Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - Eastern suburbs
Reference:
Selection Criteria
Key Capabilities (Victorian Learning Specialist Focus)
Demonstrated:
* Expert knowledge of effective instructional practice and curriculum implementation
* Highly developed coaching, mentoring, and feedback skills
* Demonstrated ability to influence and improve teaching practice beyond own classroom
* Strong data literacy and ability to link teaching practice to student learning outcomes
* Capacity to lead change and build trust-based professional relationships
* Strong organisational and communication skills
Role
The Learning Specialist ¿ Instructional Coaching role is responsible for improving the quality of teaching and learning by building the instructional capacity of graduate and early career teachers. The role operates at a whole-school level, supporting consistent, high-quality classroom practice aligned with the Victorian Teaching and Learning Model and the school¿s instructional priorities.
The Learning Specialist works as a non-evaluative instructional coach, partnering with teachers to refine practice, embed High Impact Teaching Strategies (HITS), and improve student learning outcomes through evidence-based teaching.
Responsibilities
1. Instructional Leadership
* Lead and model exemplary teaching practice aligned with the Victorian Teaching and Learning Model
* Build instructional capacity across the school through targeted coaching of graduate and early career teachers
* Support consistent implementation of HITS across classrooms and learning areas
* Provide expert advice to leadership on effective instructional practice and early career teacher development
2. Instructional Coaching & Feedback
* Design and implement structured instructional coaching cycles, including goal setting, classroom observation, feedback, and reflection
* Provide timely, specific, and actionable feedback focused on improving teaching practice and student learning
* Model lessons, co-plan units, and demonstrate effective classroom strategies where appropriate
* Maintain a strengths-based, confidential, and non-judgemental coaching approach
3. Graduate & Early Career Teacher Development
* Support graduate teachers to meet the Victorian Teaching Standards and progress toward Proficient Teacher registration
* Contribute to the design and delivery of induction programs for new teachers
* Support early career teachers to develop effective classroom management, lesson structure, and assessment practices
* Assist teachers to interpret curriculum, plan high-quality learning sequences, and assess student progress
4. Data-Informed Teaching & Learning
* Support teachers to analyse student learning data to inform instructional decisions
* Promote the use of formative assessment to guide planning and differentiation
* Use evidence of impact to refine coaching practices and professional learning priorities
5. Professional Learning & Collaboration
* Lead and facilitate professional learning aligned with the Annual Implementation Plan (AIP) and FISO 2.0 priorities
* Work collaboratively with learning area leaders, mentors, and school leadership
* Contribute to a professional culture of collective efficacy, inquiry, and continuous improvement
6. School Improvement Alignment
* Align coaching practices with the School Strategic Plan and Annual Implementation Plan
* Support consistent instructional expectations while recognising teacher voice and context
* Contribute to monitoring and evaluating the impact of instructional coaching on teacher practice and student outcomes
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:
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:
Other Information
Qualifications & Experience
* Relevant teaching qualification and current Victorian Institute of Teaching (VIT) registration
* Demonstrated excellence in secondary classroom teaching
* Experience coaching, mentoring, or leading professional learning (highly desirable)
* Strong understanding of the Victorian Teaching and Learning Model, HITS, and FISO 2.0
Professional Attributes
* Instructionally focused and improvement-driven
* Relational, approachable, and credible with staff
* Reflective and committed to continuous professional growth
* High levels of integrity, professionalism, and discretion
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
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
Cranbourne West Secondary College abuts rapidly growing residential areas in the suburb of Cranbourne. The school will work in partnership with the community to provide authentic learning opportunities and best academic and personal outcomes for all students. Cranbourne West Secondary College in the rapidly growing suburb of Cranbourne opening in January 2021 with 198 Year 7 enrolments. Currently the College has 1600 students across Year 7 to Year 11 and is anticipated to grow beyond 2000 students in 2026 as we commence our first year of Year 12. Neighbouring schools are relatively large and Cranbourne West Secondary College is expected to grow quickly to meet residents¿ demand for excellence in education, consistent with the vision for the Education State.
Cranbourne West Secondary College will provide students with state of the art facilities in STEM, Visual Arts, Physical Education and Performing Arts spaces to cater for the learning needs of all students.
Commitment to Excellence and Inclusion
Cranbourne West Secondary College delivers the highest quality of education for all learners. As a Supported Inclusion School, Cranbourne West Secondary College sets strong culture of inclusion at a whole-of-school level. The innovative and evidence-based schools design is flexible and allows schools to have students with special needs in the classroom with their peers, utilise smaller spaces and/or run stand-alone classes depending on the cohort of students.
Cranbourne West Secondary College staff deliver excellence by responding to the diverse needs of their students. We will provide staff access to a suite of Department educational resources and programs that support exemplary inclusive practice. Our College will demonstrate a strong commitment to outstanding post school outcomes for all students, be that University or other further study, apprenticeships, traineeships or full-time work.
School Vision and Values
Cranbourne West Secondary College fosters a love of learning. We respect inclusion, diversity and indigenous heritage. We aspire for continuous improvement in all our students as they grow into adulthood. We live by our motto, diversis viribus - ¿strength through diversity¿, and look forward to our students emerging as resilient, productive and cooperative members of the community.
Cranbourne West Secondary College¿s motto is Diversis Viribus - `Strength through Diversity¿; our values are intrinsically linked to this motto as we ASPIRE every day:
Acceptance - to accept someone is to acknowledge them, to recognize how they are different, and to say that it is okay. Acceptance is good
Sincerity - the quality of being open and truthful
Perseverance - is not giving up. It is persistence and tenacity, the effort required to do something and keep doing it till the end, even if it's hard.
Inclusion - a group that's particularly welcoming to all kinds of people. To include someone is to intentionally pursue ways to make them feel welcomed, heard, and valued.
Respect - respecting myself, others and the school environment.
Excellence - the quality of excelling; possessing good qualities in high degree and continually striving to improve.
Applications close Sunday 15 February 2026 at 11.59pm
Posted
2 February 2026