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 will ensure all students have access to high quality curriculum, structured effective lessons and lead teaching and learning improvement across the school. 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 PLC 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. Mentoring/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
13. To assist in lifting the FISO ratings across Teaching & Learning and Leadership
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
14. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
15. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
16. A probationary period may apply during the first year of employment and induction and support programs provided.
17. 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
School Profile
Glen Huntly Primary School’s (GHPS) vision is to optimise student learning growth across all Learning Areas and levels of ability. Students are at the heart of every decision we make, and we have a shared belief and understanding about student and staff success. GHPS has a deep commitment to:
18. Inspire our students to be respectful, caring, and resilient citizens of the local and global community, Learning Today, Leading Tomorrow.
19. Be a high performing school with embedded evidence informed best practice that is visible in each classroom.
GHPS values:
20. Respect and care for each other and the environment
21. Pride in our actions and striving for personal best for ourselves and our school
22. Resilience to accept and adapt to challenges, try hard and build positivity and self confidence
23. Teamwork and learning together with optimism and enthusiasm to achieve
24. Creativity to allow us to view, realise and develop new possibilities to meet our goals
GHPS has consistently achieved very high academic results whilst having socially and emotionally connected students at the school.
GHPS has a very welcoming and inclusive community that has focused on helping to build the resilience of students. The school’s challenge is to continue this work and strive for continued learning growth with highly proficient and capable students including students with English as an Additional Language.
Professional Learning Communities (PLCs) across Leadership, Area Leaders, Specialist and classroom levels create a culture that is focused on continuous improvement using the Inquiry Cycle and linking the learning needs of the students with the professional learning and practice of school has a strong commitment to PLC’s including a PLC Leadership Team and PLC Coordinator and PLC Area Leaders. The PLC’s are currently responsible for driving and monitoring school improvement, core curriculum scope and sequence development, monitoring and delivery in literacy, numeracy and integrated studies including history, design technology, science, sustainability and digital technologies.
Our staff are committed, caring and relentless in the pursuit of excellence for every child. We take pride in our growth mindset and ability to refine our approach to learning and wellbeing through evidence, research and collaboration. The platform for the provision of a welcoming, safe and supportive environment for all students and their families which is a priority for our staff is through the implementation of the Zones of Regulation and Circle Time and using Restorative Practices. The Resilience, Rights and Respectful Relations Program is also embedded across the school.
Our school is spread over two campuses, a junior and senior campus. The school has wonderful facilities including a full sized gymnasium, library, science/STEM, art, music and multipurpose rooms. The school has a large grass oval, three playgrounds, outdoor basketball court and synthetic turf soccer pitch.
We have a wonderfully supportive parent community who work in partnership with the school to create a sense of belonging and connectedness. The contribution and input of our families is key to a successful and positive experience for every child.
For further information about the school, please visit