Learning Specialist

Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Learning Specialist - Range 3

Occupation: Learning specialist

Location: Melbourne - Western suburbs

Reference:

Location Profile

Kolorer College is a brand-new secondary school being built 33km west of the Melbourne CBD in the suburb of Cobblebank. The school will serve the diverse and growing communities of Strathtulloh, Cobblebank and Thornhill Park and will open for Year 7 students only on Day 1, Term 1, 2026, growing to a Year 7-12 school by 2031. Anticipated enrolments for 2026 are students, with a Stage 1 built capacity for 865 students.

Our School

Kolorer College will be a supported inclusion school and will feature outstanding facilities including:

• A two-story building with administration spaces, a library and learning neighbourhood
• A three-story building for STEAM subjects including designated studios and labs for Science, Media, Digital Design and Technology, and the Visual Arts
• A Community Hub with specialist learning areas for Food Technology, the Performing Arts and Physical Education, including an indoor multi-use court and a fitness room

These facilities will enable our school to offer high-quality learning to our students and a modern work environment to our staff.

Kolorer, a Wurundjeri word meaning lava flow, embodies the powerful transformation and enduring impact we foster in every young person we serve.

At Kolorer College, we know that inclusion creates better outcomes for everyone. We are unashamedly ambitious for our students and committed to excellence, learning and growth for all students and staff.

Guided by our conviction that learning matters, our mission is clear:

• Equip every learner with the knowledge, skills and confidence to lead a life full of purpose and possibility
• Build strength of character, empowering our learners to be thoughtful, informed and active contributors to their community and to world
• Foster a community of belonging that supports and challenges every student, every day.

We live our values every day by being our B.E.S.T.:

• Be Brave - face challenges with courage and persistence
• Excel Together -aim high, support one another, and celebrate growth
• Show Integrity - act with honesty, fairness, and responsibility
• Think and Care - use wisdom, empathy, kindness and respect to guide our actions, embrace and celebrate the differences and diversity of others.

Our motto, Excellence Together, reflects this mission and we are strongly committed to the use of evidence-based best practice in teaching, learning and wellbeing to make this a reality. This is an exciting opportunity for you to be part of shaping a learning community where all students - and staff - are known, challenged to grow, and inspired to thrive.

We are now seeking applications from passionate, committed educators and school administration and support staff who are ready to build a school to be proud of.

Please note that, as a progressive and modern workplace, part-time and flexible work opportunities in line with DE policies will be available to all staff members, including those in the Leadership team. Feel free to contact the Principal, Ciar Foster, to discuss these possibilities.

Selection Criteria

Please provide a written response to each written criteria of no more than 1 page.

Preferred documentation format in a single PDF document.

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 establish and lead evidence-based student engagement, learning and wellbeing practices which foster a culture of excellence for all students.

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

Position overview

The Mathematics and Numeracy Curriculum Design Learning Specialist is central to improving student outcomes by designing and implementing a high-quality, guaranteed, viable and knowledge-rich mathematics and numeracy curriculum. To maximize impact on student learning, the Mathematics and Numeracy Curriculum Design Learning Specialist partners with classroom teachers to support them to enact developed curriculum most effectively.

As a core member of the Curriculum & Pedagogy Team, the Learning Specialist also contributes to the professional development of staff, the school¿s approach to data analysis and assessment, and provides expert advice around best practice numeracy strategies to support learners with additional needs. The Mathematics and Numeracy Curriculum Design Learning Specialist reports to the Principal via the Curriculum and Pedagogy Assistant Principal.

Responsibilities

1. Curriculum Leadership

2. Map, design and develop a whole-school, guaranteed, viable and knowledge-rich Mathematics curriculum

3. Collaborate with classroom teachers to ensure the curriculum is effectively delivered and adapted to meet the needs of diverse learners; including modelling effective and purposeful preparation for teaching
4. Work closely in collaboration with the college curriculum and pedagogy team to ensure horizontal as well as vertical alignment of curriculum scope and sequencing

5. Collaborate with the college leadership team to map and implement Tier 1, 2 and 3 approaches to numeracy support and challenge.

6. Pedagogy Leadership

7. Model exemplary teaching practices in mathematics and numeracy, including conducting demonstration lessons for staff

8. Provide expert advice on scaffolding instruction and establishing relevant and considered learning goals for students with Individual Education Plans
9. Lead the provision of professional learning by contributing to the development of protocols for classroom observations, peer collaboration, and evidence-based feedback

10. Mentor and coach teachers to improve their instructional skills and overall effectiveness in the classroom

11. Data and Assessment

12. In collaboration with the Curriculum and Pedagogy Assistant Principal, establish and implement a school-wide data plan to coordinate the delivery and analysis of numeracy data to inform curriculum planning

13. Lead the analysis of student achievement data (including NAPLAN and PAT) to identify trends, track cohort performance, and inform curriculum planning and teaching strategies
14. Model exemplary use of student data to drive teaching improvements and support responsive teaching

15. Support the implementation and reporting of standardised tests, such as PAT.

16. Leadership Team

17. Work with the school leadership team to develop the school¿s Strategic Plan to implement initiatives to drive school-wide improvements

18. Collaborate with the leadership team to establish and embed a shared vision of highly effective teaching, learning, engagement and wellbeing practices
19. Demonstrate an active commitment to the college leadership team; modelling inclusive and participatory leadership behaviours and demonstrating a strong commitment to personal leadership growth.
20. Other duties as required by the Principal and as appropriate to the role classification

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:

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.

Applications close Thursday 28 August 2025 at 11.59pm

Posted

18 August 2025

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