Learning Specialist Range 3 - Behaviour Specialist

government schools; Melbourne; Sur place; AUD 100 000 - 130 000; Plein temps

Résumé du poste

Craigieburn Secondary College seeks an expert Learning Specialist to lead teaching excellence, demonstration lessons, coaching, and professional learning across the college. The role emphasises high-quality teaching, behaviour support, and data-driven improvement.

You will mentor teachers, lead school-wide improvement strategies, and collaborate with leaders, families and staff to boost student engagement, belonging and achievement.

Qualifications

• Victorian Institute of Teaching registration required.
• Experience with SWPBS and MTSS and wellbeing supports preferred.
• Ability to model excellent teaching and data-informed practice.
• Commitment to professional learning and mentoring.

Responsabilités

• Demonstrate high-level teaching and learning practice.
• Model classroom practice through demonstration lessons.
• Lead curriculum planning and school improvement strategies.
• Provide feedback and coaching to teachers.
• Develop professional learning communities.
• Use student data to inform teaching and interventions.

Connaissances

Curriculum knowledge

High-impact teaching

Data-informed feedback

Collaboration

Professional learning

Formation

Master's degree in Education

BCBA certification preferred

Applied Behaviour Analysis background

Description du poste

We welcome passionate and imaginative educators into our learning community. We are committed 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.

Location Profile

Craigieburn Secondary College

Belonging | Understanding | Respect | Growth

We welcome passionate and imaginative educators into our learning community. We are committed 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 community

Located on the lands of the Wurundjeri people, our community is wonderfully diverse, with more than fifty language backgrounds represented among our families and staff. This diversity is one of our greatest strengths, and we draw on it to build a sense of Belonging for every student and family.

Our dedicated team of multicultural and integration staff helps build strong connections between the college and our families, so that families feel welcome and their voices are heard. Through events and performances throughout the year, students and families share their cultures, languages and traditions with the wider school community. When students see their own backgrounds reflected and valued at school, they are better able to feel that they belong and to succeed in their learning.

At Craigieburn Secondary College, we teach for understanding. We focus our professional growth on ensuring that all students have access to, and success in, their academic and social learning.

Many of our students face challenges at home. We support them through breakfast and homework clubs and a dedicated allied health team that includes counsellors, youth workers, mental health practitioners and a speech pathologist. Targeted fluency and tutoring programs support learning, and our learning partners make sure that Individual Learning Plans are developed and implemented effectively.

New staff are supported through a structured induction program that includes dedicated time release for mentoring and coaching. Our values of Belonging and Respect place strong relationships between staff, students and families at the centre of our practice. You¿ll build these relationships quickly through form teacher roles, community events and extra-curricular opportunities.

Growing your practice

• student voice and agency

• applied learning
• restorative practices
• community leadership
• inclusive and differentiated teaching and learning
• reflective and evaluative practices
• enrichment and engagement programs.

In 2027, we will continue to interweave SWPBS and VTLM 2.0 through an explicit teaching planning template. We will also keep strengthening our multi-tiered system of Wellbeing, Behaviour and Academic supports.

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 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 (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:

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

Purpose statement for Learning Specialist - Behaviour Analyst

The Behaviour Analyst Learning Specialist provides strategic instructional leadership to strengthen positive behaviour, student engagement, wellbeing and inclusion outcomes across the College. As an expert practitioner in behaviour support, the role works collaboratively with College leaders, teachers, learning partners, students and families to lead the implementation of evidence-informed behaviour support practices aligned with FISO 2.0, School-Wide Positive Behaviour Support (SWPBS), Multi‑Tiered Systems of Support (MTSS) and the College Strategic Plan.

The Behaviour Analyst Learning Specialist maintains a strong focus on improving outcomes for students by ensuring behavioural, social and emotional needs are identified early and addressed through proactive, preventative and responsive interventions. Through the analysis of behaviour, engagement, attendance and wellbeing data, the role supports the development of positive learning environments that maximise student participation, belonging, self‑regulation and achievement. The Learning Specialist leads the implementation and evaluation of universal, targeted and intensive behaviour supports, ensuring interventions are evidence‑informed and responsive to student needs.

The Behaviour Analyst Learning Specialist builds the capability of teachers and support staff through coaching, mentoring, demonstration lessons, classroom observation and the provision of evidence‑based feedback. The role leads professional learning in positive behaviour support, trauma‑informed practice, behaviour assessment, classroom management and restorative approaches, supporting staff to implement consistent and effective strategies across the College. Through modelling exemplary practice and fostering a culture of collective responsibility, the Behaviour Analyst Learning Specialist contributes to safe, inclusive and engaging learning environments where all students can thrive academically, socially and emotionally.

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 https://www2.education.vic.gov.au/pal

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 at Recruitment in Schools .

Applications close Sunday 8 November 2026 at 11.59pm