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 DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:
Conditions of Employment
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
Neerim District Secondary College is a small, rural secondary school of approximately 165 students and 45 staff. The school offers our students and staff an attractive, settled, and inclusive environment with spacious grounds. Upgrades to the buildings at the school were completed in 2021 and these provide enhanced learning spaces for students. The community of Neerim South is aspirational and supportive of the school environment and teaching and learning programs. Confidence in the school and its future has seen a rise in student numbers over the last two years and many of these students from out-lying areas. This creates a strong impetus for NDSC to be competitive and provide a high-quality education for all students while enhancing the opportunities for our top students.
Our vision is to empower our students to become the best version of themselves, maximising their ability to achieve the best possible outcomes. We see our school as a community that cares for and respects one another. We pride ourselves on staff working as a cohesive unit to support students and families to achieve their goals. We have high expectations for our students and believe that all students can achieve excellence in their educational pursuits.
NDSC is a Positive School Wide Behaviours school. The values developed by students, staff and the community include:
• Community - We have a strong sense of belonging to the school community and welcome everyone.
• Respect - We have due regard for the feelings, wishes and/or rights of others.
• Perseverance - We admire and encourage others to continue to persevere in spite of barriers.
• Leadership – We strongly encourage students to undertake leadership roles but also to take on leadership behaviours.
Fundamental to these values is a belief that everyone has something to contribute, hence tolerance and understanding are core to the way students and staff operate at NDSC. The College has had a strong focus on improving literacy and has had some success with NAPLAN writing and reading growth. 2019 Year 9 benchmark growth was really strong in literacy and numeracy, placing us well above state and national levels. Our challenge is to maintain these levels and see consistent performance in VCE data.
All teachers are undertaking professional learning on classroom practice and we have adopted an agreed instructional framework. Professional learning is an aspect of every meeting we undertake in the school. As we enter the third year of our 4-year Strategic Plan, we continue to drive improved literacy and numeracy outcomes for students; build teacher capacity through the implementation of an agreed instructional model; and to build student agency in their learning. Strong implementation plans are being developed to ensure that these goals are met.