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.
Learning Specialists receive a time allowance. If required by the Principal to attend a school activity that results in the Learning Specialists attendance in that week exceeding 38 hours any time in lieu granted will be acquitted against the allocated time allowance.
Learning Specialists will live the vision and values of the school with high expectations and Duty Always, inspiring students and staff by always demonstrating a passion for learning, wellbeing, and a growth mindset.
Responsibilities
Responsibilities of all Learning Specialists:
* Model an open-minded, ethical, and data-informed approach to leadership, decision-making, and professional learning including seeking and acting on feedback from students, staff and families.
* Lead and model the implementation of key school improvement strategies in learning and wellbeing, including the BHS Instructional Model, BHS Playbook, SWPBS routines, VTLM2.0 and Curriculum/Assessment design processes.
* Lead improvement initiatives from design through to evaluation, ensuring adjustments are made based on evidence of implementation and impact.
* Facilitate high-impact professional learning, including through PLCs and Teaching Sprints, informed by staff needs, research evidence, and student achievement data.
* Lead productive and solution-focused team meetings with a focus on data, planning and collective responsibility for advancing the school's collaborative improvement agenda.
* Model exemplary classroom practices, mentoring and/or coaching teachers, and providing focused feedback to teachers.
* Collaborate and reflect with other school leaders to drive school improvement in a range of forums, including but not limited to the School Implementation Team, Curriculum Committee, SWPBS Team and Professional Learning Communities.
Responsibilities specific to this role:
Instructional Leadership and Professional Learning
* Model and lead evidence-informed teaching practice in Years 7-12 Maths and numeracy, supporting staff to embed the IMBHS instructional model and the BHS Instructional Playbook across all classrooms.
* Initiate and lead the moderation of student work to improve teacher knowledge of curriculum content, assessment and feedback and ensure consistency of teacher judgements.
* Deliver professional learning, including coaching and mentoring, aligned to school improvement goals, focusing on Literacy pedagogy, curriculum design, feedback and assessment.
* Develop and lead the implementation of an agreed evidence-based framework for Numeracy knowledge and skill development across the school.
Curriculum and Assessment Development
* Lead the cyclical review and refinement of Maths curriculum and assessment programs, ensuring alignment with the Victorian Curriculum, VCE requirements, and school-based learning goals.
* Ensure the effective sequencing of content knowledge and skills across year levels, supporting vertical alignment and coherent pathways for student progression.
* Collaborate with teachers to develop and evaluate high-quality formative and summative assessments and feedback practices.
* Lead the development, implementation and evaluation of Literacy intervention and extension programs across the school.
Data-Informed Improvement and Collaborative Inquiry
* Lead a systematic, collaborative process to build staff capacity to use data to identify, analyse and address complex Numeracy and Maths teaching challenges.
* Guide the use of evidence-based approaches to formative and summative assessment to track student progress, inform teaching practice and improve learning outcomes.
* Work with teachers to design and evaluate interventions that improve student Literacy outcomes, particularly for students who need additional support.
* Support the Data, Tracking & Intervention Leader in the implementation of the data and assessment schedule, including NAPLAN and PAT and empower staff to use this data to improve student outcomes.
Building a Reflective and Collaborative Professional Culture
* Foster positive professional relationships and develop a safe, respectful, and stimulating environment for Maths staff, based on mutual accountability, when leading faculty meetings or other collaborative teams.
* Establish structures for ongoing collaborative inquiry, enabling staff to share evidence of impact, reflect on practice, and scale up effective strategies.
* Collaborate and reflect with other school leaders to drive school improvement in a range of forums, including the School Implementation Team, Professional Learning Communities and Curriculum Committee.
* Reflect regularly on leadership practice, using feedback from colleagues, students, and parents/carers to improve effectiveness.
Strategic Planning and Evaluation
* Collaborate with leadership to evaluate and improve school-wide systems related to curriculum delivery, assessment, and reporting in Maths and numeracy.
* Lead data-informed evaluation of professional learning, ensuring shifts in teacher practice are linked to improved student outcomes.
* Review the implementation and impact of improvement initiatives, including resource allocation, digital tools and team structures, making adjustments as required.
* Lead the management of human, physical and financial resources to build practice excellence and support the implementation of high-quality learning programs within the Maths faculty and Numeracy Program.
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 (seeWorkplace 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:
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:
Potential applicants are invited to an Information Session to be held on Thursday 31st of July at 5.00pm at Ballarat High School. The session will involve a school tour and an opportunity to meet with school leaders. Attendees are asked to book with Principal Mr. Stephan Fields via email by 4.00pm Wednesday 30th of July.
Applications
Enquiries regarding the position can be directed to Mr. Stephan Fields 03 5338 9000.
Applications should be submitted via School Jobs Vic (formally Recruitment Online)
Responses to the Key Selection Criteria and a Resume including the names of three referees, their contact numbers and email addresses must be included in the application.
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
Ballarat High School is a vibrant and inclusive government secondary school with a proud history dating back over a century. The school caters to approximately 1,500 students from Years 7 to 12 and offers a broad, challenging and future-focused curriculum designed to meet the diverse needs and interests of our students. Ballarat High School is a learning community where every person is valued, respected, and challenged as a learner.
At Ballarat High School, we are guided by the core values of Pride, Respect and Responsibility, which underpin all aspects of school life. These values shape a positive school culture where students are encouraged to strive for excellence, take ownership of their learning and behaviour, and contribute meaningfully to their community. We are committed to evidence-based teaching, student wellbeing and the ongoing professional growth of our staff. With strong community connections, modern facilities and a culture of high expectations, Ballarat High School provides a dynamic environment where all students are supported to thrive.
Acknowledgement of Country: We acknowledge the traditional custodians of the land on which Ballarat High School stands, the Wadawurrung People of the Kulin Nation, and pay our respects to their elders, past and present.
Applications close Wednesday 6 August 2025 at 11.59pm
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