Current jobs related to Learning Specialist - Melbourne Northern Suburbs - Victorian Government

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.

SC6Demonstrated capacity to implement and lead Evidence Based Teaching and Learning programs with students that have additional learning needs.

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 Summary:

The Learning Specialist is a highly skilled classroom practitioner and instructional leader who plays a central role in driving teaching excellence and curriculum development across the school. This position supports the implementation of whole-school improvement initiatives, and plays a key role in mentoring, coaching, data analysis, and teacher development. The Learning Specialist is a core member of the Senior Curriculum Team and collaborates with two Assistant Principals and a Leading Teachers to deliver strategic teaching and learning priorities.

Key Responsibilities:

1. Teaching and Learning Leadership

• Provide instructional leadership and expertise in effective pedagogical practices.
• Model high-quality teaching and lead demonstration lessons aligned with school improvement goals.
• Collaborate with staff to implement evidence-based teaching strategies across learning areas.

2. Curriculum Leadership

• Lead and manage Numeracy.
• Work with curriculum leaders to ensure alignment with Victorian Curriculum, Victorian Pathway Certificate and school priorities.
• Lead Numeracy activities in school community (Numeracy Evenings, Literacy and Numeracy Week etc.)

3. Data and Assessment

• Lead the analysis and use of student achievement data to inform teaching practices and curriculum planning.
• Oversee the assessment schedule, including implementation, analysis, and reporting to staff.
• Identify trends, track cohort performance, and support differentiated teaching.

4. PLC Facilitation

• Assist in facilitating Professional Learning Communities (PLCs) focused on improving student learning.
• Build teacher capacity through collaborative inquiry and evidence-based practice.

6. Staff Development and Mentoring

• Provide mentoring and support for provisionally registered teachers (VIT process).
• Lead peer observation cycles and provide feedback during Data Conversations to early career and experienced teachers.
• Facilitate professional development aligned with Numeracy curriculum, assessment, and pedagogy priorities.

7. Senior Curriculum Team Involvement

• Contribute to whole-school strategic planning as a member of the Curriculum Team, alongside 2 Assistant Principals, a Leading Teacher, and other curriculum leaders.
• Assist in planning curriculum days, strategic initiatives, and improvement cycles.
• Provide leadership during curriculum review and development processes.

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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