Learning Specialist Range 3

Location Profile

At Heathmont College students feel safe, while at the same time challenged and supported by a positive school culture.

Many opportunities are provided for students to be the best they can be.
We are immensely proud of our strong student leadership program, passionate sporting teams, outstanding languages programs and vibrant performing arts curriculum.

We invite you to join our community of learners at Heathmont College.
We undertake to do our utmost to provide our students with the knowledge and skills they need to reach their goals.
In return, we expect students to work hard, to do their best and most of all - to enjoy their educational experiences.

Heathmont College has adopted a House system with 4 Houses.
This has enabled a vertical management structure to look after the educational and wellbeing needs of all students.
A mentor program and whole school implementation of Positive Education will enhance student and staff connectedness.
The College offers a traditional VCE course of study with students in Year 10 being able to access a range of VCE Units 1 & 2 to enhance their study.
A VM course of study at Intermediate and Senior levels is offered to selected students.

Students in Year 9 follow a traditional course of study with the addition of our Li FE Program designed to challenge and engage students.

A variety of enrichment and excellence programs are offered across the College.
Students in Years 7-11 can apply for selection to our Sports Academy.
In 2022, Heathmont College opened our new state of the art Sports Stadium, a facility that hosts the Heathmont College Sports Academy Program as well as community competition basketball.
2024 saw the completion of our Performing Arts Centre which is host to our annual school production.
Data is used extensively by teachers to differentiate instruction and to help all students experience success in their learning.
We are proud of our students¿ academic success.
At Heathmont College we value and encourage:
Curiosity - We approach our learning with a sense of hope and positivity.
We celebrate learning growth and achievement and support the aspirations of others.
Compassion - We are guided by respect for each other and our differences.
We show kindness to ourselves and others to help us build resilience to achieve together
Community - We strive to build positive connections.
We listen to and respect all contributions and work together to create positive impact.

Selection Criteria

For this position, a key focus for 2026 will be literacy and reading across the college.
Instructional coaching experience and / or capacity is a key criteria.
Demonstrated capacity to develop and maintain strong and effective coaching relationships with staff and proven success in leading teacher practice improvement.

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

In recognition of the importance of exemplary practice for improved student learning outcomes, the key roles of the Learning Specialists may include but are not limited to:
Demonstrating high-level expertise in teaching and learning practice 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 and on their practice Providing evidence-based feedback to teaching staff to inform their effectiveness and development Providing expert advice about the context, processes and strategies that will shape individual and school professional learning Supervising and training one or more student 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 included through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice

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

Heathmont College will consider alternative time fractions with the successful applicant.

Conditions of Employment

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

VIT LANTITE

To 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.

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