Learning Specialist 3

Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Learning Specialist - Range 3

Occupation: Learning specialist

Location: Melbourne - Western 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 expertise in the Science of Learning and MTSS to support the learning and growth of staff and students in the areas of Wellbeing, Curriculum and Pedagogy.

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:

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

Are you a passionate educator with an expert understanding of the Science of Learning and the teaching conditions and practices which are most conducive to learning? Are you interested in joining a leadership team committed to enhancing the already strong whole school practices to impact student growth? Manorvale Primary School invites dedicated and reflective middle leaders to join our growing team.

Manorvale Primary School was established in 1983 and is located on the Werribee River and situated on the site named after the Manor House owned by the Chirnside family. The Werribee River provided a boundary between the territories of the Woiwurong First Nations people to the northeast and the Wathawurrung to the southwest. The school is organised in straight year level structure.

The school is predominantly English speaking but also contains students from a range of cultural backgrounds including refugee and asylum-seeking families. 30% of students come from non-English speaking background including refugee students. 18 of our students are indigenous Australians.

The school continues to use and examine data to inform and guide teacher practice. The school is undergoing a transformation process where we have embedded the principles of the Science of Learning, guided by Rosenshine, and school wide operational expectations resulting in a calm and consistent learning environment.

The school is undertaking a $12.1 million capital works project to supply new buildings. At the 2025 student census the school had 280 students.

We are a mainstream primary school who welcomes all neighbourhood children to enrol and operates with an inclusive mindset to reduce barriers and provide access to learning. We are proud to foster a strong, inclusive school culture grounded in respect and explicitly teach the school values of Respect, Responsibility, Resilience, Aspiring. MPS strives for high academic achievement for all students and supports our teachers with developing learning sequences using the support of high-quality external materials such as Ochre, EMP, Corrective Reading Decodable Readers Australia, MulitLit & Maths Mastery. We are critical consumers of the resources we engage with and tailor their use to the needs of our students.

We are proud to have partnered with La Trobe University and the Momentum Project, Classroom Mastery and Bronwyn Ryrie-Jones in 2025 and in the future.

We are seeking a leader who is enthusiastic about contributing to a school community that embraces innovation, continuous improvement, and a deep commitment to every learner¿s success, including our teaching team. The role for 2026 will focus on supporting the development of our teams in embedding high quality pedagogy which is aligned with our vision for our school.

We are looking for a leader who:

• Is committed to inclusive education and value every child¿s right to access, participate, and grow
• Establish and maintain predictable routines, processes and structures that promote safe, purposeful classrooms in line with the consistent practices of the school
• Have an awareness of a Multi-Tiered System of Support (MTSS) to cater to diverse student needs
• Can lead the improvement of teaching practice informed by the Science of Learning
• Can foster a positive school culture, underpinned by relational practices and student voice
• Can support teachers to use data and evidence to inform planning, instruction, and intervention
• Can work collaboratively with teams to design, deliver and reflect on high-quality curriculum and pedagogy

What We Offer:

• A supportive and collegial environment focused on professional growth
• Ongoing professional learning in the SoL, MTSS, explicit instruction, inclusion, and wellbeing
• Collaborative planning time within year level teams and structured ongoing, cyclical data reviews (PLC)
• A clear whole-school approach aligned to research and best practice

If you are ready to make a real difference and thrive in a values-driven, future-focused school, we would love to hear from you. We strongly encourage you to contact the school to make a time and come and see us in action

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.

Applications close Tuesday 16 September 2025 at 11.59pm

Posted

4 September 2025

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