Learning Specialist

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Learning Specialist - Range 3

Occupation: Learning specialist

Location: Melbourne - Northern suburbs

Reference:

SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of literacy and numeracy skills across the curriculum.

SC2 Demonstrated ability to lead the planning and implementation 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 monitor and assess student learning at a class, cohort or whole-school level and use this data to lead improvement initiatives. 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 leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement.

SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school professional learning.

SC6 Demonstrated high-level capacity to lead development and classroom application of the EAL strand of the Victorian Curriculum F-10 and to work with teachers to improve their classroom practice through observation, feedback, modelling and coaching.

Role & Responsibilities:

The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service.

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:

Exemplary Teaching Practice & Professional Learning

• Model outstanding teaching through demonstration lessons and collaborative inquiry.
• Lead evidence-based professional learning, including protocols for observation, feedback, and peer collaboration
• Coach and mentor colleagues¿including pre-service teachers¿on instructional excellence
• Utilise student data effectively to inform and refine teaching approaches across the school community

Whole-School Improvement Leadership

• Drive implementation of improvement initiatives aligned with the School Strategic Plan (SSP), Annual Implementation Plan (AIP), and broader school priorities.
• Contribute significantly to the school¿s leadership through collaborative strategy development and execution of improvement cycles
• Act in accordance with Department values and embody the school's vision in all professional contexts.

EAL (English as an Additional Language) Leadership

• Lead the design and delivery of the EAL Victorian Curriculum and assessment practices.
• Ensure that EAL policies and handbooks are regularly updated.
• Build staff capability in implementing and monitoring the EAL curriculum from Foundation to Year 6.
• Deliver targeted professional learning to support CALD/EAL/LBOTE learners.
• Collaborate with leadership on enrolment and program development for CALD students, including transition support, IEPs, and translation services.
• Champion the use of Compass as a central communication and engagement tool among CALD school communities.

Cultural Inclusion & Community Engagement

• Work with the Principal Team to build community partnerships, coordinate special events, and foster extracurricular engagement.
• Prepare submissions for relevant grants and sponsorships to support school initiatives.

Resource Management

• Manage resources and budget allocations pertinent to role priorities.

Additional Duties

• Perform other responsibilities as directed by the Principal.

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.

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

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:

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:

This is a 3 year tenure position.

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.

Beveridge Primary School is a multi-campus school located on the Northern Fringe of Melbourne. From 2026 the campus composition is as follows: Arrowsmith Junior Campus - Foundation & Grade 1 and the Ambrosia Senior Campus - Grade Beveridge is in the northern growth corridor and it is expected that our school will continue to see significant growth over the next 5 years. Beveridge PS aims to be a safe welcoming and engaging community. We value enquiring minds and encourage the best in all. These values underpin our disciplinary framework that 'Everybody has the right to feel safe and comfortable and everybody has the right to learn. We believe that it is the job of every adult who our students encounter to model these beliefs all day, every day. Our community is committed to nurturing active and caring Australian citizens who support intercultural understanding and can acknowledge and value alternative points of view.

The staff, parents and community of Beveridge Primary are committed to developing the social, emotional and academic needs of our students by promoting resilience, persistence and courage. We motivate each child to strive to achieve their full potential and take risks in an environment which is safe, supporting and nurturing. We have strong parental and community involvement throughout the school which supports our rich curriculum.

The teaching of literacy and numeracy is underpinned by a whole school consistent approach. Our teachers differentiate the curriculum to individualise the learning needs of our students. The Schools planning and assessment practices are a high priority and are used to drive curriculum planning and delivery and are used to track student progress. Our curriculum also offers music, an annual whole school production, fine arts, physical education and Auslan (LOTE) and our wellbeing program includes a literacy intervention and extension program, a numeracy intervention and extension program and a wellbeing coordinator to support students, their families and teachers to enable all to achieve their potential.

We are working towards delivering a greater access to computers program in the school and a sophisticated IT skills program scaffolded into student programs.

Our School Values for 2026: Excellence, Respect, Togetherness and Resilience.

Applications close Thursday 25 September 2025 at 11.59pm

Posted

5 September 2025