Learning Specialist - Educational Leadership - Strategic Priorities

Location: Melbourne - CBD and Inner Metro suburbs

Reference: 1542821

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.

Role

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 marrung@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:

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:

The successful applicant will work closely and collaboratively with the Leading Teacher Curriculum Assessment & Reporting and two other Learning Specialists with similar role descriptions. The team will share responsibility and accountability to meet role responsibilities and address strategic plan priorities.

It is expected that the successful applicant will have a thorough knowledge of the VTLM 2.0 and Victorian Curriculum 2.0 and the capacity to successfully implement them.

Assistant Principals will coordinate the work of this team, providing specific and explicit role expectations for each team member every year, informed by AIP priorities, team and individual skill sets.

A time allowance will be provided each year consistent with the demands of each role and the particular Annual Implementation Plan foci.

• 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).

Princes Hill SC provides a supportive learning environment and a culture of high expectation that foster the school values of Achievement, Creativity, Inclusion, Resilience and Respect

The school has approximately 885 students. Demand for places is high and there are limits on the capacity of the school to offer places to students beyond the neighbourhood area. The school attracts a high proportion of families with a professional background who regularly contribute to decision-making processes, and support learning programs. The school has excellent facilities in all curriculum areas and is privileged to have access to outstanding playing fields and grounds with Princes Park in close proximity. This beautiful green open space is actively used by classes, and daily student access is supervised at recess and lunchtime.

The school is an inclusive and vibrant environment where students of all backgrounds feel welcome and safe. Widely acknowledged as a high performing school, Princes Hill SC is recognised for its impressive student academic performance, excellence across the curriculum and enduring social, emotional and personal outcomes for students. Appreciation of differences between people and awareness of individual needs, interests and abilities is central to the College ethos. Mutual respect amongst students and between students and staff is characteristic of relationships.

Evidence based practice and attention to research is important in our organisation's thinking and learning. Realising that students need a range of knowledge, skills, dispositions, and attitudes to live and learn sustainably and cooperatively in today's world, we maintain mixed ability classes up to Year 10 with a focus on differentiation of learning and challenge. Students are engaged students in the social issues of the day whilst critical and creative thinking, ethical behaviour and intercultural understanding are valued and encouraged. Knowing that wellbeing is fundamental to living well and to learning effectively, the school endorses approaches consistent with positive psychology and restorative practices.

The curriculum makes extensive use of our inner-city location for students' studies and excursions. Partnerships are sustained with nearby institutions including the City Edge Network of Schools that enrich the learning environment and culture. Consistent with the school's philosophy of providing students with a broad education, the College offers an extensive Camps and Outdoor Education Program utilising the recently upgraded school camp at Mirimbah at the base of Mt Buller and Mt Stirling, and other venues. Further learning extension options have included study tours to, Italy, France, China, Indonesia (Science) and Vietnam. In Year 9, all students are involved in our Wilderness Week program where all students have an extended wilderness experience.

Applications close Tuesday 29 September 2026 at 11.59pm

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