Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - Southern suburbs
Reference:
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.
EEO AND OHS Commitment
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
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
Key Responsibilities:
Curriculum Development & Consistency
* Oversee and refine Year 7 - 9 curriculum documentation to ensure alignment with the Victorian Curriculum 2.0 and the school's Instructional Model. Ensure curriculum is viable, guaranteed, and accessible to all staff and students.
* Co-lead the transition to the VTLM 2.0 in ESC's Instructional Model
* Support staff to access ARC and other DE Lesson Plans
* Work with Domain Leaders to ensure accurate and consistent curriculum maps, common assessment tasks and exams.
* Lead the development and review of formative and summative assessment tools, including rubrics and feedback.
* Work with VCE Head of Curriculum, AP and all staff to design and implement backwards by design in building skills for the VCE
* An understanding of the Victorian Curriculum 2.0, across all Domains
* Over the tenure, co-lead change management in assessment and reporting, working with AIP goals
* Support with interim, mid year and end of year reports
Instructional Leadership
* Lead and model the consistent implementation of the whole school instructional model in Years 7-9.
* Collaborate with Learning Specialists, Domain Leaders and the Teaching and Learning team to ensure pedagogical consistency.
* Provide in-class support, modelling, and feedback to promote high-impact teaching strategies.
* Act as a PLC leader to guide teams through inquiry cycles aligned with the instructional model.
* Classroom observations and Learning Walks to support teaching staff in their classroom instruction and pedagogy
* Working with Domain leaders to revise best practice for moderation
* Liaise with the College Principal to discuss and plan discretionary time for planning, collaboration and moderation, including fiscal management
Data-Informed Practice
* Support teachers to collect, analyse and use assessment data to inform teaching and learning.
* Guide the development of data literacy, including the interpretation and implementation of NAPLAN and standardised testing, in conjunction with the AP Director of Curriculum
Professional Learning & Staff Development
* Coach small groups and individuals to improve teaching practices, curriculum design, and assessment.
* Support staff with performance and development goals, reflection, and feedback processes.
Communication & Community Engagement
* Co-ordinate parent and community communication related to Years 7-9 curriculum, including handbooks and information evenings.
* Collaborate on school events that promote and celebrate curriculum-linked learning.
TECHNICAL
Ensure that lesson plans to be visible on COMPASS for every class, every day, for students AND parents
Run Compass coaching sessions for new staff
Ensure that assessment tasks are completed within the agreed timeline that includes an assessment rubric, feedback and agreed marking criteria
HUMAN LEADERSHIP
A member of SIT
Highly visible leadership presence throughout the College
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
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
Emerald Secondary College offers a quality secondary education. Our college is proud of the Strategic Direction which is driving forward the core mantra to provide `Access to Excellence¿. Students are surrounded by a natural environment which enhances their educational experiences in purpose-built buildings and supported by a committed and passionate staff.
The College has just completed its first stage refurbishment that included the Resource Centre, Administration Block, upgrades to the Science classrooms, Food Tech/Textiles and the Year 7 building. Further funding was awarded to the College to continue to upgrade learning spaces. A new senior school building is in the planning stages, with a completion date earmarked for late 2026.
The College supports a professional learning environment that builds staff capability and adds growth to both student and staff outcomes. Emerald Secondary College's Instructional Model has been embedded and aims to empower staff and students to continue to develop Learning and Teaching outcomes ensuring consistency between classes and the use of High Impact Teaching Strategies. The College offers a comprehensive curriculum from Year 7 through to Year 12 with a student focused pathway approach supporting each student¿s interest, ability, and aspiration for the future. This is enhanced by an additional acceleration pathway that can allow students¿ access to University Courses at school to complement their Year 12 program.
Our college has a strong history of academic success with a high proportion of students being accepted into university or other tertiary institutions. We offer an extensive range of VCE courses in the Senior School complemented by vocational education opportunities including VET and VCE/VM.
We are also proud to be an accredited Select Entry Accelerated Learning Program (SEAL) school for academically talented students from Year 7 onwards.
Beyond the curriculum the College offers a range of opportunities for its students including Student Voice and Leadership, Instrumental Music Program, Performing Arts Centre, Visual Arts Program, School Sports Program and a Camps and Outdoor Education Program.
The College Values of:
Respect, Resilience, Harmony and Excellence underpin all that we do as a college as part of a holistic approach to a vibrant learning community.
Applications close Wednesday 27 August 2025 at 11.59pm
Posted
14 August 2025