Learning Specialist Range 3

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

Expert knowledge of applied learning pedagogy and the Vocational Major curriculum, with demonstrated capacity to lead curriculum design, assessment, and reporting in alignment with VCAA requirements.

SC2

Demonstrated ability to build teacher capacity through coaching, mentoring, modelling of exemplary practice, and delivery of high-quality professional learning.

SC3

High-level skills in curriculum leadership, including the development of programs that integrate academic and vocational pathways, foster student engagement, and build employability skills.

SC4

Demonstrated capacity to build strong relationships with students, staff, families, and external partners (such as industry and TAFE providers) to support authentic applied learning opportunities.

SC5

Strong organisational, analytical, and problem-solving skills, with the ability to establish sustainable systems and processes that ensure high-quality implementation of the VM.

SC6

Commitment to Child Safety: A strong understanding of, and commitment to, the Child Safe Standards, including promoting the safety, wellbeing, and inclusion of all children and young people.

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

Learning Specialist ¿ Vocational Major

Title: Vocational Major Learning Specialist

Time allowance: Senior School AP

Reports: VM teaching staff

Position Purpose:

The Learning Specialist ¿ Vocational Major will lead the design, development, and implementation of the Vocational Major curriculum as the College enters its inaugural year of delivery. The role will focus on building staff capacity, establishing high-quality curriculum programs, embedding applied learning pedagogy, and ensuring compliance with VCAA requirements. The Learning Specialist will support the College to develop a strong foundation for VM that prepares students for success in further education, training, and employment.

ALIGNMENT WITH STRATEGIC PLAN AND AIP GOAL

Student Learning and Wellbeing ¿ This role directly supports Clyde Secondary College¿s Annual Implementation Plan by driving improved student learning and wellbeing outcomes in the Senior School Vocational Major program. The Learning Specialist leads the systematic analysis of student learning data (including teacher judgements, VCE-VM outcomes, PAT, and NAPLAN) alongside wellbeing indicators such as attendance and engagement patterns. Through this work, the role ensures early identification of student needs and targeted intervention. A strong emphasis is placed on designing and embedding engaging, real-world learning opportunities that promote applied knowledge, critical thinking, collaboration, and active citizenship. By modelling and supporting high-impact teaching strategies across the Vocational Major curriculum, this role fosters student growth, engagement, and pathways success.

SPECIFIC RESPONSIBILITIES (Typical Responsibilities would include but not limited to the ones described)

Key Responsibilities

• Lead the planning, documentation, and implementation of the Vocational Major curriculum across all strands (Literacy, Numeracy, Work Related Skills, Personal Development Skills, and VET integration).
• Provide coaching, mentoring, and professional learning to staff delivering VM to build expertise in applied learning pedagogy.
• Develop curriculum documentation, assessment tools, and reporting processes aligned with VCAA guidelines and College policies.
• Work with College leadership to establish timetabling structures, pathways planning, and student support systems that enable successful delivery of VM.
• Model exemplary teaching practice in applied learning, engaging students in hands-on, authentic, and community-based projects.
• Build strong partnerships with external stakeholders including industry, TAFE, and community organisations to enhance applied learning opportunities.
• Support the monitoring and evaluation of VM implementation, using data and feedback to inform ongoing improvement.
• Contribute to whole-school improvement priorities and actively participate in College leadership initiatives.
• Support the integration of applied learning strategies in junior year levels by collaborating with teachers to design authentic, hands-on learning opportunities that build foundational skills and prepare students for the Vocational Major pathway.
• Represent the College in relevant network Communities of Practice (CoP) for Applied Learning.
• Demonstrate and promote a strong commitment to child safety, wellbeing, and inclusive education practices.
• Any other duties as identified by the principal.

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

Clyde Secondary College opened in January 2022. Our current enrolment is 1080 expected to grow substantially. 2026 will see the inclusion of Year 11, with Year 12 commencing in 2027.

At the heart of Clyde Secondary College is a deep commitment to fostering a warm, inclusive, and respectful school culture for both students and staff. We are dedicated to creating a learning environment built on high expectations and individual care, where every student experiences a rich, diverse, and challenging curriculum while being genuinely valued in a safe, supportive, and nurturing setting.

Our school values reflect our vision of ¿Excelling together, valuing the individual¿ and are embodied in the acronym REACH, Respect, Excellence, Aspiration, Curiosity, and Honesty. These values are not only central to student learning but are the foundation of how our entire community of students, staff, and families interact and grow together.

The College Leadership Team places a strong and active focus on staff wellbeing, recognising that the strength of a school community lies in the health and happiness of its people. We prioritise creating a collegial and positive workplace, where every team member feels supported, respected, and heard. Our culture is built on collaboration, trust, and genuine care, ensuring staff feel empowered in their roles, connected to each other, and sustained through access to ongoing professional development, wellbeing initiatives, and open lines of communication.

We pride ourselves on being a friendly and welcoming school, where kindness and approachability underpin all interactions. Whether you're a student, parent, teacher, or member of the broader community, you'll experience a sense of belonging and mutual respect that defines life at Clyde Secondary College.

To complement academic learning, students are offered a broad range of co-curricular opportunities, including performing arts, sports, student leadership development, and community engagement programs. We encourage every student to participate in school life beyond the classroom, helping them grow as confident, capable, and connected citizens.

Our curriculum, aligned with the Victorian Curriculum, is both comprehensive and stimulating, including English, Mathematics, Science, Humanities, Languages, Physical Education, Technology, Art, Drama, and ICT. As the College grows, additional subjects such as Music, Food Studies, and advanced options in Literature, Advanced Mathematics, Physics, Chemistry, and Systems will become available. STEM will also be a cornerstone of learning from Year 7 onwards, helping students build essential skills for future success.

We also offer a Select Entry High Achiever Program, designed to extend and support high-performing students through enrichment and acceleration opportunities leading into VCE.

As a supported inclusion school, Clyde Secondary College has been purposefully designed to welcome and meet the needs of students with disabilities, offering enhanced learning spaces and inclusive facilities that promote dignity, engagement, and success for all learners.

Clyde Secondary College is more than a place of learning, it's a caring and vibrant community where everyone is supported to thrive.

Applications close Tuesday 9 September 2025 at 11.59pm

Posted

28 August 2025

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