Learning Specialist Range 3 - SWPBS Wellbeing and Data improvement

government schools; Melbourne; On-site; AUD 100,000 - 120,000; Full time

Benefits offered by this job

Flexible work arrangements

Professional development

Job summary

Naranga School in Frankston, Victoria, seeks a Learning Specialist to lead high-quality teaching and mentor colleagues across classrooms for students aged 5–18 with mild intellectual disability.

You will model exemplary teaching, demonstrate data-informed practice, and lead whole-school improvement strategies including SWPBS, curriculum planning, and professional learning communities to raise achievement, engagement and wellbeing for diverse learners.

Qualifications

• Demonstrated expert knowledge of the relevant curriculum and ability to model exemplary teaching.
• Expertise in implementing high impact teaching strategies responsive to student learning needs.
• Ability to monitor and assess student learning and provide feedback to students and parents.
• Exemplary interpersonal and communication skills for collaboration with students, colleagues and families.
• Ability to lead the implementation of school-wide improvement strategies and professional learning.
• Experience mentoring and coaching teachers and using data to inform practice.

Responsibilities

• Demonstrating high-level expertise in teaching and learning practice.
• Modeling exemplary classroom practice including through teaching demonstration lessons.
• Working with leadership to develop a shared view of effective teacher practice.
• Leading school-wide improvement strategies related to curriculum planning and delivery.
• Providing professional learning and feedback through observation and peer collaboration.
• Supporting teachers to seek and act on feedback to improve practice.
• Supervising and mentoring student teachers and coaching teachers.
• Using student data to inform teaching approaches and inform school decisions.

Skills

Curriculum knowledge

High-impact teaching

Data-informed practice

Collaboration

Education

VIT registration

Job description

Naranga is a school in Frankston for students aged 5 to 18 who have a mild intellectual disability. Our motto is ¿Learning for Life¿, and we aim to prepare each student to be an active contributor within the community. We provide an engaging and comprehensive developmental curriculum that ensures each student will achieve personal success and achieve progress within a supportive environment. Programs are innovative and accommodate the individual learning styles and needs of students. Integrated and holistic learning opportunities are developed so that students acquire knowledge and experience within engaging activities. Classes range in size from 6 to 14 students, reflecting the individual needs of students and their capacity for independence.

We follow the Victorian Curriculum that sets out the knowledge and skills every student should learn during their first 11 years of schooling to become lifelong learners, confident individuals, and active and informed citizens prepared to navigate a diverse and changing world. An Individual Education Plan is developed for each student ¿ in consultation with families/carers and students. Our Senior Secondary Program offers students two distinct pathways, Victorian Pathways Certificate (VPC) and ASDAN (Award Scheme Development and Accreditation Network) Senior students also have the opportunity to participate in selected vocational education and training certificates.

The staffing structure is designed to support and extend student learning by focussing on interests, skills and wellbeing. In addition to traditional subjects such as English and Mathematics, the school offers learning opportunities through specialist activities such as Health and Physical Education, The Arts, Digital and Design Technology and Science. Additional supports are provided through student wellbeing, psychology, speech pathology and occupational therapy.

The learning journey at Naranga is supportedby School-Wide Positive Behaviour Supports and Restorative Practices, which are incorporated into daily school life. Students¿ achievements are regularly celebrated at every level: within classes, in sub-schools, across the whole school and in the broader community. We are proud and active members of the Sustainable Schools program. We have current registration with eSmart, and actively engage our students in the Bully Stoppers program.

Parents are strongly encouraged to be involved in the development of their child¿s academic learning program, and as part of the broader school community. We work closely with parents to host information sessions, a Parents and Friends group, a fundraising group, open days and various sporting and musical events. Our School Concert is the highlight of our calendaryear.

Naranga School is identified as having a low socio-economic band. We received additional funding under Equity Reform. This money was used to support individualised learning programs for students through smaller class groups, explicit instruction, additional education support staff and therapy services.

In 2025, 162 students are enrolled and supported by teachers and education support staff, including a psychologist, speech pathologist, mental health practitioner and occupational therapist. Leadership comprised a Principal, 2 Assistant Principals, 2 Leading Teachers and 2 learning specialists. Maggie the school¿s therapy dog, provides individual and group support to students across the school 5 days per week

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.

SC 6 Demonstrated capacity to lead the implementation of School-Wide Positive Behaviour Support (SWPBS) and utilise data-informed practices to improve student learning, wellbeing, engagement and behaviour outcomes in a special school setting.

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.

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).

Applications close Thursday 19 November 2026 at 11.59pm