Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - Western suburbs
Reference: 1496202
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.
SC6. Demonstrated strategic leadership to collaboratively and autonomously develop the capabilities of all staff to use digital technologies in an ever-changing world.
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.
In recognition of the importance of exemplary teaching practice for improved student learning outcomes, the key roles of the Learning Specialist 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 on their practice
¿ providing evidence-based feedback to teaching staff to inform their effectiveness and development
¿ providing expert advice about the content, processes and strategies that will shape individual and school professional learning
¿ supervising and training one or more pre-service 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 including through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice.
All Staff
¿ Uphold Department and School Values at all times
¿ Upload AITSL teacher standards and Codes of Conduct and Ethics (VIT)
¿ Work within Department and school policy guidelines, including Occupational Health and Safety
¿ Maintain confidentiality at all times
¿ Check the portal daily for timetable changes and allocations
¿ Check emails daily on EduMail using devices provided and read and like any Microsoft Teams messages
¿ Attend Whole School Briefing (8:30am Tuesday) and PLT Briefing (8:30am Thursday)
¿ Complete mandatory tasks and LearnED modules
¿ Abide by the Staff Dress Code policy
¿ Ensure personal devices, including mobile phones, are only used for work purposes
¿ Provide a child safe environment in accordance with the child safe standards and inform leadership of any wellbeing concerns and record incidents on Xuno
¿ Provide basic first aid to students (first aid trained staff only), record details as a first aid incident on Xuno
¿ Participate in community events, camps and activities as required
Teaching & Learning ¿ Digital Learning
¿ Lead and manage the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities
¿ 0.4 Teaching Load / up to 0.6 release to provide group and differentiated coaching support through PLTs and 1:1 (dependent on the workforce plan annually)
¿ Model exemplary practice in line with the Jackson Teaching & Learning Model and Framework
¿ Ensure collaborative and responsive teaching and learning across the community
¿ Lead Instructional Practice aligned to Victorian Teaching and Learning Model
¿ Ensure accountability of classroom non-negotiables, teacher¿s planning and other deadlines
¿ Coordinate Professional Practice Days and manage the documentation of curriculum planning (Termly and Weekly)
¿ Oversee Professional Learning Teams in line with FISO Improvement Cycle to improve student learning outcomes
¿ Lead Assistant Learning Specialist (PLT Leader) Development (P-12)
¿ Lead Collaborative Reflection & Feedback (Learning Walks, Peer Observation & Differentiated Coaching Support) in collaboration with other Learning Specialists
¿ Provide evidence-based differentiated, individual and group coaching and feedback to Teachers (Demonstration/Modelling, Observation, Co-Planning/Teaching)
¿ Work in partnership with Leading Teacher and other Learning Specialists to develop a shared view of highly effective teacher practice
¿ Collaborate with Leading Teachers and PLT Leaders in leading the strategic development of our Learning SSP goals/KIS and AIP priorities/actions
¿ Provide routine support to staff, students and their families (P-10 Teaching & Learning Support)
¿ Provide a child safe environment in accordance with the child safe standards
¿ Contribute to the overall leadership and management of the school through attending leadership briefings, meetings and planning days
¿ Responsibility for general discipline matters beyond the management of classroom teachers (Tier 3 Major) when not in the act of teaching (0.6)
¿ Oversee the whole-school delivery of the Jackson Learner characteristics (8 employability skills) aligned to the Independent Learning scope and sequence (including eSMART program) and school values (Learning and Independence)
¿ Oversee school-wide Digital Learning Strategy, including partnership with Brimbank Tech School
¿ Manage and audit IT learning resources across the school, including STEM, Performing and Media Arts (Specialists)
¿ Provide differentiated professional learning to staff on school-wide hardware (including Smartboards) and software systems, (including SeeSaw and other online learning platforms)
¿ Any other duties required by the Principal Team
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.
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
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
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
Teachers who do not have an approved special education qualification but do have current provisional or full registration from the Victorian Institute of Teaching may apply. Preference will be given to applicants who have an approved special education qualification
Advice for Applicants
Applicants are free to structure applications in any manner they choose, but must ensure that the following are included:
¿ A specific response to all of the Selection Criteria and position details. It is suggested that applicants limit their response to not more than 7 pages
¿ A Cover Letter introducing yourself and providing your name, record number (if currently employed by DE), home address, telephone numbers (home, work and mobile) and the vacancy number of the position.
¿ A summary of experience and qualifications.
¿ The names and contact details of three referees who can provide information regarding the applicant in relation to the Key Selection Criteria.
Please note: The selection panel may contact referees other than those listed.
