Learning Specialist: Elevate Teaching & Outcomes

Government schools; Melbourne; On-site; AUD 90,000 - 115,000; Full time

Job summary

Doveton College in Melbourne, Australia, seeks a Learning Specialist to lead classroom practice, mentor teachers, and drive school improvement with strong data-informed strategies. You will model high-quality teaching and contribute to curriculum planning while working within a supportive community framework.

Datacentric evaluation and collaborative teacher development are key expectations, including mentoring, peer observations, and implementing Berry Street trauma-informed practices to support

Qualifications

• Expert knowledge of the relevant curriculum and ability to model exemplary teaching.
• Ability to monitor and assess student learning and use data to inform practice.
• Strong interpersonal and communication skills for collaboration with staff, parents and community.
• Demonstrated capacity to reflect on practice and lead professional learning.

Responsibilities

• Demonstrate high-level expertise in teaching and learning.
• Model exemplary classroom practice including teaching demonstrations.
• Lead whole-school improvement strategies related to Numeracy and learning frameworks.
• Provide mentoring and coaching to teachers and support peers with feedback.
• Promote data-informed decision making to improve student outcomes.
• Contribute to professional learning and school improvement initiatives.

Skills

Curriculum knowledge

High-impact teaching

Data-informed feedback

Interpersonal skills

Professional collaboration

Education

Teaching registration (VIT)

Postgraduate initial teacher education

Literacy and numeracy (LANTITE)

Job description

Doveton College in Melbourne, Australia, seeks a Learning Specialist to lead classroom practice, mentor teachers, and drive school improvement with strong data-informed strategies. You will model high-quality teaching and contribute to curriculum planning while working within a supportive community framework.

Datacentric evaluation and collaborative teacher development are key expectations, including mentoring, peer observations, and implementing Berry Street trauma-informed practices to support