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:
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 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
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
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
Swifts Creek P-12 School educates approximately 100 students from Prep to Year 12 from the communities set in the high country of East Gippsland, located in the Tambo Valley, close to the snow fields of Dinner Plain and Mt Hotham.
We are searching for a Numeracy Learning Specialist teaching P-Yr9.
As a key member of our team there will be opportunity for personal development connected to the work which we are focused on. Given the impact of the last two and a bit years we know that we need to develop our students’ oral language skills, provide additional care measures for our students, and continue to drive an improvement agenda.
We are most fortunate to have a quality team of health practitioners supporting the work of our educators. Through a focus on our values of Courage Joy and Kindness we are enabling our students to exit their learning journey with us to a wide range of destinations which brings our team great satisfaction and pride.
Small cohort groups provide both an opportunity and a different level of complexity. As a multi campus school we ensure we have a series of signature events across our different stages of learning to allow for each child to be the best that they can be, both academically and as a global citizen. This is best achieved through effective liaison with parents and a variety of partner organisations.
For further information about the school, please visit: