Learning Specialist 3

Department of Education Victoria; Sydney; On-site; AUD 90,000 - 120,000; Full time

Job summary

Department of Education Victoria is seeking a Learning Specialist to advance teaching excellence across the school and support staff through demonstration lessons, mentoring and coaching. You will work within a team to promote high-quality pedagogy and evidence-based practices, improving student achievement, wellbeing and engagement.

The role emphasises leadership in professional learning communities, collaboration with school leaders, and ongoing professional development to sustain high

Qualifications

• Demonstrated expert knowledge of the curriculum and ability to model exemplary teaching across literacy and numeracy.
• Expertise in high-impact teaching strategies and evaluating learning program impact.
• Ability to monitor and assess student learning and use data to inform practice.
• Strong collaboration with students, colleagues, parents and community to support wellbeing and engagement.
• Model behaviours consistent with Department values and lead school-based professional learning.

Responsibilities

• Demonstrate high-level teaching and learning practice in classroom settings.
• Model classroom practice through demonstration lessons.
• Work with leadership to define effective teaching practices.
• Lead whole-school improvement strategies in curriculum planning and delivery.
• Provide professional learning, observation feedback, and peer collaboration processes.
• Offer evidence-based feedback to teachers and inform development.
• Advise on data-informed teaching strategies for individual and school growth.
• Supervise and mentor student teachers and coaching peers.
• Promote data-driven teaching approaches across the school.
• Develop school-wide professional learning structures and protocols.

Skills

Curriculum expertise

High-impact teaching

Data-informed instruction

Interpersonal communication

Professional learning leadership

Education

VIC Institute of Teaching registration

Job description

Department of Education Victoria – Newtown VIC

23h ago , from Department of Education & Training Victoria

Chilwell Primary School, established in 1878 is located in Newtown, an inner Geelong suburb, nestled in a shopping precinct comprising of small retail businesses and has a current enrolment of 426. The school has catered for many generations of Geelong families and has developed close links with the local community, organisations, neighbouring preschools, and secondary colleges. Chilwell is a family-oriented school recognising and responding to the needs and diversity of family groups within our school community. A strong partnership between home and school ensures that education is valued, giving students every opportunity to learn, building strong relationships and trust of staff whereby all are aware of and respect the rights of others in sharing in the life of the school.

At Chilwell, we value both academic success and wellbeing. We promote, develop, equip, and prepare healthy learners who strive to achieve their full potential by being engaged, focused and enthusiastic. We are committed to making it our mission to promote resilience, positive wellbeing, and mental health for all our students and staff. Chilwell takes a whole school approach to wellbeing through providing excellent mental health support, understanding and intervention. Wellbeing is at the forefront of all we do here at Chilwell, whereby our staff engage and nurture students through a dynamic curriculum that embeds inclusive practices along with academic, social, and emotional wellbeing of each child.

Our mission is to be `future makers' for every child, ensuring each child has the necessary academic and wellbeing skills required to fulfil their potential and achieve their personal goals, which aligns to our school motto, 'Learning for Life'.

We strive to embed resilience and a robust sense of personal worth in every student. We identify and promote strengths ensuring each child has the necessary academic and wellbeing skills required to fulfil their potential and achieve their personal goals.

Teachers remain committed to continuous professional development. Professional Learning Communities promote a shared pedagogy, are driven by assessment data and supported by Coaching across a multitude of areas including curriculum, inclusive practice and engagement & wellbeing strategies. While Literacy and Numeracy are our curriculum strengths we have high-quality specialist teaching programs in Physical Education, Visual Arts, French, STEM (Science, Technology, both Design / Digital, and Mathematics) and Performing Arts.

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

• 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.

Diversity and Inclusion

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces.It is our policy to provide reasonable adjustments for staff with disability (seeWorkplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via*******@education.vic.gov.au

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.

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:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

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:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Qualification Requirements

To be eligible for employment, transfer or promotion in the principal or teacher class:

• The person must have provisional or full registration approved by the Victorian Institute of Teaching; and


• if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and


• a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).

Details of qualification requirements as updated from time to time can be found atRecruitment in Schools.