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.

SC6 Demonstrated ability to lead and implement mentoring programs for teachers who support students who have additional learning needs.

Role

Professional Learning

• Model exemplary classroom practice through teaching demonstration lessons and supporting teachers to seek, analyse and act on feedback on their practice.
• Develop a mentoring program that will meet the specific needs of our teaching staff.
• Implement a whole school approach to classroom observations and the benefits of sharing and learning from colleagues.
• Plan and conduct a series of professional learning activities for teachers to implement classroom observations.
• Play a key role in the provision of professional learning through the development of processes and protocols for observation and feedback of teacher practice and peer collaboration.
• Supervise and train one or more pre-service teachers at a given time.
• Model exemplary use of student data to inform teaching approaches.
• Model exemplary professional learning practice including the process of seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice.

Supporting

• Work with the school leadership team to develop a shared view of highly effective and consistent teacher practice.
• Lead and model the implementation of whole-school improvement strategies related to curriculum planning and delivery.
• Develop and promote school-wide professional learning structures, processes, and protocols through Professional Learning Communities.
• Provide expert advice about the content, processes and strategies that will shape individual and school professional learning.

Mentoring

• Work one to one in a mentoring capacity with all new teaching staff to assist in their induction into the school.
• Work closely with identified provisionally registered VIT teachers throughout the year to successfully attain their full registration.
• Open their own classroom and promote other teachers and leaders to observe lessons and provide feedback.
• Demonstrate high-level expertise in teaching and learning and high impact teaching strategies and provide evidence-based professional learning and support for teachers to inform their effectiveness and development.
• Support teachers to seek, analyse and act on feedback on their practice.
• Support meetings/ professional learning sessions that are conducted for new teachers.
• The Learning Specialist Mentoring may be required to carry out other duties as determined by the principal.

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

Special Settings

• an ongoing teacher who does not hold an approved special education qualification may be offered permanent transfer to the school if the teacher has completed 3 or more years continuous employment in the teaching service in a special setting, and is assessed by the principal (in respect of positions in special settings) or regional director (in respect of visiting teacher positions) as suitable for ongoing employment in a special setting.
• an external applicant, including an existing fixed term employee, who does not hold an approved special education qualification, but who holds provisional or full registration with the Victorian Institute of Teaching, may be offered ongoing employment if the teacher has completed 3 or more years of continuous employment as a teacher in the teaching service in a special setting and is assessed by the principal (in respect of positions in special settings) or regional director (in respect of visiting teacher positions) as suitable for ongoing employment in a special setting.

Other than set out above, a teacher who does not have an approved special education qualification can only be offered:

• temporary transfer for a period not exceeding 3 years where the successful applicant is an ongoing employee, or
• fixed term employment for a period not exceeding 3 years where the successful applicant is not an ongoing employee

Successful applicant may be required to work at either the Sunbury Campus (Primary) or the Bullengarook Campus (Secondary).

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

Sunbury and Macedon Ranges Specialist School is a dual campus p-12 school that supports students with a mild, moderate or profound intellectual disability.

A number of students also have additional presentations such as ASD, ADHD, behavioural challenges, mobility or medical considerations.

Students are supported through school wide evidence-based practices such as SWPBS, AAC and the Zones of Regulation.

As a school we are looking for staff experienced and knowledgeable in supporting diverse learners who have the ability to coach and mentor others while maintaining a high standard of classroom practice.

SMRSS has a well-established curriculum with developed scope and sequences aligned to the Victorian Curriculum and VPC. Our teaching and learning delivered in a way to support the individual needs of our students and supported by a team of learning specialists, leading teachers, allied health, careers and wellbeing staff.

Each student has an IEP developed through assessment and in conjunction with families as part of the SSG process.

We pride ourselves on offering rich co-curricular opportunities including:

• A varied specialist provision
• Community access programs
• Camps including specialised opportunities ie: Alpine ride
• A Vocational Education and Training program aligned to student interests
• A bi annual Debutant Ball and Senior School production
• Whole school celebrations such as sports days, 100 days of prep, book week
• Enrichment programs including driver¿s ed, CFA, first aide

Applications close Sunday 24 August 2025 at 11.59pm

Posted

11 August 2025

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