Learning Specialist - Curriculum and Instructional Coaching

Victorian Government; Melbourne; On-site; AUD 100,000 - 150,000; Full time

Benefits offered by this job

Flexible work arrangements

Professional learning opportunities

Job summary

Diamond Valley College is seeking a Learning Specialist – Curriculum and Instructional Coaching to strengthen teaching across all learning areas. You will anchor practice in VTLM 2.0, model evidence-based methods and support teachers through demonstration lessons, coaching and professional learning.

You will collaborate with the leadership team to implement whole-school improvement, align curriculum planning, and promote high-quality, data-informed teaching to boost student achievement and

Qualifications

• Proven expertise in curriculum design and delivery and Victorian Curriculum
• Experience applying VTLM 2.0 and high-impact teaching strategies
• Ability to use data to inform teaching and provide feedback to students and parents
• Strong interpersonal and communication skills and collaborative relationships

Responsibilities

• Deliver high-quality teaching and learning while modelling exemplary practice.
• Conduct demonstration lessons and provide feedback to colleagues.
• Coach and mentor teachers to improve knowledge and practice.
• Lead curriculum planning aligned with VTLM 2.0.
• Develop and promote school-wide professional learning structures.
• Collaborate with leadership to implement improvement strategies.

Skills

Curriculum design

Literacy & numeracy instruction

VTLM 2.0 knowledge

Instructional coaching

Data-informed teaching

Professional learning facilitation

Job description

SC1. Demonstrated expert knowledge of curriculum design and delivery, including the Victorian Curriculum, and the ability to apply it across learning areas. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and to implement school priorities.

SC2. Demonstrated expertise in the implementation and modelling of the Victorian Teaching and Learning Model (VTLM) 2.0 and high-impact, evidence-based teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of teaching and learning programs on student learning growth.

SC3. Demonstrated exemplary ability to model the monitoring and assessment of student learning. Demonstrated ability to support others to use data to inform teaching practice, and to give feedback on student learning growth and achievement to students and parents.

SC4. Demonstrated exemplary interpersonal and communication skills. Demonstrated ability to build 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 to design and facilitate school-based professional learning.

SC6. Demonstrated ability to build the capability of colleagues through instructional coaching, including classroom observation, evidence-based feedback and demonstration lessons. Demonstrated ability to work with teachers across different learning areas to build consistent, high-quality practice.

Role

Learning Specialists are highly skilled classroom practitioners who continue to spend the majority of their time in the classroom, delivering high-quality teaching and learning. Alongside this, they carry responsibilities that draw on their expertise, including teaching demonstration lessons, observing and giving feedback to colleagues, and facilitating school-based professional learning.

The Learning Specialist - Curriculum and Instructional Coaching will build consistent, high-quality teaching across every learning area at Diamond Valley College. You will work alongside teachers through coaching, modelling, observation and feedback. You will anchor this work in the Victorian Teaching and Learning Model (VTLM) 2.0 and the science of teaching, so that evidence-based practice is the norm in every classroom. The role is not tied to one curriculum area. It aims to strengthen the knowledge, skill and effectiveness of the whole teaching team, for improved student achievement, engagement and wellbeing.

Responsibilities

In recognition of the importance of exemplary practice for improved student learning outcomes, the key responsibilities of this role may include but are not limited to:

Teaching excellence and modelling

• Demonstrating high-level expertise in teaching and learning, and modelling exemplary classroom practice, including through demonstration lessons.
• Modelling effective learning practice, including seeking feedback from colleagues and leaders on your own teaching as part of critical reflection and inquiry.
• Modelling the exemplary use of student data to inform teaching approaches.

Coaching and building capability

• Coaching and mentoring teachers to strengthen their knowledge, confidence and practice, so that they can lead their own improvement.
• Providing evidence-based feedback that informs teachers' effectiveness and development.
• Supporting teachers to seek, analyse and act on feedback about their practice.
• Supervising and training one or more student teachers.

Consistent, evidence-based practice across all learning areas

• Working with the school leadership team to develop a shared view of highly effective teaching, aligned with VTLM 2.0 and the science of teaching.
• Leading and modelling whole-school improvement strategies in curriculum planning and delivery, so that explicit teaching and evidence-informed practice are consistent across all learning areas.
• Providing expert advice on the context, processes and strategies that shape individual and school-wide professional learning.

Professional learning structures

• Playing a key role in professional learning, including developing processes and protocols for observation, feedback and peer collaboration.
• Working with PL Learning Specialist to developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities.

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 (see Workplace 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 [e-mail]

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:

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:

• 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).

Diamond Valley College is a proud and thriving secondary school on the northern urban fringe of Melbourne. We serve students from both suburban and rural communities, including Diamond Creek, Hurstbridge and Doreen, and smaller communities such as Kinglake, St Andrews and Panton Hill. This diversity is one of our greatest strengths. It enriches the college experience and builds a strong sense of belonging among our students, staff and families.

Our college values of Confident, Curious, Collaborative and Caring are new, and we embed them alongside the School-Wide Positive Behaviour Support (SWPBS) initiative to create a calm, respectful and purposeful learning environment. Our strategic priorities are clear: improving attendance, strengthening SWPBS, and lifting outcomes for every student. We are also building consistent, evidence-based teaching across all learning areas, guided by the Victorian Teaching and Learning Model (VTLM) 2.0. We support this through instructional coaching and collaborative professional learning, because the best thing we can do for our students is invest in the capability of our staff.

We have invested in our facilities to support this work. They include the Performing Arts Centre, with modern music facilities and a 150-seat theatre, a revitalised Resource Centre with a redesigned library and suite of classrooms, a new Science Centre, and significant upgrades to student amenities and the Technology Centre.

With approximately 870 students expected in 2027 and continued growth ahead, Diamond Valley College offers a comprehensive curriculum that supports the diverse pathway goals of our students. We are large enough to provide a wide range of academic options and small enough to deliver the personalised care that our students and their families value.

Our strong ties with local primary schools and the wider community help us respond to the needs of our students. Our High Achievers Program (HAP) has been redesigned so that all Year 7 students can access it. Extension and enhancement are then built into the curriculum as students move up, so that by Year 9 high expectations are part of everyday learning. Our highly sought-after Sports Academy, established in 2018, offers programs in AFL, netball, basketball, tennis and elite gymnastics support.

In Years 7 to 10, we offer a broad and inclusive curriculum with a strong emphasis on student agency. Our Senior Sub School (Years 11-12) provides an extensive VCE program, including the VCE Vocational Major (VM), with VET and pathway options to suit every student's goals. Students also have excellent opportunities for student voice and leadership, and comprehensive extra-curricular opportunities that includes sport, music, public engagement, camps and overseas travel. Together, these ensure a well-rounded and enriching educational experience.

Applications close Tuesday 20 October 2026 at 11.59pm