Role
Learning Specialists at Wantirna College work as a team to build the capacity of teaching staff. They do not have responsibility for particular portfolios ( Head of maths or literacy), but do drive initiatives that are designed to improve curriculum, pedagogy and assessment.
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 well-being 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
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:
1. Demonstrating high-level expertise in teaching and learning practice
2. Modelling exemplary classroom practice including through teaching demonstration lessons
3. Working with the school leadership team to develop a shared view of highly effective teacher practice
4. Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
5. Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration
6. Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
7. Providing evidence-based feedback to teaching staff to inform their effectiveness and development
8. Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
9. Supervising and training one or more student teachers and mentoring and/or coaching teachers
10. Modelling exemplary use of student data to inform teaching approaches
11. Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
12. Modelling exemplary professional learning practice included through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice
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
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 ).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on:
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 DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:
Other Information
13. All staff employed by the department and schools have access to a broad range of employment conditions and working arrangements.
14. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
15. A probationary period may apply during the first year of employment and induction and support programs provided.
16. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Please ensure that your application includes:
17. A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
18. A section addressing the selection criteria and the requirements for application under the Who May Apply section
19. Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
Conditions of Employment
20. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
21. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
22. A probationary period may apply during the first year of employment and induction and support programs provided.
23. 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
Wantirna College is a single campus Year 7-12 School of approximately 1490 students, situated in the eastern suburbs of Melbourne, about 25 kilometres from the city centre. The College was founded in 1980 and consists of a core of well-maintained brick buildings, with additional portable buildings, in an attractive garden setting spread throughout the spacious grounds with panoramic views of the Dandenong Ranges. The College facilities include a new state of the art theatre, university style cafeteria, new and refurbished buildings that incorporate flexible open learning spaces as well as landscaped courtyards.
Wantirna College draws students from both local and surrounding primary schools. Demand for places at the College has been consistently strong and as part of the enrolment strategy there is a Department of Education and Training approved enrolment ceiling of 1500 students. Most of our students walk to school or are transported by their parents or buses.
The school family occupations index (SFO) is and has remained fairly consistent over the last four years. The Language Background Other than English (LBOTE) proportion is and again has been consistent over a large number of years. The College also has an international student program. This program takes approximately 20 overseas fee paying students largely from China and Vietnam.
Our EFT (effective fulltime teachers) is approximately 104 teachers. There is a Principal Team of 5 (one Principal and four Assistant Principals) and 54 non-teaching staff who provide support to both the teaching staff and students. This support covers Administration, Library, Science, Integration, Learning Support, Quick smart, Food Technology, Facilities, Gardening, School Nurses and ICT.
We operate two sub schools, the Middle School 7-8 and Senior School 9-12. Each sub school has its own administration, overseen by an Assistant Principal and Leaders of Sub school and operates within its own pedagogical guidelines. There is a strong and consistent whole school approach to welfare and discipline with an emphasis on emotional intelligence.
Students in Year 7 and 8 experience a core curriculum based around eight learning areas. The only choice in terms of subjects is LOTE where we offer Spanish and Chinese. This subject choice will be a factor in determining the student’s home group. In Year 9 and 10 students undertake a course that is half elective and half core. Again, it is structured around eight learning areas. Early start VCE is accessible for Year 10 students who are achieving well. In Year 11 and 12 we offer a wide range of VCE units, comprehensive VCAL and VET programs.
The Wellbeing Team at the College is well supported through a range of Education Support Staff, including Mental Health Practitioners, two Student Wellbeing Social Workers, two First Aid Officers, along with several placement students undertaking social worker work experience. The team support and run a number of key areas within the school including breakfast club, targeted student wellbeing interventions, counselling services for students and liaising with external services including DFS, Orange Door and Navigator, to ensure our students receive the best possible support to be successful.