Location Profile
Elevation Secondary College is a new 7 - 12 Secondary College in Melbourne¿s north. The school opened its doors to its first cohort of Year 7 students in 2020 to a purpose built, state of the art educational facility.
We have built a great school with a powerful professional learning environment. We are excited to add Year 12 to the College in 2025.
In 2022, Elevation Secondary College was named #1 best place to work in Australia/Recent Zealand in the Government, Education and Non for Profit sector by the Australian Financial Review and Inventium!
The school is situated in Melbourne's booming northern growth corridor approximately 23 kilometres from Melbourne and services the rapidly growing and aspirational communities of the Aston and Highlands Estates in Craigieburn, Greenvale and further north to Mickleham. The school has had significant demand for enrolments since opening- well beyond current capacity.
School Vision
Elevation Secondary College is an outward facing school that values improving student learning, social emotional outcomes and educational attainment for all students. The school is known for its academic excellence, orderly learning environments, inclusiveness and the outstanding opportunities it provides its students.
Elevation Secondary College teaches a broad and rigorous academic program that allows students to build skills in the context of a knowledge rich curriculum. Teachers engage students in lessons that challenge their thinking and promote academic effort and rigour. All students are supported in their wellbeing and engagement through a complementary system of high expectations, school wide positive behaviours and trauma informed classroom practices utilising the Berry Street Education Model. The school provides students with a range of extra-curricular programs that enhance learning in the classroom and the ability to engage the wider community, academic and corporate world.
Professional Learning Culture
Elevation Secondary College has a powerful professional learning culture, based on the idea that: ¿if we create a culture where every teacher believes they need to improve, not because they are not good enough but because they can be even better, there is no limit to what we can achieve¿ Dylan Wiliam University of London. Staff at the school maintain a professional approach to teaching and learning. The school has developed a culture of professional learning where observations, walkthroughs, coaching, data and academic research are commonly used to improve practice. Consistent with the schools behavioural expectations of Aim High, Work Hard, Be Good, staff will be expected to be aspirational, improvement focused and maintain positive and professional relationships with all members of the community at all times.
Staff will be expected to balance the need for high expectations of all learners with a positive educational and trauma informed approach to engagement, wellbeing and inclusion.
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.
SC6 Outstanding professional and personal attributes including perseverance, humility, collaboration and an improvement focus. The ability to balance high expectations of all learners with inclusivity and positive education practices.
Role
The Learning Specialist - Science and PLCs at Elevation Secondary College will work collaboratively with the Assistant Principal (Excellence in Teaching and Learning) and the
Curriculum Leadership team to deliver an outstanding, subject specific, Teaching and Learning program.
Learning Specialists lead and facilitate the effective subject-based professional learning communities (PLCs) within their faculty. They contribute to the development of teachers
through mentoring, coaching and induction. They model excellent teaching, lead the implementation of College wide instructional practices in Science, and support teachers intellectual preparation.
The Learning Specialist - Science and PLCs role includes but is not limited to the following:
Leading and facilitating subject based Professional Learning Communities (PLCs) within their faculty, via the action inquiry cycle (Datawise) including data analysis, evidence based professional learning, observation and feedback.
- Setting the agenda for and facilitating PLC meetings
- Leading domain and subject based data collection and analysis
- Evaluating, synthesising and selecting evidence-based teaching and learning strategies
- Facilitating observation and feedback cycles
- Developing and maintaining a professional culture including a shared commitment to action, effective collaboration and a relentless focus on evidence.
Leading the implementation of College wide approaches to curriculum and assessment, documentation and reporting at the subject and faculty level.
- Leading the development and implementation of rigorous curriculum and assessment
- Creating a plan and priorities for subject teams¿ collaborative planning meetings
- Supporting school-wide reporting practices within the domain
- Managing the documentation of curriculum and assessment
- Leading the moderation of formative and summative assessment
- Managing resources including booklist, budget, and Google Drive
- Supporting intervention, inclusion, engagement and enrichment programs
Leading evidence based and rigorous teaching and learning practice within the faculty including through induction of new staff.
- Leading teachers¿ intellectual preparation in Science
- Inducting new staff into subject-specific practices
- Modelling and embedding college-wide practices
- Leading subject-specific professional learning and pedagogy including through connections with subject-specific networks and communities of practice
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
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 *******@education.vic.gov.au
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 protected standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/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://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Other Information
Other Information
Please ensure that your application includes:
- Names, mobile phone number and email address of three referees.
- A resume including relevant experience as well as personal details, (name, address, contact numbers, business and home number)
- A section addressing the selection criteria and the requirement for application under the Who May Apply Section.
Candidates are welcome to book in a phone appointment with the Principal Colin Burke, by contacting Human Resources Manager Jemma Scerri on 8339 8000 or ************@education.vic.gov.au
To find out more about Elevation Secondary College, applicants can view our website at https://www.elevationsc.vic.edu.au, and our Careers page at https://www.elevationsc.vic.edu.au/our-school/careers/ .
General Enquiries can be directed to 8339 8000 or ************@education.vic.gov.au.
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://www.education.vic.gov.au/hrweb/Pages/default.aspx
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.
📌 2026 - Learning Specialist - Science and PLCs
🏢 Government schools
📍 West Melbourne