Numeracy Learning Specialist

Department of Education Victoria; City of Melbourne; On-site; AUD 90,000 - 120,000; Full time

Job summary

Mentone Girls’ Secondary College in Melbourne’s bayside area is seeking a Learning Specialist to model teaching excellence, mentor colleagues, and lead school-wide professional learning. You will play a key role in improving literacy, numeracy and student wellbeing through data-informed practice.

Applicants should demonstrate expert curriculum knowledge, high-impact teaching strategies, and strong collaboration with leadership and families to support student achievement and engagement.

Qualifications

• Expert knowledge of the relevant curriculum and ability to model exemplary teaching practices across literacy and numeracy.
• Ability to implement high-impact teaching strategies that respond to student needs and monitor learning growth.
• Exemplary interpersonal and communication skills to engage with students, colleagues, and families.

Responsibilities

• Demonstrate high-level expertise in teaching and learning practice.
• Model exemplary classroom practice including teaching demonstration lessons.
• Work with school leadership to develop a shared view of effective teacher practice.
• Lead whole-school improvement strategies related to curriculum planning and delivery.
• Provide professional learning, including observation and feedback protocols for teachers.
• Analyse student data to inform teaching approaches and drive student achievement.

Skills

Curriculum knowledge

High impact teaching

Data-informed practice

Collaboration

Education

Bachelor of Education

Tools

Excel

Job description

Department of Education Victoria – Mentone VIC

1d ago , from Department of Education & Training Victoria

Mentone Girls¿ Secondary College (MGSC) is a high-performing government school located in the bayside suburb of Mentone, just 20 kilometres south-east of Melbourne¿s CBD. With a proud 70-year history, MGSC is the only government girls' school in Melbourne¿s southeastern suburbs, offering an inclusive, aspirational, and future-focused education for girls. Two-thirds of our students travel from outside the local area to be part of our dynamic learning community¿reflecting our strong reputation for academic excellence, wellbeing, and a values-driven culture.

Our school is guided by four core values:Empowerment, Achievement, InclusivityandCreativity. These values are woven through everything we do¿from our high-performing academic programs to our extensive co-curricular offerings including aerobics, performing arts, debating, STEAM, and international opportunities. We are proud of our strong VCE and NAPLAN outcomes and are committed to delivering data-informed, evidence-based instruction that teaches to each student¿s point of need.

Research consistently shows that girls in single-sex schools perform better academically, have higher aspirations, and demonstrate greater confidence in STEAM subjects and leadership roles compared to their peers in coeducational settings. MGSC embodies these outcomes. We are a school that fosters confidence, curiosity, and courage. Our students benefit from an environment specifically tailored to the way girls learn best¿one that nurtures their voice, supports risk‑taking, and encourages them to lead.

We also have a long tradition of outstanding student leadership. Many of our current and past student leaders have gone on to become influential voices in their communities, and they continue to be strong role models for the next generation of MGSC students. Student voice and agency are central to the MGSC experience, supported by a vibrant leadership program that encourages students to actively shape their learning and school environment.

At MGSC, we set high expectations for ourselves and for each other. We believe every student deserves to be challenged and supported to grow¿personally, socially and academically. Our staff are collaborative, reflective professionals who are committed to the pursuit of excellence in girls¿ education.

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 (seeWorkplace 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

Additional Selection Criteria

SC6 Proven ability to apply an expert understanding of girls' education to drive whole-school improvement initiatives, influence teaching and learning practice, and enhance student wellbeingand achievement outcomes in a single‑sex educational setting.

Other Information

Additional Role information

The Numeracy Learning Specialist will lead the implementation of effective numeracy strategies across the College and support all teachers to build confidence and expertise in numeracy teaching and learning. This role works closely with other Learning Specialists and the Director of Curriculum, Pedagogy & Professional Learning to implement school‑wide practices and respondto student learning data with high‑impact instructional strategies.

Other Information

Additional information on Responsibilities

Curriculum, Assessment and Data

• Collaborate with the Director of Enhancement & Assessment to analyse school‑wide data including NAPLAN, PAT ACER and teacher judgement data to identify trends in literacy achievement.

• Collaborate with the Director of Curriculum, Pedagogy & Professional Learning to design and deliver a numeracy program to address identified learning needs.

• Support staff to interpret and use data to inform their classroom practice and differentiation.

• Contribute to the development of curriculum, assessment and reporting policies to embed high‑quality numeracy practice.

Collaboration and Capacity Building

• Work with the Literacy and Disability Inclusion Learning Specialists to ensure consistency of instructional models and inclusive numeracy practice.

• Lead professional learning sessions and support team planning to incorporate numeracy improvement strategies.

• Build professional trust and collaboration among teaching staff to support shared goals for student achievement.

• Promote a culture of reflective practice and professional growth focused on numeracy improvement.

Strategic Contribution and Whole‑School Impact

• Contribute to whole‑school improvement through membership of professional learning teams and curriculum leadership groups.

• Support the implementation of the Annual Implementation Plan and Strategic Plan goals related to numeracy learning.

• Document school‑wide numeracy practices and contribute to policy development related to curriculum, assessment and reporting.

• Actively engage in professional dialogue and remain informed of contemporary best practice in numeracy teaching.

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).

Details of qualification requirements as updated from time to time can be found atRecruitment in Schools.

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