Learning Specialist: Instructional Leader - Wellbeing and Inclusion (W&I)

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

Job summary

Tarneit Rise Primary School within the Department of Education Victoria invites applications for a Learning Specialist: Instructional Leader focused on Wellbeing and Inclusion. This role blends classroom practice with school-wide leadership to strengthen inclusive teaching and student wellbeing.

You will mentor teachers, model high-impact strategies, analyse data to inform instructional decisions, and contribute to MTSS and whole-school wellbeing initiatives in a supportive public sector setting.

Qualifications

• Demonstrated expertise in curriculum and literacy/numeracy across the curriculum.
• Skilled in high-impact teaching strategies to respond to student needs.
• Ability to monitor and assess student learning using data to inform practice.
• Strong communication and collaboration with students, families and staff.
• Experience leading wellbeing and inclusion initiatives within schools.
• Capacity to model and lead professional learning for staff.

Responsibilities

• Lead modelling of wellbeing and inclusion practices across the school.
• Provide professional learning and coaching for staff on inclusive practices.
• Analyse wellbeing and engagement data to inform teaching and interventions.
• Drive whole-school wellbeing priorities and MTSS alignment.
• Collaborate with Wellbeing & Inclusion teams to plan strategic actions.
• Undertake other duties as determined by the principal.

Skills

Curriculum knowledge

High-impact teaching

Data-informed practice

Wellbeing and inclusion leadership

Mentoring and coaching

Education

Teaching qualification

Job description

Learning Specialist: Instructional Leader - Wellbeing and Inclusion (W&I)

Department of Education Victoria – Tarneit VIC

Profile

Outstanding opportunity to work at Tarneit Rise Primary School

Tarneit Rise Primary School is a strong, inclusive community that proudly celebrates our diversity and multiculturalism, and we are recruiting!

Our Mission

Creating citizens for the future: compassionate, curious and strong.

Our Vision

We empower all students to achieve personal goals, experiencing high quality education and the best community for learning. This will ensure all learners have the knowledge, skills and attitudes to become lifelong learners, shaping the world around them and believing that, with effort, great things can be achieved.

Our Values

Respect, Responsibility, Kindness, and Growth

Our facilities are state of the art, our children are gorgeous, our curriculum is rigorous, and our leadership is strong. We are looking for teachers of any level of experience who will engage the evidence base so that they can make a difference.

TRPS is committed to drawing on the evidence base and cognitive science to design and map the curriculum, select effective instructional strategies- aligned to explicit teaching-, and structure lessons.

Our children and families are highly aspirational and respectful, consistently display a positive attitude, and are committed to learning. This positive and respectful school culture fosters academic excellence and personal growth, making our school a wonderful place to teach and learn.

Families and teachers are genuine partners in the learning process, ensuring our children strive to achieve their personal best and show kindness towards others.

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.
• SC6 Demonstrated capacity to lead and build staff capability in evidence-informed wellbeing and inclusion practices to improve wellbeing and learning outcomes for all students.

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

Focus: To lead the modelling of exemplary wellbeing and inclusion practices across the school at Tarneit Rise Primary School. The role acts as a driver for high quality learning environments by strengthening preventative, proactive, and responsive wellbeing systems that improve student engagement, safety, and connectedness.

• Model Exemplary Practice: Demonstrate high-level expertise in wellbeing and inclusion practices, including behaviour prevention, de-escalation, positive reinforcement, and adjustments, through a collaborative classroom-sharing arrangement between two Learning Specialists.
• Inclusive Practice Leadership: Provide professional learning and coaching to embed evidence-based wellbeing and inclusive practices for learners.
• Consistent Data-informed Practices:Lead wellbeing, inclusion and engagement data analysis across the schoolto inform teaching practices, adjustments and targeted interventions and measure impact.
• Whole-School Strategy: Drive the whole school implementation of wellbeing and inclusion priorities, including a Multi-Tiered System of Supports (MTSS) aligned with the school¿s strategic direction.
• Operational Planning: Collaborate with the Wellbeing & Inclusion (W&I) Assistant Principals to analyse cohort wellbeing trends, refine intervention priorities, and develop strategic implementation plans, along with other learning specialists to ensure best practice.
• Any other duties as determined by the principal

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.