Learning Specialist

Role

Role Purpose

The Learning Specialist role is designed to build and sustain teacher capacity in implementing adjustments, modifications, differentiation, and extension strategies to be consistently embedded in all classrooms and embedded in all curriculums for every classroom, so that every learner, including those requiring additional support and high-achieving students requiring extension, are engaged, challenged, and successful.

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

Key Responsibilities

- Model and lead evidence-based classroom practices that ensure all learners, including those with additional needs and high-achieving students, are engaged and supported.
- Lead the implementation of Multi-Tiered Student Support (MTSS) across the College.
- Develop the capabilities of teachers to embed adjustments, modifications, differentiation, and extension strategies into everyday practice, in line with Disability Inclusion, Universal Design for Learning, and IEP/SSG processes.
- Provide coaching and mentoring to teachers in personalising learning for diverse cohorts, from students requiring intensive support to those requiring enrichment.
- Develop the capabilities of teachers to differentiate at point of student need to ensure the consistent use of IEPs, SSG recommendations, NCCD adjustments, and extension plans.
- Develop the capabilities of teachers to use digital tools (e.g., Toddle, Wellio) to document curriculum, monitor, and track adjustments, modifications, and extension strategies.
- Collaborate with Wellbeing, Inclusion, and Curriculum teams to align teaching practices with student support and enrichment needs.
- Lead professional learning in inclusive pedagogy, differentiation, and high-impact strategies for both support and extension.
- Demonstrate classroom practices that integrate student voice, choice, and agency to enhance engagement for all ability levels.
- Use data (NCCD, IEPs, extension tracking, Compass, Wellio, ATOSS) to support staff to identify patterns and evaluate the impact of inclusion and enrichment practices.
- Promote a culture of equity, challenge, and high expectations, ensuring every student can access, participate, and achieve in the curriculum.
- Provide specialist recommendations as a part of the DIP process through observations.
- Other duties as directed by the Principal, including those in response to emerging needs and priorities in the school.

Responsibilities of all Learning Specialists

- Exemplify the vision, values, and direction of the school with high expectations to inspire students and staff by always demonstrating a passion for learning and wellbeing.
- Demonstrate exemplary ethical behaviour and exercise informed judgements in all professional dealings with students, colleagues, and the community.
- Lead the implementation of whole-school improvement, including the Victorian Teaching and Learning Model (VTLM 2.0), Victorian Curriculum 2.0, HITS, HIWS, SWPBS, and RRRR.
- Support and lead teams to collaboratively facilitate team-based professional learning that involves engaging with research, evidence, and data, intentionally practising strategies in classrooms, and reflecting on impact.
- Exhibit at all times exemplary classroom practices, mentor and/or coach teachers, and provide focused feedback to teachers.
- Lead in the implementation of AIP goals in collaboration with their relevant AP and other College Executive team members.
- Lead and contribute to staff induction and mentoring programs, ensuring new and returning teachers are supported to embed VTLM 2.0, inclusive classroom practices from the outset, and literacy/numeracy strategies.

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 (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 marrung@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

Enquiries regarding the position can be directed to the Principal, Jenny Bromley on 0408 652 304. Applications must include:
1. A specific response to all the key selection criteria
2. A CV including the names of three referees and contact numbers should be included in the application
3. Applications must be submitted,AS ONE DOCUMENT, via Recruitment Online.

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

Qualification Requirements

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.

Location Profile

Mount Clear Collegeis a co-educational Years 7–12 school nestled in a beautiful bush setting adjoining the Woowookarung Regional Park, just six minutes from the heart of Ballarat. Although student enrolments are approximately 1,000our focus it to combine the caring, student-centred approach of a small school with the philosophy of providing high-quality educational opportunities, stimulating and challenging every student to achieve personal excellence in their chosen pathways.

Our highly experienced and dedicated staff promote quality education where learning is at the centre of all we do. We are recognised for our strong, positive culture and are proud recipients of the Silver Award for School-Wide Positive Behaviour Support. Guided by the FISO framework, we embed wellbeing and academic achievement together, creating a thriving and positive school community.

Mount Clear College is a great place to work and learn, offering incredible opportunities for students and staff. We are a culturally diverse school with sister school partnerships in Vietnam, Finland, China, Japan, and Turkey. Our purpose-built Language Centre supports global learning and connections.

Students thrive in the many opportunities on offer outside the classroom, including the Sport and Outdoor Education programs, and our outstanding and widely renowned Performing Arts program, providing students with multiple opportunities to shine. There are multiple international experiences available to students and staff as part of our broad curriculum.

In our constantly evolving world, we are an innovative school that embraces new technologies, prioritises digital literacy, and equips students with the skills needed for an ever-changing future.

The College is home to one of only six specialist STEM centres in Victoria, providing students with cutting-edge facilities and unique opportunities in science, technology, engineering, and mathematics.

Mount Clear College is committed to inclusivity, ensuring that students of all abilities are supported to thrive. We also proudly acknowledge and celebrate our First Nations programs, embedding respect, culture, and reconciliation as part of our learning community.

We value student and staff voice, alongside strong leadership opportunities, ensuring all members of our community have meaningful input into shaping their learning and workplace journey.

Applications close Tuesday 7 October 2025 at 11.59pm

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