Learning Specialist Range 3-Instructional Leader

government schools; Melbourne; Presencial; AUD 90.000 - 120.000; Jornada completa

Descripción de la vacante

William Ruthven Secondary College seeks Learning Specialists who are highly skilled classroom practitioners. The role focuses on delivering high-quality teaching while mentoring and coaching teachers, observing demonstrations, and facilitating school-based professional learning to improve achievement, engagement and wellbeing.

You will model excellence in teaching and learning, work with the leadership team to promote effective practice, and use data-driven feedback to inform instructional

Formación

• Demonstrated ability to model teaching and learning practice across curriculum.
• Ability to support teachers to evaluate impact of learning programs on student growth.
• Demonstrated capacity to provide feedback to students and parents on learning growth.

Responsabilidades

• Demonstrating high-level expertise in teaching and learning practice.
• Modeling exemplary classroom practice including teaching demonstration lessons.
• Collaborating with school leadership to define highly effective teacher practice.
• Leading and modelling whole-school improvement strategies for curriculum planning and delivery.
• Providing professional learning, including observation and feedback processes and peer collaboration.
• Mentoring and coaching student teachers and teachers to improve practice.
• Using student data to inform teaching approaches and inform professional learning.

Conocimientos

High level teaching

Data-informed feedback

Professional learning facilitation

Collaboration with stakeholders

Mentoring teachers

Educación

VIT teacher registration

Descripción del empleo

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:

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.
• 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.

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).

William Ruthven Secondary College, established in 2010, serves the communities of Reservoir, Coburg, Thomastown and Campbellfield. Our school community is strongly committed to our values - Respect, Excellence, Acceptance and Leadership @ WRSC - which reflect our focus on academic achievement and lifelong learning. The college¿s ethos and infrastructure are designed to ensure every student is known as an individual, enabling us to maximise both learning and social success.

Our curriculum is innovative and structured to ensure literacy, numeracy and curiosity are central to learning in Years 7¿10, providing a strong foundation for success in both VCE and the Vocational Major. Four days each week include a dedicated 35 minute literacy session that incorporates research-based strategies aimed at improving literacy outcomes for all students.

The Year 7¿8 STEAM program develops the research, problem-solving and collaborative skills students need for success in Years 9¿12, whether pursuing VCE or the Vocational Major pathway. Teachers work within Professional Learning Communities (PLCs) to analyse multiple sources of data and use this evidence to inform differentiated teaching and learning for every student.

Staff are supported through coaching, mentoring, peer observation and reflective practice. Each Tuesday, staff participate in curriculum-focused meetings, while Wednesdays are dedicated to Professional Learning and Engagement. These structures allow staff to deepen their understanding of our learning framework and the William Ruthven Secondary College Explicit Instructional Model, ensuring we continue to meet the diverse learning needs of our students.

The college also maintains strong partnerships with La Trobe University, RMIT University and the Outer Northern Trade Training Centre (ONTTC). These partnerships help ensure our students are supported to pursue their chosen pathways whether that be university, further education, apprenticeships or employment after Year 12 preparing them for successful futures.

Applications close Wednesday 18 November 2026 at 11.59pm