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
RESPONSIBILITIES:
The Learning Specialist - Coaching and Mentoring reports directly to the Assistant Principal
Area of responsibility and accountability - BSE T&L/HITS/VIT registration/learning walks and peer observation/Differentiation/Formative & Summative Assessment/year level plans/feedback Teacher judgement/Moderation/student data for teaching (as per AIP focus)
1. Demonstrating high-level expertise in teaching and learning practice
2. Modelling exemplary classroom practice including through teaching demonstration lessons
3. Leading and modelling the implementation of whole-school improvement, including the use of the BSE Instructional Model and the DET High Impact Teaching Strategies
4. Working with the school leadership team to develop a shared view of highly effective teacher practice
5. Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
6. 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
7. Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback on their practice
8. Providing evidence based feedback to teaching staff to inform their effectiveness and development
9. Providing expert advice about the content, processes and strategies that will shape individual and school professional learning
10. Supervising and training one or more pre-service teachers and mentoring and/or coaching teachers
11. Modelling exemplary use of student data to inform teaching approaches
12. Modelling exemplary professional learning practice including through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice
13. Working with the Learning Specialist Team on implementing the BSE College priorities
14. Support the implementation of Disability Inclusion and the associated Disability Incusion Profile (DIP) with a focus on practical activities, examples of levels of adjustment and supporting information for students with high and complex needs;
15. Supports and collaborates with Assistant Principal and the Heads of Curriculum/Subject Area Coordinators on improving engagement in learning
16. Provide a child safe environment in accordance with child safe standards
17. Other duties as directed by the Principal.
KEY PERFORMANCE INDICATORS:
18. Improvement in NAPLAN - Benchmark Growth for reading, writing and numeracy (Priority Cohort, Top 2 bands, Gender)
19. Improvement in Teacher Judgements - Age expected level
20. Improvement in Student Attitudes to School Survey results for stimulated learning, differentiated learning challenge, sense of confidence
21. Improvement in School Staff Survey results for instructional leardership, academic emphasis, collective efficacy, moderate assessment tasks, understand analyse data, and seek feedback to improve practice
22. Improvement in Parent Opinion Survey results for student motivation and support, confidence and resiliency skills, postitive transitions
23. Leading professional learning sessions
24. Leading change and coaching teachers to improve their instructional 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 and Training 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.
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 DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at
Conditions of Employment
25. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
26. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
27. A probationary period may apply during the first year of employment and induction and support programs provided.
28. 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
Bendigo South East College is a 7-10 secondary school in regional Victoria.
The College encourages the pursuit of excellence by all members of our learning community. A comprehensive, curriculum is offered to all students based on the Victorian F-10 Framework. Students at Years 8, 9 and 10 have some choice in their subject selections, including specialisms in sports (ADP) and the arts (ACA) and at Year 10, VCE and VET subjects.
The College's student support structure consists of Year Level Leaders working in neighbourhoods with House Advisors, Group Advisors, The Student Support Team and the Principal team. In addition to the Assistant Principals for organisation, community and learning, Timetabler and Daily Organiser, Heads of Curriculum and Learning Specialists, the College has staff responsible for Special Learning Programs, Information Technology and Pathways advice.
The College has an outstanding record of success in extra-curricular activities including Mathematics, Science and Languages competitions. The College actively encourages students to participate in sporting teams, the performing arts and leadership opportunities.
A well qualified, experienced and dedicated staff, are constantly involved in professional development to improve teaching and learning. Staff seek to role model lifelong learning as part of the College learning community. The staff are committed to every student succeeding.
A representative College Council works through a collaborative committee system to set the priorities of the College. The cooperative and positive involvement of the staff members, parents and students in this process is an important feature of our community.
The College has a very active student voice program, led by the Student Representative Council. They play a key role in all areas of the program.
As part of the Bendigo Education Plan, the College was rebuilt in 2009. It has open classrooms with facilities for science, technology, music and photography. Facilities for recreation and physical education programs are provided by a three court indoor stadium, an oval, synthetic grassed soccer pitch, well developed grounds and the regular use of nearby community venues.
The College is one of a cluster of similar schools in the Bendigo area. This collegiate co-operates to provide shared programs and activities such as: instrumental music, combined college bands, regional sports, student support services, library resourcing and professional development. The College works closely with its associate primary schools to achieve a smooth transition from Year 6 to Year 7, and with Bendigo Senior Secondary College, for students making the transition from Year 10 to Year 11.
A wide range of co-curricula learning opportunities including camps at all year levels. A Work Experience program for Year 10’s is also conducted throughout the year.
Bendigo South East College is proud of the achievements of its students and looks forward to further enhancing opportunities for them.
The Bendigo South East College website is