Learning Specialist 3 - Numeracy

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

Job summary

Copperfield College in Melbourne's north‑west seeks a Learning Specialist to lead high‑quality teaching while continuing to teach in the classroom and mentor colleagues.

You will model excellence, deliver demonstration lessons, and support teachers to improve practice through professional learning communities and data‑driven feedback.

This role strengthens student achievement, wellbeing and engagement across two junior campuses and a senior campus within our three site network.

Qualifications

• 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 facilise school‑based professional learning.

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

Skills

Curriculum knowledge

High-impact teaching

Data-informed instruction

Interpersonal skills

Communication

Education

Bachelor of Education

Job description

Department of Education Victoria - Melbourne VIC

2d ago , from Department of Education & Training Victoria

Copperfield College is a large, multi-campus secondary school located in Melbourne¿s north-west. The College comprises two junior campuses (Years 7¿10) in Kings Park and Sydenham, and a senior campus (Years 11¿12) in Delahey. We serve approximately 2,000 students and are supported by 150 EFT teaching staff, 70 EFT Education Support staff, and seven Principal Class personnel. The College has a Student Family Occupation and Education (SFOE) index of 0.65, reflecting a significant level of social disadvantage within our community.

Copperfield College is highly culturally diverse, with approximately 40 per cent of students from a language background other than English. Despite the challenges associated with this context, the College performs at or above expectations when compared with schools of a similar profile, particularly in VCE outcomes.

The College¿s mission ¿to empower every student to aspire and achieve¿ is central to our work and underpins the Copperfield College Strategic Plan. This plan, together with the 2026 Annual Implementation Plan and the 2025 Annual Report, is available on our website:

www.copperfieldcollege.vic.edu.au

Our strategic direction focuses on delivering consistently high-quality teaching and learning through a Guaranteed and Viable Curriculum, with a strong emphasis on reducing in-school variation. Building the capacity of all teachers to collaborate effectively within Professional Learning Communities is a key priority, enabling the delivery of differentiated and responsive learning for every student. Improving literacy, numeracy, and student wellbeing remains a core focus across the College.

Copperfield College is a significant provider of VET in Schools and a key member of the Brimbank VET Cluster. As the lead school of a Technical Trade Centre, we offer programs including VET Automotive, VET Electrotechnology, and a range of other vocational pathways. The College also places strong emphasis on co-curricular programs and student leadership opportunities.

The College sustains a stable International Student Program, with 40 international students currently enrolled. English as an Additional Language (EAL) is delivered across all campuses, including a Multicultural Education Aide (MEA) support staff, alongside two Languages Other Than English (LOTE), one of which is supported by a longstanding sister‑school partnership of more than 27 years with Fuji Junior High School in Japan. The College also offers an Excelling Program (SEAL) for students performing above, ensuring that high academic students¿ needs are appropriately met. An Excellence in Sports Program (Basketball) is running working together with Keilor Thunder Basketball.

Positions advertised at Copperfield College are not campus specific. Staff are deployed according to student learning needs, with opportunities to move campus on an annual basis.

Copperfield College is recognised as a leading public education provider, characterised by high expectations, academic rigour, strong outcomes, and a culture of continuous improvement.

School Vision & Mission

Inclusive and Supportive Environment

A safe, inclusive, and empowering learning community where every student is valued and supported.

Personalised and Future‑Focused Learning

Evidence‑based, differentiated teaching that unlocks individual potential and prepares students for diverse post‑school pathways.

Holistic Development

A rich and balanced curriculum offering strong academic, vocational, creative, and co‑curricular opportunities that build character, confidence, and lifelong skills.

Community Partnerships and Shared Purpose

Strong collaboration with families, industry, and tertiary partners under the banner ¿One College, Three Sites, One Family¿, working together to shape futures and empower all students to aspire and achieve.

Values

At Copperfield College, we value:

Respect ¿ Valuing every individual¿s identity, voice, and experience, and fostering a culture of trust, empathy, and understanding.

Responsibility ¿ Acting with integrity, making informed choices, and contributing positively as active and caring citizens.

Relationships ¿ Building inclusive, collaborative, and supportive relationships that enhance belonging, wellbeing, and shared growth.

Excellence ¿ Maintaining high expectations and a commitment to continuous improvement, enabling every student to reach their full potential.

Copperfield College is fully committed to the Victorian Child Safe Standards and to providing a safe and supportive environment for all students.

Selection Criteria

SC1Demonstrated 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.

SC2Demonstrated 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

SC3Demonstrated 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.

SC4Demonstrated 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.

SC5Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilise 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

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.

Diversity and Inclusion

The department is committed to diversity and inclusion and developing a workforce that is representative of