Mathematics (Extension) Learning Specialist 3

government schools; Melbourne; On-site; AUD 100,000 - 130,000; Full time

Job summary

Victorian Government is seeking Learning Specialists who will remain classroom-focused while leading high-quality teaching and learning. They will model excellence through demonstration lessons, mentor teachers, and facilitate school-based professional learning to improve student achievement, engagement and wellbeing.

The role emphasizes building capacity in enrichment pedagogy, data analysis, and collaboration with staff, parents and the wider school community to support student outcomes.

Qualifications

• Demonstrated expert knowledge of the curriculum and ability to model exemplary teaching across literacy and numeracy.
• Expertise in implementing high-impact teaching strategies that respond to student needs and measure learning growth.
• Ability to monitor, assess and use data to inform teaching and provide feedback to students and parents.

Responsibilities

• Deliver high-quality teaching and learning in the classroom.
• Conduct demonstration lessons and observe/coach teachers to improve practice.
• Facilitate school-based professional learning and mentoring across staff.
• Lead enrichment and acceleration pathways aligned with the Victorian Curriculum.
• Coordinate assessment processes and report progress to parents and leadership.

Skills

Curriculum knowledge

High-impact teaching

Data-informed practice

Feedback to students and parents

Professional learning facilitation

Job description

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

Ensure extension curriculum is rigorous, up to date, and aligned with the Victorian Curriculum, including clear pathways for enrichment and acceleration.

Lead high-impact instructional practice for high-ability Mathematics students and support teachers with planning, resources and coverage materials.

Coordinate assessment processes for extension classes, including pre-testing, progressive tasks, moderation and accurate reporting to parents.

Facilitate PLT collaboration focused on advanced pedagogy, data analysis and improved student learning outcomes for high-ability students.

Oversee data collection and tracking (PAT, NAPLAN, pre-testing) to identify high-ability students, monitor progress, and determine readiness for targeted extension or acceleration.

Lead strategies that strengthen pathways into VCE, improve VCE results and increase the number of students pursuing higher-level Mathematics.

Lead professional learning for staff in enrichment pedagogy, problem-based learning, and strategies that challenge high-ability learners.

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.

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 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).

Monterey Secondary College is a vibrant Years 7 to 12 government secondary school located in Frankston North, proudly serving the communities of Karingal, Skye, Carrum Downs, Seaford, Frankston and Frankston North.

As a proud partner in the Frankston North Education Plan (FNEP), Monterey is committed to transforming lives and breaking the cycle of intergenerational disadvantage. The FNEP is a long-term, place-based initiative developed in partnership with Monterey Secondary College, Mahogany Rise Primary School and Aldercourt Primary School. It supports students from birth through to further education and employment by strengthening education, health and wellbeing pathways. The plan focuses on improving student outcomes, increasing community engagement and building stronger connections between families, schools and support services.

Supported by a $26.2 million investment, the FNEP is a collaborative initiative involving the Department of Education, Frankston City Council and the Colman Foundation. Together, we are implementing a comprehensive birth-to-adulthood education model designed to create genuine, life-changing opportunities for local families.

Monterey is home to approximately 528 students and a dedicated team of around 130 staff. We are proud that approximately 12 percent of our students identify as Aboriginal or Torres Strait Islander, and a further 13 percent receive support through Disability Inclusion Profile funding. The College is strongly committed to inclusive education, ensuring every student, regardless of background or ability, has access to the adjustments, support and opportunities needed to thrive.

The College has undergone a remarkable transformation in recent years, highlighted in The Age newspaper in December 2021. Once considered a school facing significant challenges, Monterey is now recognised as a model of rapid improvement and educational excellence. The College is known for its calm and focused classrooms, state-of-the-art learning facilities, award-winning teachers and an unwavering commitment to high-quality teaching and learning. Positive education strategies are embedded across the school, supporting student wellbeing alongside academic success.

Monterey is widely recognised for its dynamic student engagement programs, offering meaningful opportunities beyond the classroom. Through initiatives such as the Silvertop Sports Science Academy, STEM enrichment, music, leadership development and cultural celebrations, students are empowered to explore their interests and grow as individuals. A strong focus on wellbeing and connection ensures all students feel supported to thrive both personally and academically.

A structured and supportive transition program helps every student feel welcomed, whether they are joining from within the Frankston North Education Precinct or beyond. Individualised pathways and tailored support systems ensure the diverse learning needs of students are met, allowing each young person to progress at their own pace. Monterey is deeply committed to fostering lifelong learning, academic excellence and personal growth for every student.

Monterey is not only a school of local significance but also a recognised leader within the Victorian education system. As a leader in Trauma-Informed Positive Education, the College regularly welcomes educators from across the state seeking to learn from our innovative practices. Our staff contribute actively to system-wide improvement by sharing expertise and building professional capacity across the sector.

In collaboration with Berry Street and the University of Melbourne, Monterey has developed a trauma-informed, strengths-based educational philosophy that fosters safe, supportive and emotionally intelligent learning environments. With a strong focus on emotional regulation, resilience, relationship building and restorative practices, students are empowered to grow, lead and succeed both academically and personally.

Monterey is also a recognised leader in Vocational Education and Training (VET) across Victoria, offering industry-aligned programs that equip students with practical skills, nationally recognised certifications and real-world experience. Through robust partnerships with TAFEs, industry providers and local employers, students access a wide range of courses in sectors such as construction, health, community services, hospitality and sport. These programs support successful transitions into apprenticeships, employment and further education. Montereys VET offerings also extend to students from outside our immediate community, reflecting our reputation for excellence in vocational education.

Staff retention at Monterey is exceptionally high, particularly notable in the context of the current teacher shortage. This is a testament to the school¿s strong culture, meaningful professional support and powerful sense of shared purpose. Staff experience a collaborative and collegiate environment, supported by structured induction, ongoing coaching and sustained mentoring. Early-career teachers, experienced educators and aspiring leaders are all given opportunities to grow and thrive within a high-expectation, high-support culture that prioritises continual professional development.

Montereys strong outcomes are reflected not only in student achievement but also in feedback data. Results from the Attitudes to School Survey (AtoSS), Parent Opinion Survey and Staff Opinion Survey consistently exceed state benchmarks, demonstrating high levels of satisfaction, engagement and trust across the school community.

If you are passionate about student success, committed to inclusive and transformative education, and eager to grow your professional capacity in a supportive and innovative environment, Monterey is the place for you.

Further reading about Montereys success:

• The Age article on Montereys transformation:

Applications close Wednesday 4 November 2026 at 11.59pm