Learning Specialist 3 - Literacy

Job Description

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Victoria Public School Jobs - Victoria Dept of Education Careers – Greater Bendigo VIC

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Applications close Thursday 1 October 2026 at 11.59pm

Learning Specialist 3 - Literacy \n

Government schools

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Applications close Thursday 1 October 2026 at 11.59pm

Overview \n

Work Type: Ongoing - Full-time

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Salary: Salary not specified

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Grade: Learning Specialist - Range 3

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Occupation: Learning specialist

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Location: Loddon Mallee - Greater Bendigo

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Reference:

Selection Criteria \n

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.

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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

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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.

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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.

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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.

Role \n

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.

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The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service.

Responsibilities \n

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• Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities
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• Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;
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• Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;
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• Leading and managing staff performance and development (review of staff);
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• Teaching demonstration lessons;
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• Leading and managing the development of the school's assessment and reporting policies and practices;
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• Leading and managing the implementation of the school operations and policies related to student welfare and discipline;
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• Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;
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• Responsibility for general discipline matters beyond the management of classroom teachers;
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• Contributing to the overall leadership and management of the school;
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• Contributing to the development of proposals for school council consideration;
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• Developing and managing the school code of conduct.
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Who May Apply \n

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 \n

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).

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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

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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 \n

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: pal/child-safe-standards/policy

DE Values \n

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: pal/values-department-vps-school-employees/overview

Other Information \n

Learning Specialists at Weeroona College Bendigo are part of the School Improvement Team. Learning Specialists are highly skilled classroom practitioners who 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. All members of the School Improvement Team at Weeroona College Bendigo are expected to take a broad and active interest in all aspects of the College, always maintain professionalism and confidentiality and participate in a range of college activities.

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In recognition of the importance of exemplary teaching practice for improved student learning outcomes, the Major Accountabilities of the Learning Specialist include:

A. To provide instructional leadership in exemplary teaching skills \n

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• Model exemplary teaching through demonstration lessons and shared planning.
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• Coach teachers to strengthen teaching and learning strategies that support VTLM 2.0.
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• Conduct classroom observations and provide evidence‑based feedback.
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• Support teachers to plan for students requiring intervention, reasonable adjustments and extension.
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• Promote high expectations, academic rigour and active student participation in classrooms.
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• Lead professional learning responsive to the needs of teachers and students.
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• Work with Learning Community Leaders to respond to student attendance, engagement and task‑completion concerns.
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B. To provide leadership to Weeroona College Bendigo to ensure high quality Literacy teaching and learning \n

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• Provide strategic leadership for literacy improvement across the college.
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• Lead the development, implementation and evaluation of a whole‑college approach to literacy teaching and learning.
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• Support the development of consistent approaches to reading, writing, vocabulary, comprehension and disciplinary literacy across all year levels.
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• Use student achievement and literacy data to identify learning needs, monitor progress and inform targeted literacy interventions.
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• Work collaboratively with teaching teams and Learning Area Leaders to embed literacy practices within curriculum planning and classroom practice.
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• Develop, coordinate and monitor literacy intervention programs to improve student learning outcomes.
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• Lead the development and implementation of literacy assessment and moderation practices to support consistency and accuracy of teacher judgement.
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• Collaborate with wellbeing, inclusion and learning support teams to coordinate responses to students with identified literacy needs.
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• Build partnerships with families and relevant external providers to support student literacy development where appropriate.
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• Monitor and evaluate the impact of literacy initiatives, using evidence to inform ongoing improvement.
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• Contribute literacy expertise to College strategic planning, improvement priorities and whole‑school initiatives focused on student achievement.
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• Maintain current knowledge of literacy research, evidence‑based practice and curriculum developments, and support their translation into College practice.
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• Develop reports for disability and inclusion profiling.
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Other \n

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• Provide leadership and involvement in a broad range of College activities during school as well as out of hours.
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• Provide leadership to the staff performance and development policies and procedures.
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• Participate in whole school policy development and decision‑making through membership of the school improvement team.
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• Maintain current knowledge of Child Safe Standards and all relevant child safety obligations.
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• Work to achieve the goals, targets and Key Improvement Strategies of the WCB School Strategic Plan and associated Annual Implementation Plans.
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• Undertake other duties and responsibilities as determined by the Principal.
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Conditions of Employment \n

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• All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
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• Appointment of successful applicants will be made subject to a satisfactory pre‑employment conditions check.
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• A probationary period may apply during the first year of employment and induction and support programs provided.
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• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
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Qualification Requirements \n

To be eligible for employment, transfer or promotion in the principal or teacher class:

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• The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
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• 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
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• 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).
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Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.

Location Profile \n

Weeroona College Bendigo (WCB) is a community of Kind, Safe, Learners, located on the northern side of Bendigo with a population of 780 year seven to year ten students and a small cohort of Year 11 and 12 students completing Vocational Pathways Certificate (VPC). Our second campus (BFLO- Bendigo Flexible learning Options) is an alternative setting and is a collaborative partnership between the five Bendigo Secondary Colleges and Kalianna Specialist School that aims to reengage learners from year seven through twelve. The current enrolment at BFLO is 55 students.

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We have very strong educational partnerships with our associate primary schools in the White Hills cluster, the other three Bendigo year seven to ten colleges and Bendigo Senior Secondary College where our students transition for years eleven and twelve.

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Our modern learning spaces provide for a wide range of flexible teaching and learning activities including independent study, peer tutoring, small and large group work, project‑based learning, lecture‑based learning, seminar style learning, research, performances, and presentations by students and learning by building, doing and creating.

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WCB has a firm commitment to maximising the educational opportunities for each one of our students and we place a high emphasis on all students achieving personal excellence. Each student has a Ready to Learn plan where teachers and parents can track progress with their students to ensure that individual learning needs are met. Literacy and Numeracy are a high priority at Weeroona College Bendigo where we work to ensure that our teaching supports all students across the curriculum. We are a community of readers and encourage reading opportunities at school and at home and we have a differentiated learning mode