Learning Specialist Range 3 - Behaviour Specialist

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

Job summary

The Department of Education Victoria is seeking a Learning Specialist (Range 3) with a strong background in educational behaviour analysis to lead classroom practice and school-wide improvement at Craigieburn. The role emphasizes mentoring teachers, modelling evidence-based strategies, and building capacity to improve student engagement, wellbeing and achievement.

You will work within a diverse learning community, collaborating with leadership, teachers, families, and allied professionals to

Qualifications

• Master's degree in a relevant field; BCBA preferred.
• Demonstrated expertise in behaviour analysis and education.
• Ability to model high-quality teaching and learning.

Responsibilities

• Demonstrate high-level teaching expertise and provide feedback on practice.
• Lead and model school-wide improvement strategies for curriculum delivery.
• Develop and promote professional learning communities and coaching.
• Provide expert advice on data-informed teaching decisions and student progress.
• Mentor and coach teachers; supervise student teachers.
• Collaborate with families and school teams to support engagement and wellbeing.

Skills

Curriculum knowledge

High impact teaching

Data-driven decision making

Collaborative engagement

Education

Master's degree in Applied Behaviour Analysis or Education

BCBA preferred

Job description

Learning Specialist Range 3 - Behaviour Specialist

Department of Education Victoria – Craigieburn VIC

2d ago , from Department of Education & Training Victoria

We welcome passionate and imaginative educators into our learning community. We commit to supporting and valuing staff in their professional practice and growth through:

• Belonging to an inclusive and multicultural community
• Knowing that together we make a difference
• Intellectual and practical engagement in our profession
• Teaching for conceptual understanding.

Our organisational design model of one Assistant Principal and One Leading Teacher (PEGs) moving through with their cohort from year 7 through to year 12, allows for the embedding of relationships and encompasses the four pillars of:

• Professional Culture
• Knowing our Students

Staff work collaboratively in meeting time, cycling through each pillar in a directly connected sequence using the Inquiry Cycle framework. Our school has achieved Silver status in embedding the School Wide Positive Behaviour Support framework and we are currently developing an inclusive curriculum framework strongly aligned to the VTLM 2.0. At Craigieburn Secondary College we teach for Understanding and ensure that all students have access to and success in their academic and social learning.

As a new member of our community, you will be supported through a structured induction program, with embedded and dedicated time release for mentoring and coaching. Being able to quickly build strong and positive relationships between staff, students, and families, is underpinned by our values of belonging and respect, and is front and centre of our practices through form teacher roles, community events and extra-curricular opportunities.

On the lands of the Wurundjeri people, our community is wonderfully diverse with over fifty different language backgrounds being represented through our families and staff. We support and celebrate this diversity with a team of multicultural and integration staff, events, and performances. A significant proportion of our students experience challenges at home and are supported through breakfast and homework clubs, as well as a dedicated allied health team that includes counsellors, youth workers, mental health practitioners and a speech pathologist. Learning is supported through targeted fluency and tutoring programs, with learning partners ensuring Individual Learning Plans are developed and effectively implemented.

Staff at our school have many opportunities to expand on their teaching practice through leadership responsibilities and positions that promote individual and professional growth. These opportunities are reflective of our commitment to enhancing our students' personal and educational growth in the following ways:

• Student voice and agency
• Applied learning
• Restorative practices
• Community leadership
• Inclusive and differentiated teaching and learning
• Reflective and evaluative practices
• Enrichment and engagement programs.

2027 will see Craigieburn Secondary College continue to interweave SWPBS and VTLM 2.0 using an explicit teaching planning template. We will continue to develop our work within a multi-tiered system that encompasses Wellbeing, Behaviour and Academic supports.

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

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 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

Other Information

The Behaviour Specialist role will oversee the Functional Behaviour Assessments for the College. They will be in charge of working with students and staff to improve student engagement in their learning and wellbeing. The Behaviour Specialist will be trained and able to undertake Functional Behavioural Assessments.

Position Overview

We are seeking a highly skilled and passionate Educational Behaviour Analyst to join our team. As an Educational Behaviour Analyst, you will play a vital role in assessing, developing, and implementing behaviour intervention plans for students with diverse learning needs. Your expertise in behaviour analysis and education will contribute to creating a positive and inclusive learning environment that supports students' social, emotional, and academic growth.

Responsibilities

• Conduct Functional Behaviour Assessments (FBA): Conduct comprehensive assessments to identify the factors influencing student behaviour and determine the function(s) of behaviour.
• Develop Behaviour Intervention Plans (BIP): Design individualized behaviour intervention plans based on the results of FBAs, incorporating evidence-based practices and positive behaviour supports.
• Collaborate with Educational Teams: Work closely with teachers, support staff, and other relevant stakeholders to implement behaviour intervention plans effectively and ensure consistency across educational settings.
• Provide Training and Professional Development: Deliver training sessions to school staff on behaviour management techniques, positive reinforcement strategies, and implementation of behaviour intervention plans.
• Data Collection and Analysis: Collect and analyze data to evaluate the effectiveness of behaviour intervention plans and make data-driven decisions to modify strategies as needed.
• Progress Monitoring: Regularly monitor and document student progress in behaviour goals, providing ongoing feedback and support to teachers and educational teams.
• Collaborate with Families: Establish positive relationships with families and involve them in the behaviour support process, providing guidance and strategies for home reinforcement.
• Stay Informed on Research and Best Practices: Continuously update knowledge of current research, best practices, and interventions in the field of behaviour analysis, incorporating new techniques into practice as appropriate.

Qualifications

Education and Certification: A master's degree in Applied Behaviour Analysis, Education, Certification as a Board Certified Behaviour Analyst (BCBA) is preferred.

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 2026 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.