Overview Work Type: Ongoing - Full-time Salary: Salary not specified Grade: Learning Specialist - Range 3 Occupation: Education and training Location: Grampians Reference: 1520674 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 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:
* Demonstrating high-level expertise in teaching and learning practice
* Modelling exemplary classroom practice including through teaching demonstration lessons
* Working with the school leadership team to develop a shared view of highly effective teacher practice
* Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
* 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
* Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
* Providing evidence-based feedback to teaching staff to inform their effectiveness and development
* Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
* Supervising and training one or more student teachers and mentoring and/or coaching teachers
* Modelling exemplary use of student data to inform teaching approaches
* Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
* 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. Diversity and Inclusion The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. 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 for roles within the Department. The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via 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. 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: https:///pal/child-safe-standards/policy 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: https:///pal/values-department-vps-school-employees/overview 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 http:///hrweb/Pages/default.aspx
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 http:///hrweb/Pages/default.aspx
Program Benefits
This position has been advertised as part of the Targeted Financial Incentives (TFI) program and includes incentive and retention payments. Payments are only applicable and payable if the successful candidate meets the candidate eligibility criteria. Payments and support on offer (subject to candidate eligibility criteria, see below):
* A commencement incentive payment (pro-rata for positions less than full-time) to the amount of $50,000 (before-tax).
* Reimbursement of relocation expenses (up to $5,000) and support to identify suitable housing.
* $10,000 (before-tax) retention payments (pro-rata for positions less than full-time), at the conclusion of the second, third and fourth years of employment, for a total of up to $30,000 (before-tax). Each retention payment is subject to successful completion of employment milestones.
TFI candidate eligibility criteria:
* The successful candidate must be a new employee to this school.
* The successful candidate is committing to a minimum of 2 years of employment at this school.
* The successful candidate must not have previously received $50,000 (before-tax), or more, in commencement TFI payments within the last 5 years:
* The successful candidate meets the requirements for relocation (e.g. ordinarily resides at least 1 hour from this school at the time of application), as outlined within 'Travel and Personal Expenses - Teaching Service'.
* The successful candidate's ordinary place of residence is not classified as `Remote Australia (Vic.)' or `Outer Regional Australia (Vic.), per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.
* Where the recruiting school is located within `Inner Regional Australia (Vic.), the successful candidate's ordinary place of residence is not classified as `Inner Regional Australia (Vic.), per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.
For further information on Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas area classifications, or to review a particular school or ordinary place of residence address, refer to ABS Maps, via Australian Bureau of Statistics (select filter '2021 Remoteness Area'). Further information regarding this offering is available on the department's website at https://www.vic.gov.au/Relocation-incentives-to-teach-in-Regional-Victoria Qualification Requirements To be eligible for employment, transfer or promotion in the principal or teacher class:
* The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
* if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
* a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools. Location Profile Nestled within the innovative Warracknabeal Education Precinct, Warracknabeal Primary School enjoys state-of-the-art facilities shared with the Secondary College and Special Developmental School. This collaborative environment fosters a unique and supportive learning community for all students.
Our school features 5 composite classes, offering a dynamic and engaging learning experience tailored to meet diverse student needs. We take pride in our specialist subjects, which include Physical Education (PE), Visual Arts, Music, and Japanese (LOTE), ensuring a well-rounded education that nurtures various talents and interests.
At the heart of our curriculum is a structured Literacy Block, designed around evidence-based practices to promote comprehensive literacy skills. This approach integrates phonemic awareness, phonics, fluency, vocabulary, and comprehension, providing students with a solid foundation in reading and writing.
In Mathematics, we embrace a balanced approach that combines conceptual understanding, procedural fluency, and problem-solving skills. This methodology helps students develop a deep and lasting understanding of mathematical concepts, enabling them to apply their knowledge in real-world contexts.
Our behaviour support structures are underpinned by the Berry Street Education Model, which emphasises the importance of building strong relationships, promoting resilience, and creating a positive school culture. This model aligns with our commitment to student well-being and academic success.
Warracknabeal Primary School is guided by the values of Excellence, Attitude, Gratitude, Leadership, Empathy, and Spirit. These values shape our school culture and inspire our students to strive for their best in all endeavours. Our school expectations, 'We are safe, we are respectful, we are kind, and we are ready to learn', provide a clear framework for behaviour, ensuring a supportive and productive learning environment for everyone.
With a dedicated team of educators and a vibrant community, Warracknabeal Primary School is committed to nurturing every student's potential and preparing them for a bright future. Applications close Sunday 29 March Posted 16 March 2026