Applications to be submitted via School Jobs Vic in preferably a .pdf format.
The Selection Process will involve at least the following steps:
1. Receipt of application by closing date
2. Shortlisting of applications
3. Interview process (applicants may be invited back for a second interview)
4. Referee checks (these may occur prior and/or after the interviews)
Note: the panel reserves the right to contact others outside of the list of referees provided by the applicant.
On making a decision to appoint, a job offer will be made to the successful applicant.
To be eligible for employment, transfer or promotion in the principal or teacher class:
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
Jackson School is a collaborative learning community for all. We aim to develop independence through safety, respect and responsibility. We aspire to offer authentic, quality educational experiences that develop futures, create opportunities and inspire student potential; enabling our students to be valued and contributing members of the wider community. We share and celebrate our successes and achievements.
Our values are learning, independence, safety, respect and responsibility. These incorporate our PBIS (SWPBS) expectations.
Jackson School was established in 1976 and is situated in the suburb of St Albans, in the South-West region of Victoria and Brimbank-Melton area as part of the Keilor-St Albans network. The community is well established with a total of 325 students enrolled in 2025. The Student Family Occupation and Education Index (SFOE) is 0.5233 (High) which reflects the socio-economic position of the community. The school is a Special School for students with a mild intellectual disability. All students must have a mild intellectual disability with a FSIQ within the 50-70 range and be funded under the Program for Students with Disabilities (PSD) or Disability Inclusion (DI).
Some students also have a secondary disability such as: Autism Spectrum Disorder (ASD), Down Syndrome and ADHD with a small number of students with a minor physical disability. 72% of students are male and 28% are female. 6% identify as Aboriginal and Torres Strait Islander students. 68% of students are identified as disadvantaged. 57.5% of students were born in countries other than Australia. 24.53% of all students speak a language other than English at home of which 19.5% are Australian born. Overall, only 40.33% of all students are Australian born with 17% of students born in Vietnam. 31 language backgrounds are represented by our families with 37% of EAL students speaking Vietnamese at home. Only 5.66% are eligible for EAL funding. 1.6% are refugees.
50% of students arrive to school by eight school bus lines funded by DE Student Transport, 48% are either brought/collected by families some or all of the time, and 2% are independent travellers to and from school. The majority of families live within a 10km radius from school. Out of the three networks within the Brimbank-Melton area, around 50 feeder schools fall within Jackson School's Designated Transport Area (DTA).
As a collaborative learning community, our school improvement priorities are aligned with the Framework for Improving Student Outcomes (FISO) and our SSP goals and targets to enable us to meet our aspirations. The 2024-2028 SSP is focused around the following goals:
1. Learning: Improve student learning growth in literacy and numeracy.
2. Wellbeing: Improve the health and wellbeing for all students.
The school has three Principal Class Officers (Principal and two Assistant Principals), business and operations manager, six Leading Teachers, three Learning Specialists supported by eight Assistant Learning Specialists (PLT Leaders). We have 55 teaching staff and 81 Education Support staff. Our distributed leadership structure was implemented in 2021 and is aligned to FISO 2.0. Following our 2024 AMP capital works, our school is now structured into three collaborative learning communities (Junior School, Middle School, Senior School).
In 2025 we are running 30 classes with between 8-12 students in each class supported by a Teacher and at least one Education Support Staff.
Our curriculum programs are firmly developed from the Victorian Curriculum F-10 (including A-D) to educate our students to be equipped with the knowledge and skills needed to be independent, responsible, respectful and safe members of the community.
Learning in our foundation classes is focused around an inclusive and integrated play-based learning program influenced by the transition from VEYLDF. Learning in Years 3 to Year 8 is strongly focused around English, Mathematics, Integrated Learning (Science and Humanities), PBIS, RRRR and eSMART.
DE Careers Curriculum Framework has influenced our school designed World of Work program for Years 9-10 to prepare our students for their 2-year VPC or ASDAN transition programs. We offer a diverse range of onsite and offsite experiences with our school-ran cafe, travel training, supported work experience opportunities, VET and SBATs (including Head Start) to support our students towards the creation of their Career Action Plans.
We also offer a wide variety of specialist programs, including: Physical Education, Visual Arts, Performing Arts, Design Technology & STEM.
Jackson School is committed to fostering a meaningful relationship with our parent and carer community to build a strong partnership of trust. We offer a number of engaging community opportunities and seek to support our families to partner with us in striving for the best outcomes for their child.
The school is committed to child safety. Students learn best when they are safe, happy and empowered. We are committed to our legal and moral obligations when concerned about the safety of our students. Our policies, procedures and training support us to achieve these commitments.