Learning Specialist 3

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 Demonstrated capacity to develop and implement high-quality literacy teaching practices that align with the Victorian Teaching and Learning Model (VTLM
2.0) and the Science of Learning/Reading.
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
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 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.
Location Profile Small in size.
Big in impact.
Ripponlea Primary School is a vibrant, inclusive government school located in East St Kilda, just 10 kilometres from Melbourne¿s CBD.
Established in 1922, our school has a proud legacy of delivering high-quality education in a safe, welcoming, and diverse community.
With a current enrolment of 267 students from Foundation to Year 6, Ripponlea is a school where every child is known, nurtured, and challenged to achieve their full potential.
We respectfully acknowledge the Traditional Owners of the land, the Boon Wurrung (Bunurong) people of the Kulin Nation, and celebrate our commitment to reconciliation through our Indigenous Garden, House names, and the development of our Reconciliation Action Plan.
At the heart of Ripponlea Primary School is a clear vision: to grow global and creative thinkers who care, create and connect.
Our school values, Community, Creativity, Integrity, Open-mindedness, Resilience, and Respect, are woven into everything we do.
We are proud of our strong culture of learning, safety, collaboration and trust.
Students are at the centre of all decisions, and staff are empowered to work together in an environment built on respect, shared responsibility, and mutual support.
These elements are foundational to the way we lead, teach, and care for every learner.
We believe that high-impact learning cannot occur without psychological safety and a deep sense of belonging.
Our community embraces open communication, restorative practices, and collective efficacy, ensuring both students and staff thrive.
We have a strong focus on English and Mathematics, delivering a carefully sequenced and rigorous curriculum aligned to the Victorian Curriculum.
In 2025, we will undertake a School Review, a reflective and collaborative process that will shape our next Strategic Plan and guide our future direction.
Our instructional model is aligned to the Victorian Teaching and Learning Model (VTLM 2.0).
We implement explicit teaching, guided by the Gradual Release of Responsibility (I Do, We Do, You Do).
Instruction is clear, intentional and evidence-based, supported by formative assessment and feedback to maximise student growth.
Our literacy approach is grounded in the Structured Literacy framework, ensuring all students develop a strong foundation in the Big 6 of Reading.

We have introduced Ph Or Mes, a systematic phonics program focused on orthographic mapping, to build fluent, confident readers.
Targeted small group instruction supports decoding, fluency, and meaning making with high-quality texts.
In writing, we use mentor texts and modelled lessons to explicitly teach the craft of writing.
Our program is structured around the Six Traits + 1, Ideas, Organisation, Voice, Word Choice, Sentence Fluency, Conventions, and Presentation.
Students participate in daily structured writing sessions, rich conferencing, and publishing for real-world audiences.
At Ripponlea, student wellbeing is essential to academic success.
We implement:

School-Wide Positive Behaviour Support (SWPBS)
Resilience, Rights and Respectful Relationships
Zones of Regulation and Social Stencil
A whole-school commitment to Child Safety Standards, including cultural safety and student empowerment

We actively promote inclusion, with tailored support for LGBTIQ+ students, students with disability, and those requiring additional intervention or extension.
Students are given authentic opportunities to lead, influence, and shape their learning and environment.
Equally, staff wellbeing is recognised as vital.
We invest in collaboration, professional learning, and a culture of care to sustain a motivated and effective team.
Students participate in a rich specialist program including Performing Arts, Visual Arts, Physical Education, Japanese, and Digital Technologies.
A wide range of extracurricular activities includes choir, band, lunchtime clubs, inter-school sport, and after-school programs in STEM, coding, drama and sport.
Our multi-age classroom structure (1/2, 3/4, 5/6) supports peer learning, mentoring and personalised teaching.
Families are active partners in learning through School Council, Ripper Families, community events, fundraising, sustainability projects and volunteering.
Our facilities are also used by the wider community, fostering partnerships that extend the school¿s positive impact.
Ripponlea Primary School is committed to nurturing the whole child, academically, socially, and emotionally, within a connected, inclusive and forward-thinking learning community.

We may be small in size, but the quality of our teaching, the strength of our relationships, and the scale of our aspirations are truly big.

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