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).
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 :
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
Program Benefits
This position has been advertised as part of the Targeted Financial Incentives (TFI) program and includes incentive payments.
Payments are only applicable and payable if the successful candidate meets the applicable eligibility criteria as noted below.
Payments and support on offer, subject to eligibility criteria :
A commencement incentive payment (pro-rata for positions less than full-time) to the amount of £25,000 (before-tax) if the position is for a school located within `, per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas, or £50,000 (before-tax) if the position is for a school located within ` or `, per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.
£10,000 (before-tax) annual retention payments (pro-rata based on FTE), at the conclusion of the second, third and fourth years of employment, for a total of up to £30,000 (before-tax).
Each retention payment is subject to successful completion of employment milestones.
Eligibility for Targeted Financial Incentive (TFI) program payments :
The successful candidate must be a new employee to this school.
The successful candidate is committing to a minimum of two years of employment at this school.
The successful candidate must not have previously received £50,000 (before-tax), or more, in commencement TFI payments within the last five years: Where the successful candidate has previously received commencement TFI payments totalling less than £50,000 (before-tax), an amount of up to £50,000 (before-tax), minus the total amount of commencement TFI payments previously received, may be offered provided other criteria is met.
The successful candidate meets the requirements for relocation ( ordinarily resides at least one hour from this school at the time of application), as outlined within '
The successful candidate does not at present ordinarily reside within ` or `, per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.
Only applicable for positions attracting a £25,000 (before-tax) commencement incentive payment : The successful candidate will also not at present ordinarily reside within `, per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.
For more information on Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas area classifications, or to review a particular school or residential address, refer to, via Australian Bureau of Statistics (select filter '**** Remoteness Area').
Further information regarding the Targeted Financial Incentives (TFI) program is available on the department's 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 ****, 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 ****, 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.
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