Learning Specialist

Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Learning Specialist - Range 3

Occupation: Learning specialist

Location: Melbourne - Northern suburbs

Reference:

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.

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

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:

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:

Other Information

In 2026 Leading Teachers and Learning Specialists will be appointed to a role with a portfolio as listed below that contributes significantly to the strategic direction of the school and the improvement of student outcomes.

Our Strategic plan has two major goals:

Goal 1: Improve learning outcomes for all students

Goal 2: Optimise wellbeing and engagement for all students

Leading Teacher ¿ Inclusion

• Lead the implementation of the Department of Education Disability Inclusion reform to strengthen inclusive education across the school
• Lead the Disability Inclusion Profile and surrounding supports to identify the strengths, functional needs and educational adjustments to assist students with additional learning needs
• Lead professional learning and cultural awareness to improve the capacity of all teachers to make adjustments to meet the learning and engagement needs of all students

Leading Teacher - Careers, Pathways & Transitions

• Leadership of Pathways and Applied Learning strategy as part of the Senior Secondary pathway reforms initiatives.
• Lead the development and implementation of a careers education program and career action plans in years 7-12 across the College,
• Lead the strategy to ensure that student pathway opportunities are wide ranging and that transitions are well informed and high quality.

Leading Teacher - Curriculum Implementation

• Lead the development, documentation and implementation of all college curriculum (7-10 Victorian Curriculum, VCE, Vocational Major & VET)¿
• Mentoring and coaching of staff across the College with the focus on improving teaching and learning.
• Lead professional learning on teaching and learning as per AIP priorities.

Leading Teacher - Assessment, Reporting and Data

• Lead and evaluate best practices in data, assessment and reporting to support student learning and engagement.
• Build the structures and develop capacity and data literacy of staff to use data, assessment and reporting practices effectively to improve student outcomes.
• Lead professional learning on teaching and learning as per AIP priorities.

Leading Teacher - Student Wellbeing

• Lead the development, delivery, implementation of a wellbeing curriculum across the school
• Leads the implementation of Tier 2 and Tier 3 programs in a multi-tiered system to address the needs of students¿ wellbeing, attendance and those at risk of disengagement.
• Lead the wellbeing team to ensure that a tiered response system supports the students at Epping Secondary College with regards to Cultural Inclusion and Diversity, Wellbeing and child safety.

Leading Teacher - Positive Climate and Student Support Years 7-8

• Lead Student Wellbeing and Management across years 7 and 8
• Lead a portfolio related to positive climate for learning developed to engage and connect students as part of the School Wide Positive Behaviours framework and AIP priorities.

Leading Teacher - Positive Climate and Student Support Years 9-10

• Lead Student Wellbeing and Management across years 9 and 10
• Lead a portfolio related to positive climate for learning developed to engage and connect students as part of the School Wide Positive Behaviours framework and AIP priorities.

Leading Teacher - Positive Climate and Student Support Years 11-12

• Lead Student Wellbeing and Management across years 11 and 12
• Lead a portfolio related to positive climate for learning developed to engage and connect students as part of the School Wide Positive Behaviours framework and AIP priorities.

Learning Specialist - Instructional Practice x 3

• Leading and modelling the implementation of whole-school improvement strategies relating to teaching and learning (Victorian Teaching and Learning Model 2.0)
• Mentoring and coaching of staff across the College with the focus on improving instructional practice.
• Lead professional learning on teaching and learning as per AIP priorities.

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

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.

Location Profile

JOIN THE LEADERSHIP TEAM AT EPPING SECONDARY COLLEGE

Epping Secondary College is seeking a passionate and experienced educational leader to join our dynamic leadership team as a Learning Specialist.

We are looking for a forward-thinking educator who is committed to driving excellence in teaching and learning, improving outcomes for all students, and optimising wellbeing and engagement across our school community.

If you are ready to contribute to a culture of high expectations and continuous growth, we welcome your application.

VISION

Epping Secondary College strives to enable and equip all young people to reach their full potential, of being curious and acquiring new knowledge and skills; of forming strong, valuable, healthy relationships; of participating in creative expression; and of building strong mental and physical wellbeing.

VALUES

The College values which underpin our behaviours and practice are:

Respect: we treat all individuals with respect. Our relationships are based on trust and mutual respect. We recognise the differing circumstances and needs of our students and are dedicated to achieving the best possible outcomes for all.

Resilience: we strive to successfully adapt to challenging experiences and tasks through emotional, social, academic, and behavioural perseverance.

Care: we value community, build empathy with each other, and we act with integrity and compassion.

WORKFORCE

The 2025 staffing profile comprises of approximately 130 staff, including 4 Principal class, 11 Leading Teachers, 5 Learning Specialists and approximately 40 Education Support staff. The school workforce currently contains no identified indigenous employees.

LOCATION

Epping Secondary College is a co-educational 7-12 college established in 1976. Epping is a northern suburb of Melbourne, Victoria, Australia, located 20 km north of Melbourne's Central Business District. The City of Whittlesea is the local government area.

SIZE & STRUCTURE

The student population at Epping Secondary College remains steady at 975. Epping Secondary College is physically organised in year level units to better support students through their different stages of growth as well as provide a sense of belonging and wellbeing.

A central element of educating the whole child at Epping Secondary College is our school-wide commitment to Positive Education. This approach is embedded through the `Learning for Life¿ curriculum and the broader culture of our school.

OVERSEAS STUDENT PROGRAM

Epping Secondary College is a safe, friendly and welcoming study destination, offering international students an enviable lifestyle that nurtures success and the confidence to take steps forward in life. In 2025 the school offered places for all year levels (7 to 12) and enrolled a total of 19 international students. Countries represented were India, Sri Lanka, Timor, Philippines, Iran, Vietnam, China and Fiji. The school has capacity for 20 international students. Our international students are here in Australia with their families studying the Victorian Curriculum or Victorian Certificate of Education.

SOCIAL & ENROLMENT CHARACTERISTICS

Epping Secondary College has a diverse and multicultural community with students representing over 35 nationalities. We have 40 Aboriginal and Torres Strait Islander (ATSI) students, forty percent of the student population have English as an additional language, providing us with 63 EAL students (funded English as an Additional Language) and 19 international students. The Student Family Occupation and Education (SFOE) Index for the college in 2025 is

Applications close Tuesday 2 September 2025 at 11.59pm

Posted

20 August 2025

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