Learning Specialist Numeracy

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

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

Role Description:

The Numeracy Learning Specialists are key instructional leaders responsible for improving student learning outcomes through the development, implementation, and evaluation of targeted literacy and numeracy programs. Aligned with the College¿s Strategic Plan, the role focuses on supporting student growth, particularly for those requiring additional assistance, including Tier 2 and Tier 3 intervention. The specialists also play a crucial role in building teacher capacity through mentoring, coaching, and modelling effective classroom practice.

Key Responsibilities:

1. Program Development and Implementation

• Design, implement, and evaluate targeted literacy and numeracy support programs, with a focus on Tier 2 (small group) and Tier 3 (individualised) interventions.
• Coordinate and oversee the delivery of support programs by literacy/numeracy teachers, integration staff, and aides.
• Expand and strengthen intervention strategies for students requiring additional learning assistance across all year levels.
• Promote inclusive teaching practices, including mixed-ability strategies, to enhance access and engagement for all students.
• Organise and manage a homework support club to further assist students needing academic reinforcement.

2. Student Identification and Progress Monitoring

• Identify students requiring additional support using a range of diagnostic tools, including the administration of Basic Skills testing for incoming Year 7 students.
• Collaborate with English and Maths teachers to provide actionable feedback and ensure targeted support is in place.
• Monitor and track student progress using pre- and post-assessments, teacher observations, and feedback from students and families.
• Work in partnership with the Wellbeing Coordinator, Year Level Coordinators, and visiting teachers to support students with complex learning needs.

3. Mentoring, Coaching, and Modelling Best Practice

• Mentor and coach teaching staff to build capacity in evidence-based literacy and numeracy instruction.
• Model high-quality teaching practices in classrooms, supporting staff with the implementation of differentiated instruction and High Impact Teaching Strategies (HITS).
• Facilitate reflective practice and collaborative planning sessions with staff to improve teaching and learning.
• Support teachers in implementing intervention strategies and scaffolding to meet the needs of Tier 2 and Tier 3 students.

4. Curriculum and Teaching Practice

• Collaborate with Literacy and Numeracy Coordinators to align support programs with whole-school curriculum goals.
• Assist staff in the development and delivery of differentiated and modified learning programs for students requiring additional support.
• Promote data-informed instruction by helping teachers interpret and respond to student learning data.
• Ensure teaching programs are inclusive and adaptable to meet individual student needs.

5. Professional Learning and Capacity Building

• Lead and promote professional learning aligned with literacy and numeracy improvement strategies.
• Work in partnership with the Teaching and Learning Leading Teacher to provide whole-school training and development.
• Build strong relationships with staff, students, and families to support engagement, learning, and wellbeing.

6. Program Evaluation and Communication

• Conduct annual reviews of intervention and support programs to evaluate effectiveness and impact.
• Complete program budgets and provide recommendations for ongoing program development.
• Communicate program goals, progress, and outcomes to the wider school community, including through contributions to the college newsletter and magazine.
• Liaise with families, teachers, College Council, and external professionals to ensure coordinated support for student learning.

7. Strategic Plan Implementation

• Support the implementation of the goals and priorities of the Somerville Secondary College Strategic Plan.
• Ensure that literacy and numeracy initiatives align with broader school improvement strategies.

8. Team Membership

• Actively contribute to the following school teams:
• Curriculum / Teaching and Learning
• Professional Learning Communities (PLC)
• School Development Team (SDT)

9. Other Duties

• Undertake additional duties and responsibilities as assigned by the principal.

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

• 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

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

Somerville Secondary College is situated in the heart of the Mornington Peninsula in the township of Somerville, 55 km from Melbourne¿s central business district. Our local government area is the Shire of Mornington Peninsula. Somerville has close access to the Somerville railway station on the Stony Point Line, as well as a bus service to Frankston.

The college has students from Year 7-12, and with the township experiencing urban growth there is a focus on the school having a population of a maximum of 700 students in future years. The college grounds and facilities are attractive and well maintained. The school is in an outstanding position within the community, a short walk to the train station and township shopping precinct and blends seamlessly into the local landscape.

Our college¿s learning areas are open-planned, flexible and well resourced. There are several features such as the onsite state of the art Design Centre, the award-winning teaching and learning spaces, dedicated arts, science and technology spaces, and a high quality multipurpose outdoor recreation space.

The college is also the home of the Yumarrala Wetlands, which is a haven for wildlife and an asset which is shared by the college with the community

The college provides access to authentic learning experiences where students have access to a curriculum that is based on the Victorian Curriculum with specialist learning experiences across all curriculum areas.

The college offers the Victorian Certificate of Education (VCE) and the Victorian Certificate of Applied Learning (VCAL) as well as VET in school certificates.

By providing a well-rounded education both inside and outside the classroom, our focus reaches beyond academic performance to your child¿s personal development.

We recognise that a successful education is the result of teamwork between our teachers, students, and their parents and/or carers. In addition to teachers, your child is supported by Sub School Leaders as well as Student Wellbeing as well as an Inclusion Team.

At Somerville Secondary College we understand that quality teaching and learning only takes place in an environment based upon the development of positive relationships between teachers and students.

Our school is a friendly, safe, and vibrant learning community where students are at the centre of every decision we make and can explore a well-rounded education across a wide range of fields: academic, vocational, sporting, artistic and technological. We believe in developing confident and capable individuals who can thrive in an ever-changing world no matter what pathway they may choose.

We work extensively to create an inclusive, safe social and physical environment that helps all our students learn and succeed. An environment of challenge and support which allows our students to have an authentic voice in their education and develops their skills to achieve their best.

Alongside our educational pursuits, we take pride in supporting our students to always have high expectations of themselves and have strong values of integrity, respect and responsibility, while having an appreciation of the community around them.

We recognise the importance of a quality education that goes above and beyond what is standard. Creating an environment of high expectations and strong outcomes for your child¿s development and future is what drives us too.

Regardless of ability, personality or background, it is our goal that every student is supported to fulfill their potential. We nurture, encourage and expect high achievement with students gaining ATARs in the 90¿s, however we are also about recognising that students are individuals with differing abilities, interests and goals. Our curriculum is demanding yet sufficiently flexible to allow for varying rates of development and learning.

Somerville Secondary College¿s vision is ¿Together we use our voice to challenge and grow a confident community¿.

Student Leadership and Voice is a very important part of the operation of Somerville Secondary College with many opportunities for students to take on leadership roles within the school. The College Captains and Ambassadors take on high profile leadership roles in a number of areas of the school¿s operation including being voting members of the School Board.

Somerville Secondary College is dedicated to providing a valuable education that aims for excellence through creating opportunity for every student in its community. The program offered at the school is comprehensive including a strong academic curriculum that is balanced across the Key Learning Areas. We offer numerous curriculum programs including VCE, VCAL and also a Pastoral Care Program which incorporates Careers Education and Respectful Relationships.

Applications close Sunday 31 August 2025 at 11.59pm

Posted

18 August 2025

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