Applications close Friday 27 June 2025 at 11.59PM
Overview
Overview
Work type: Full time Salary: Salary not specified Grade: Learning Specialist Range 3 Occupation: Education and Training Location: Shepparton Reference: 1480011
Selection Criteria
Applicants should submit a cover letter, resume and response to the Key Selection Criteria. The names and contact details for three referees must also be included to support the written application.
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.
SC 6 Demonstrated deep understanding of the science of learning and the components of effective literacy instruction, particularly in phonics, phonemic awareness, vocabulary, fluency, and comprehension.
Role
Learning Specialists are 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.
Responsibilities
* Develop and lead whole-school English planning by designing, documenting, and aligning an evidence-based F¿6 Literacy Curriculum with the Victorian Curriculum, including intervention strategies and high-quality teaching resources.
* Utilise and promote materials that reflect evidence-based practices in literacy instruction, includingsystematic phonics, phonemic awareness, fluency, vocabulary, and comprehension strategies
* Model and promote exemplary teaching practice, demonstrating high-impact instruction, using student data effectively, and supporting reflective inquiry to improve learning outcomes.
* Build teacher capacity through mentoring, peer observation, feedback protocols, and leading professional learning aligned with school improvement priorities.
* Collaborate with leadership and teaching teams to ensure consistency, cohesion, and shared understanding of effective teaching across all year levels.
* Drive professional learning culture by leading PLCs, supporting pre-service and early-career teachers, and embedding continuous improvement through evidence-informed practice.
* Experience designing or implementing phonics-based instruction using evidence-informed methodologies.
* Proven record of leading or contributing to school-wide English improvement initiatives.
* A demonstrated experience in the MultiLit suite of programs(e.g., MiniLit, InitiaLit, MacqLit) and strong understanding of structured Literacy approaches would be highly advantageous.
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 (seeWorkplace 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:
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:
* 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.
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.
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
Primary Learning Specialist ¿ English (Curriculum Design Focus)
Full Time 2-year contract¿ NON TEACHING Role for 2025
Commencing at the beginning of Term 3 2025 with a negotiable start date for the successful candidate.
We are seeking an experienced and highly motivated Learning Specialist ¿ Englishto lead the development of a comprehensive, evidence-based English curriculum for the primary years (F¿6). This role a non-teaching role for the remainder of 2025. This will focus on curriculum design, scope and sequence development, lesson planning, assessment frameworks, and the integration of high-impact teaching strategies.
The ideal candidate will bring strong expertise in systematic phonics instruction, Literacy intervention and curriculum design in alignment with the Victorian Curriculum: English. Knowledge of cognitive load, explicit teaching and intervention program such as MultiLit would be an advantage, but not essential.
Wilmot Road Primary School Profile
Our vision at Wilmot Road is to create a community of lifelong learners who reach their full potential in an inclusive, resilient, and supportive environment. Our staff profile is going through a significant period of change, with a new Leadership team leading and managing the school in 2025. Our aim for the future is to lead the organisation with kindness, integrity and transparency. We hope to promote a love of learning through current teaching and learning research, while building connections to real life experiences and opportunities for growth. We aim to promote and develop high expectation relationships between staff, students and our wider community.
We proudly promote our school as a large, supportive network where everyone is cared for. We believe in providing equitable opportunities for all students and to provide a range of services for our students onsite including;
* Play therapist
* Speech therapist
* Sensory program
* Occupational therapist
* Paediatric clinic
* Engagement and community volunteer programs
Our school serves a vibrant, culturally diverse population of 238 students, with 54% of students speaking English as an additional language and 12% identifying as Aboriginal or Torres Strait Islander. Based on the Student Family Occupation and Education (SFOE) index, the school¿s socio-economic profile is classified as high. A high proportion of our families rely on the school as a trusted source of support, advocacy, and connection to a range of community services.
Applications close Friday 27 June 2025 at 11.59PM
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