Role
Learning Specialists in Foundation to Grade 2 are highly skilled classroom practitioners who continue to spend the majority of their time teaching, modelling and refining evidence-informed practice. Within a primary school guided by the Science of Learning, the Learning Specialist plays a key role in strengthening early years teaching by supporting teachers to understand how young students learn best and how this knowledge can be translated into daily classroom practice.
The Learning Specialist demonstrates exemplary teaching in the early years, particularly in explicit instruction, early literacy, numeracy, oral language, knowledge‐rich curriculum, behaviour routines and responsive teaching. They model high‐impact teaching strategies, support consistent instructional approaches across Foundation to Grade 2, and build teacher capability through coaching, mentoring, observation, feedback and professional learning.
The role is focused on improving student achievement, engagement and wellbeing by ensuring classroom practice is aligned with evidence about learning, including cognitive load theory, retrieval practice, spaced review, explicit teaching, formative assessment, and the importance of strong foundational knowledge and skills.
The Learning Specialist works closely with the school leadership team, Professional Learning Communities and classroom teachers to build a shared understanding of high-quality early years practice and to support the implementation of whole‐school improvement priorities.
Selection Criteria
* SC1 Demonstrated expert knowledge of the relevant curriculum and ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum and implementation of school priorities.
* SC2 Demonstrated expertise in the implementation and modelling of high‐impact teaching strategies that respond to student learning needs and support teachers to evaluate the impact of learning and teaching programmes on student learning growth.
* SC3 Demonstrated exemplary ability to model the monitoring and assessment of student learning and support others in using data to inform teaching practice with feedback on student learning growth and achievement to students and parents.
* SC4 Demonstrated exemplary interpersonal and communication skills and 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 and support others to reflect on their practice and facilitate school‐based professional learning.
Responsibilities
The key responsibilities of the Foundation to Grade 2 Learning Specialist include, but are not limited to:
* Demonstrating high-level expertise in early years teaching and learning, particularly in Foundation to Grade 2 classrooms.
* Providing and promoting a child‐safe, inclusive and supportive learning environment in accordance with the Child Safe Standards.
* Modelling exemplary classroom practice through demonstration lessons, co‐teaching, learning walks and targeted instructional coaching.
* Supporting teachers to implement evidence‐informed approaches aligned with the Science of Learning, including explicit instruction, daily review, clear explanations, guided practice, checks for understanding and opportunities for independent practice.
* Working with the school leadership team to develop a shared and consistent understanding of highly effective teaching practice in the early years.
* Leading and modelling the implementation of whole‐school improvement strategies related to curriculum planning, lesson design, assessment and instructional delivery.
* Supporting the development and implementation of a knowledge‐rich, sequential curriculum that builds strong foundations in literacy, numeracy, oral language and general knowledge.
* Modelling effective early literacy instruction, including systematic synthetic phonics, phonemic awareness, fluency, vocabulary, comprehension and handwriting.
* Modelling effective early numeracy instruction, including explicit teaching of number sense, mathematical language, fluency, problem‐solving and the use of worked examples.
* Supporting teachers to use formative assessment and student learning data to identify gaps, adjust instruction and provide timely intervention or extension.
* Developing teacher capability in the use of routines, behaviour expectations and classroom structures that reduce cognitive load and maximise learning time.
* Playing a key role in professional learning by developing processes and protocols for observation, feedback, peer collaboration and instructional improvement.
* Providing evidence‐based feedback to teachers to support reflection, improvement and professional growth.
* Mentoring and coaching teachers, including graduate teachers, teachers new to Foundation to Grade 2, and pre‐service teachers where appropriate.
* Supporting Professional Learning Communities to use student data, curriculum documents and evidence-informed practice to plan, teach, assess and respond to student learning needs.
* Modelling the effective use of student data, including phonics assessments, reading fluency checks, writing samples, numeracy data and formative classroom assessment.
* Promoting consistency of practice across Foundation to Grade 2 while supporting teachers to respond to the developmental needs of young learners.
* Supporting teachers to understand and apply key principles from the Science of Learning, including memory, attention, cognitive load, practice, feedback and the importance of building automaticity.
* Modelling professional learning practice by seeking feedback from colleagues and leaders on their own teaching, engaging in reflection, and continuously improving classroom practice.
* Contributing to a culture of high expectations, collective efficacy and evidence-informed improvement across the early years team.
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.
Diversity and Inclusion
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we serve. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply. The department recognises that the provision of a safe, respectful and inclusive workplace is essential to high performance and promotes flexible work and diversity across all schools.
Child Safe Standards
Victorian government schools are child‐safe environments. All school staff are committed to protecting students from abuse or harm in the school environment, in accordance with child safe standards.
DE Values
The department's values are Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. These values underpin the behaviours the community expects of Victorian public sector employees.
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.
Qualification Requirements
* The person must have provisional or full registration approved by the Victorian Institute of Teaching.
* If the person completed an Australian postgraduate level initial teaching programme or course of study on or after 1 January 2024, they must demonstrate satisfactory completion of a postgraduate level accredited initial teacher education programme.
* Graduates from a Victorian Initial Teacher Education (ITE) programme after 1 July 2016 must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE).
Location Profile
St Georges Road Primary School is situated south of the central business district of Shepparton. The school has an enrolment of 346 students, approximately 50% of whom are from non‐English speaking backgrounds, representing around 24 countries with a higher proportion from Middle‐Eastern, African and South Pacific regions.
Adults work collaboratively to support a safe, inclusive and engaging learning environment that challenges and supports each child to achieve their potential. The core values that permeate the culture of the school are Respect, Responsibility, Learning.
Applications close Sunday 24 May 2026 at 11.59pm
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