,500 staff.
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The Strategic Plan, Excellent, Engaged and Accessible: Victoria University’s Strategic Plan to be a Great
University of the 21st Century, 2012-2016 aims to present a bold and distinctive vision that will ensure that
Victoria University maintains its market position within an increasingly competitive tertiary education
environment. Importantly Victoria University’s distinctiveness is characterised by the vision and mission
statements in the Strategic plan.
Victoria University College
Initially established in 2007, the Victoria University College (VU College) complements the University’s
three higher education and two vocational education faculties in the provision of innovative, learnercentred education to Melbourne’s west and globally and has a particular focus on the provision of
comprehensive entry, preparatory and transition programs and services to the University, industry, and
the community, including to VU’s international students.
The VU College (VUC) is driven by a philosophy which highlights access and success for students. Its
general focus is on supporting all VU students to maximise their learning opportunities for academic and
career success and meeting the needs of diverse and disadvantaged cohorts including culturally and
linguistically diverse groups.
The operations of the VU College and this position are currently located at the Footscray Nicholson
campus of the University though this position may be relocated to any other existing or future campus.
Travel is required between campuses on a regular basis to enable consultation with staff across the
University.
An Organisational Chart is attached.
VU Language, Literacy and Numeracy Strategy
The VU LLN Strategy commenced as a whole of university pilot activity in 2011 and was located in the
Office of the Dean, VU College. In 2012 the LLN Strategy will operate within the Portfolio of LLN, which
will comprise three organisational units, each with key responsibilities for development and delivery:
LLN Strategy Team
School of Language and Learning
School of Pathways and Transition
In 2012 the VU LLN Strategy team will both consolidate and extend the work undertaken during the 2011
pilot phase and continue to implement the University-wide LLN Strategy, framed by the Australian Core
Skills Framework (ACSF). The VU LLN Strategy comprises the following five elements:
1. Post enrolment assessment using the ACSF for all students;
2. Embedded LLN skills development in curriculum and course delivery;
3. Periodic and integrated assessment of core skills achievement using the ACSF during each course of
study to measure students’ increased skill levels and identify where additional support is required;
4. LLN professional learning and development at awareness and application level for teachers and
lecturers; and
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5. Program and intervention evaluations with research and benchmarking based on comprehensive data
collection and analysis. Dissemination of these findings through publications and conference papers.
The extension of the work undertaken in pilot sites in 2011 will be informed by evidence of need,
generated by the Getting Started at VU online LLN assessment initiative, as well as through consultation
and collaboration with colleagues of the faculties and the Portfolio of LLN. There will continue to be a
focus on cross-sectoral work linked to the Integrated Education Program, and a requirement for
strengthened collaboration between the five faculties, the Victoria University College and research teams.
The LLN Strategy complements the University’s commitment to Social Inclusion and supports Victoria
University’s Strategic Plan 2012-2012 to be an excellent, engaged and accessible institution.
JUDGEMENT, PROBLEM SOLVING, ACCOUNTABILITY AND EXTENT OF AUTHORITY
This position reports to and receives direction from the Coordinator, LLN Strategy. It is also supported and
supervised by the LLN Education Developers assigned to each of the faculties. This position operates
within the University policies and procedures, and other relevant legislative requirements applicable to the
University.
This position is required to work independently, as well as within a program team, across and within the
VU Trades Academy and VU Colleges and departments and with external partners such as ACER. The
position is responsible for delivering numeracy initiatives to a range of VU audiences and stakeholders.
The position provides educational expertise and contribution to the overall planning for the future
development of teaching and learning and assessment initiatives at VU which are led by the LLN Strategy
and the Portfolio of LLN.
The incumbent is also required to perform some teaching and training related duties.
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KEY RESPONSIBILITIES
In performing the following duties the incumbent is required to comply with quality assurance policies and
procedures and other relevant legislative requirements applicable to the University.
The major duties performed and their frequency are:
1. In consultation with stakeholders and existing specialist staff, plan, develop and implement high
quality and customised professional development and familiarisation workshops and training
programs targeted at a range of teaching staff to support the implementation of LLN assessment
initiatives. (ongoing)
2. Facilitate the implementation of the Australian Core Skills Framework as a post-enrolment and
integrated LLN assessment methodology and tool within designated schools. (ongoing)
3. Provide professional advice and education/consultative services to teaching staff in the area of LLN
learning and teaching support in a manner that will enhance innovation and effective education
(ongoing)
4. Contribute to the ongoing development and customisation of LLN assessment initiatives at VU. (as
required)
5. Participate in creating an evaluation and research culture within VU by promoting a rigorous enquiry
and evidence-based approach to the LLN Strategy, and by facilitating collaboration between Colleges
and relevant professional bodies. (as required)
6. Record and maintain data on LLN interventions and activities to contribute to the overall program
evaluations as well as to the continuous monitoring and improvement of the Strategy and to the
measurement of its impact. (ongoing)
7. Contribute to the review and upgrading of the online Getting Started Study Skills unit content and
delivery plan in consultation with LLN Strategy team colleagues, external partners e.g. ACER and
other stakeholders. (ongoing)
8. Work with colleagues to share LLN Strategy findings and outcomes both within the VU community
and more broadly within the sector via professional reporting platforms and forums. (as required)
9. Ensure that all related work is carried out in a manner which safeguards the OHS of staff, students,
visitors and contractors. (ongoing)
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KEY SELECTION CRITERIA
Essential:
1. Knowledge or training equivalent to: a degree with at least four years subsequent relevant
experience, or extensive experience and management expertise in teaching or technical fields; or
an equivalent combination of relevant experience and/or education and training.
2. Diploma of Vocational Education and Training or other relevant qualification or relevant
experience in training and assessment.
3. Demonstrated knowledge and experience in the teaching and assessment of LLN to postsecondary students from culturally and linguistically diverse backgrounds.
4. Experience in the delivery of professional development to teachers and trainers in a VE and HE
educational context.
5. Demonstrated knowledge, technical competency and experience in using educational technology
to support LLN learning and assessment in an educational environment.
6. Excellent verbal, written and interpersonal communication and collaborative teamwork skills.
7. High level demonstrated organisational, project and time-management skills and the ability to
work to deadlines.
8. Awareness of OHS responsibilities and willingness to attend OHS training as required.
9. Willingness to commit to Victoria University’s values which are:
Values – Access, Excellence, Respect
Behaviours – Engagement, Collegiality, Courage
Desirable:
1. Recent experience in vocational education.
2. Experience in developing, implementing and evaluating teaching programs.
3. Experience in identifying resource needs and in the production of appropriate resource material.
4. Experience in the leadership and management of staff and programs.
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