LS - Primary Schools Improvement Coordinator

Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Learning Specialist - Range 3

Occupation: Learning specialist

Location: Melbourne - Southern 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

This philanthropically funded Learning Specialist role, supported by the Mornington Peninsula Foundation (MPF), leads a cluster approach to improving literacy outcomes across our partner primary schools. The focus is to ensure students transition to Secondary School literate and well-prepared.

The coordinator will lead the implementation of the Science of Learning and Reading (SOLAR) principles and practices, build and sustain a strong community of practice, and provide coaching and guidance to literacy leads and classroom teachers across the cluster. This role would suit a highly skilled primary generalist or experienced literacy leader with training in explicit synthetic phonics and SOLAR practices.

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

Leadership and Coordination

• Set agendas and take minutes for the MPLG Executive Steering Committee.
• Collaborate with Literacy Leads to manage professional development, coaching schedules, coordinate resourcing donations and analyse school data and report progress to principals.
• Lead MPF funders' visits to showcase impact and attract ongoing support.
• Build, strengthen, and sustain a community of practice across cluster schools focused on SOLAR and evidence-based literacy instruction.
• Act as a contact point for literacy leads/key contacts in each primary school, providing advice and support.
• Establish and maintain strong community and agency partnerships to support literacy improvement.
• Provide reporting for MPF CEO with data evidence of impact.
• Perform adaptive duties as needed by cluster principals and literacy leads to MPF.
• Expand the model by developing partnerships with new primary schools and kindergartens in the area.

Professional Learning and Coaching

• Provide targeted professional learning, coaching, and mentoring for literacy leaders and classroom teachers.
• Model effective teaching practices, lead observations, and deliver feedback to support instructional improvement.
• Share professional learning opportunities with MPF schools and coordinate delivery of literacy-focused development.Support schools with the implementation of Synthetic Phonics programs, SOLAR practices, and evidence-aligned assessments.

Curriculum, Data and Impact

• Guide schools in developing curriculum structures, planning, and delivery aligned with SOLAR.
• Create and maintain a shared repository (SharePoint) of evidence-based assessment practices and curriculum units.
• Analyse and share student learning and transition data to inform responsive interventions and growth plans.
• Provide regular reporting to MPF with clear evidence of impact and outcomes achieved.

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

Key Performance Indicators

• Requited reports and related presentations for the Mornington Peninsula Foundation (MPF).
• Evidence of implementation and impact of SOLAR practices across schools.
• Delivery of a professional learning package around SOLAR for literacy leads.
• Demonstrated improvement in Year 7 transition literacy data over time.
• Relevant data sets for tracking and reporting purposes.
• Independent survey data gathered to inform program improvements.
• Evidence of high-quality resources, assessment schedules, and knowledge-rich curriculum units uploaded to SharePoint for use across schools.
• Evidence of expansion of program to include new primary school and/or kindergartens.

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

Western Port Secondary College is conveniently located at 215 High Street, Hastings. Getting here is a breeze: just a 15-minute drive from Pearcedale, Somerville, and Tyabb, a 20-minute commute down the Western Port highway from Cranbourne, or Langwarrin. Peninsula link (toll free) makes the commute from Frankston and surrounding suburbs of Seaford, Carrum and Patterson Lakes a smooth 25-minute drive making your way to Western Port Secondary College is a stress-free journey each day

Imagine joining a school where the Principal, Leaders and staff are deeply involved in daily life, actively supporting each other to foster an environment that reflects our Western Port Way. Are you seeking a school with an amazing staff who collectively support and build each other up, and who truly get along and enjoy working together, making the workplace one where no one wants to leave? With a hands-on approach, you'll find the Principal Class actively engaged in the college community, visible daily at the school gate, in and around classrooms, on yard duty, supporting School Wide Positive Behaviour Support (SWPBS) processes and interacting with the students. With an open-door policy, they warmly welcome any staff member seeking support or a conversation, or any student seeking advice or counsel. They wholeheartedly foster a collaborative environment, where every teacher's voice is not only heard but also valued.

Are you looking for a school who has high standards where students are respectful and well behaved, displaying positive attitudes and a strong eagerness to learn. Our college ensures from the moment students walk in they are one time, ready to learn and equipped to enthusiastically engage in a harmonious and productive classroom atmosphere, where both teaching and learning are highly effective and enjoyable. This positive environment fosters academic and personal growth, making our college a wonderful place to work and learn. For times when our students are not ready to learn or exhibiting behaviours that are not reflective of our college values of Community, Achievement, Respect and Engagement (CARE) we have arguably the most effective and well-resourced support system in the network. We have a strong SWPBS model that is resourced with a full time Rover (youth worker or teacher) who monitors a live call-out system through Compass when teachers need support in their classroom. The average wait time for support to reach a classroom is 2 mins, where the Rover works with the teacher to either rectify the situation or remove the student if necessary. Students removed attend a supervised space staffed by Leaders and the Principal Team who follow up and deal with student issues while attempting to return them to their learning program the following period where possible. Click on this SWPBS link for further information and to view videos of these processes in action.

In line with our supportive and well-resourced school, our college has experienced significant growth. Our student enrolment numbers are around 700 students, making us a beautifully sized secondary college. Big enough to offer the full suite of VCE subjects, but small enough to know every student by name and build relationships with families. Year 7 enrolments have doubled in recent years, as we have become the school of choice in our community and a place where students love to learn, and staff love to teach.

Our staff bring together a mixture of skills and expertise, but all demonstrate our values of Community, Achievement, Respect and Engagement (CARE) and work together to support one another. Our staff take immense pride in this welcoming, inclusive, and enjoyable atmosphere, where we all work harmoniously towards our common goals.

Our meetings are set around school priorities, with Curriculum and Instructional Practice the focus, and not deviated from, to allow staff to maximise their time and undertake collaborative work and learning together. Year Level team time and staff wellbeing are also priorities within our term planners.

We have brand-new, modern facilities, including a 12 million dollar architecturally designed Senior and Junior Hub and dedicated Wellbeing Wing, domestic and industrial kitchens, science labs, visual arts, and performing arts spaces, a gymnasium as well as expansive, manicured grounds. We sit on over 7 hectares with loads of space for students to enjoy with 3 ovals, outdoor courts and an amazing new Dream Court space for Ready to Learn plans and lunchtime recreation.

Now you could read this, think that this college is desperate for teachers and will write anything to attract staff, or you could listen to what the staff have said about our college.

Staff Trust in Colleagues

Western Port Secondary

87% positive

State

73% positive

Collective Responsibility

Western Port Secondary

80% positive

State

72% positive

Collective Efficacy

Western Port Secondary

64% positive

State

55% positive

School Leadership

Western Port Secondary

70% positive

State

59% positive

So, what about our student attitudes towards school? Just have a look how they view our school and their experiences.

High expectations for success

Western Port Secondary

79% positive

State

69% positive

Stimulated Learning

Western Port Secondary

62% positive

State

52% positive

Advocate at School

Western Port Secondary

75% positive

State

63% positive

If you have doubts about the Staff Opinion Survey or Student Attitudes to School survey results, we encourage you look over our social media profile and read through the comments from staff members and our families or reach out and speak to any staff at the college. You can find us at

Looking forward to meeting you.

Applications close Thursday 11 September 2025 at 11.59pm

Posted

1 September 2025

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