Learning Specialist Range 3 - Learning, Engagement and Connectedness

Government schools; Melbourne; On-site; AUD 90,000 - 120,000; Full time

Job summary

Victorian Department of Education is seeking a Learning Specialist Range 3 to lead learning, engagement and connectedness acrossFoundation to Year 9 across two campuses. The role focuses on explicit instruction, assessment, feedback and professional learning to raise student achievement and wellbeing.

The successful applicant will model exemplary practice, coach teachers, and collaborate with leadership to implement school improvement strategies and VTLM 2.0 aligned priorities.

Qualifications

• Demonstrated ability to model explicit teaching and PCMS aligned with VTLM 2.0.
• Ability to monitor and assess student learning and provide feedback.
• Capable of coaching teachers and leading professional learning.

Responsibilities

• Demonstrate high-level teaching and learning practices.
• Lead demonstration lessons and classroom observation.
• Develop school-wide professional learning structures.
• Use data to inform differentiation and practice improvement.
• Mentor and coach teachers to improve engagement and achievement.

Skills

Curriculum knowledge

Explicit teaching

Assessment of learning

Relationships & communication

Professional learning & coaching

Leadership of learning

Education

VIT registration

Teaching qualification

Job description

Learning Specialist Range 3 - Learning, Engagement and Connectedness

SC1 ¿ Curriculum knowledge and exemplary practice
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 College priorities in ways that strengthen student learning, engagement and participation.

SC2 ¿ Explicit teaching and teacher capability
Demonstrated expertise in implementing and modelling explicit teaching and Positive Classroom Management Strategies (PCMS), aligned with VTLM 2.0, that respond to student learning needs and support high expectations, inclusive classrooms and active participation. Demonstrated ability to build teacher capability through instructional coaching, demonstration lessons, observation and feedback, and support teachers to evaluate the impact of their practice on student learning growth and engagement.

SC3 ¿ Assessment and responsive practice
Demonstrated exemplary ability to model the monitoring and assessment of student learning. Demonstrated ability to support others to use assessment evidence to identify learning needs, inform differentiation and responsive teaching, and provide meaningful feedback on student learning growth and achievement to students and parents.

SC4 ¿ Relationships, student voice and connectedness
Demonstrated exemplary interpersonal and communication skills. Demonstrated ability to build collaborative relationships with students, colleagues, families and community partners to strengthen student learning, agency, wellbeing and engagement. Demonstrated capacity to elevate student voice and foster belonging, identity and connectedness within a culturally and linguistically diverse school community.

SC5 ¿ Professional values and collaborative improvement
Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to build trust, support others to reflect critically on their practice, and facilitate school-based professional learning that strengthens collective responsibility, consistent practice and continuous improvement.

SC6 ¿ Leadership of learning, engagement and connectedness
Demonstrated capacity to take initiative and lead the collaborative development, consistent implementation and evaluation of agreed approaches that improve learning, engagement, connectedness and attendance across Foundation to Year 9 at both Carranballac P¿9 College campuses. Demonstrated ability to exercise professional judgement, translate College priorities into achievable actions, and progress initiatives through to completion, using learning, attendance and participation data alongside student, staff and family feedback to evaluate impact and refine practice.

Selection Criteria

SC1 ¿ Curriculum knowledge and exemplary practice
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 College priorities in ways that strengthen student learning, engagement and participation.

SC2 ¿ Explicit teaching and teacher capability
Demonstrated expertise in implementing and modelling explicit teaching and Positive Classroom Management Strategies (PCMS), aligned with VTLM 2.0, that respond to student learning needs and support high expectations, inclusive classrooms and active participation. Demonstrated ability to build teacher capability through instructional coaching, demonstration lessons, observation and feedback, and support teachers to evaluate the impact of their practice on student learning growth and engagement.

SC3 ¿ Assessment and responsive practice
Demonstrated exemplary ability to model the monitoring and assessment of student learning. Demonstrated ability to support others to use assessment evidence to identify learning needs, inform differentiation and responsive teaching, and provide meaningful feedback on student learning growth and achievement to students and parents.

SC4 ¿ Relationships, student voice and connectedness
Demonstrated exemplary interpersonal and communication skills. Demonstrated ability to build collaborative relationships with students, colleagues, families and community partners to strengthen student learning, agency, wellbeing and engagement. Demonstrated capacity to elevate student voice and foster belonging, identity and connectedness within a culturally and linguistically diverse school community.

SC5 ¿ Professional values and collaborative improvement
Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to build trust, support others to reflect critically on their practice, and facilitate school-based professional learning that strengthens collective responsibility, consistent practice and continuous improvement.

SC6 ¿ Leadership of learning, engagement and connectedness
Demonstrated capacity to take initiative and lead the collaborative development, consistent implementation and evaluation of agreed approaches that improve learning, engagement, connectedness and attendance across Foundation to Year 9 at both Carranballac P¿9 College campuses. Demonstrated ability to exercise professional judgement, translate College priorities into achievable actions, and progress initiatives through to completion, using learning, attendance and participation data alongside student, staff and family feedback to evaluate impact and refine practice.

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

Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.

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*******@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

Learning Specialists are highly skilled classroom practitioners who spend the majority of their time delivering high-quality teaching and learning while providing pedagogical leadership across the College.

The Learning Specialist ¿ Learning, Engagement and Connectedness will lead the development and consistent implementation of evidence-informed approaches to teaching, learning and engagement across Foundation to Year 9 at both campuses. The role will support teachers to strengthen student learning through explicit, systematic and sequenced instruction, while fostering belonging, connectedness and active participation.

The Learning Specialist will model exemplary classroom practice and build teacher capability through instructional coaching, mentoring, demonstration lessons, classroom observation, feedback and professional learning. The role requires a demonstrated capacity to improve student achievement, growth and engagement through effective teaching, assessment and responsive approaches to students¿ learning needs.

Working collaboratively with the principal class, School Improvement Team, broader leadership team, engagement staff, Professional Learning Communities, teachers, students, families and community partners, the Learning Specialist will support the implementation of the College Strategic Plan, Annual Implementation Plan and agreed Key Improvement Strategies.

The role has a strong focus on implementing VTLM 2.0 and strengthening curriculum planning, classroom instruction, assessment, differentiation and feedback. This work will complement the College¿s engagement priorities: belonging and connectedness; student voice, participation and identity; and community connection and partnerships.

The Learning Specialist will take initiative in developing and leading agreed approaches to improve learning, engagement and student attendance across both campuses. They will exercise professional judgement to prioritise and progress initiatives through to completion, working collaboratively with the leadership team and seeking guidance or approval when needed.

The successful applicant will promote a culture of professional inquiry, high expectations, shared responsibility and continuous improvement. They will work with teachers and the broader leadership team to evaluate the impact of teaching practices and engagement initiatives, using learning, attendance and participation data alongside feedback from students, staff, families and community partners.

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