Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - Northern suburbs
Reference: 1546222
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 Outstanding professional and personal attributes including perseverance, humility, collaboration and an improvement focus. The ability to balance high expectations of all learners with inclusivity and positive education practices.
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.
The Learning Specialist - PE/Health and PLCs at Elevation Secondary College will work collaboratively with the Assistant Principals for Excellence in Teaching and Learning and the Curriculum Leadership Team to deliver an outstanding, subject specific Teaching and Learning program. The PE/Health and PLCs Learning Specialist will lead the Health and PE domains and the overall sporting program for the College.
Learning Specialists lead and facilitate the effective subject-based Professional Learning Communities (PLCs) within their faculty. They contribute to the development of teachers through mentoring, instructional coaching and induction. They model excellent teaching, lead the implementation of College wide instructional practices in Health and PE and support teachers to intellectually prepare. They work with the wider leadership team to collectively build school wide improvement in teaching and learning practice.
The Learning Specialist - PE/Health and PLCs role includes but is not limited to the following:
Leading and facilitating subject based Professional Learning Communities (PLCs) within the Health and PE domain, including data analysis, evidence based professional learning, observation and feedback.
Leading the implementation of College wide approaches to curriculum, pedagogy and assessment, documentation and reporting at the subject and faculty level.
Leading evidence based and rigorous teaching and learning practice within the faculty including through mentoring and instructional coaching.
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.
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 [email protected]
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.
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
To find out about our evidence based approaches and available positions, candidates are welcome to attend a tour and meet with Principal, Colin Burke on Thursday, 15 October at 4pm. Alternatively, candidates may organise a confidential phone call with the Principal. To make an appointment, contact HR Manager, Jemma Scerri on [email protected]
To find out more about Elevation Secondary College, applicants can view our website at https://www.elevationsc.vic.edu.au or view our Careers page at https://www.elevationsc.vic.edu.au/our-school/careers/
If you wish to know more about this position, please contact Colin Burke, Principal on (03) 8339 8000 or [email protected].
Please ensure that your application includes:
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.
Elevation Secondary College is looking to recruit high quality, evidence-based practitioners for the 2027 school year.
Elevation Secondary College is an evidence-based school in Melbourne's booming northern growth corridor. Situated approximately 23 kilometers from Melbourne, we service the rapidly growing and aspirational communities of the Aston and Highlands Estates in Craigieburn, Greenvale and further North to Mickleham.
We first opened our doors in 2020, to a purpose built, state of the art educational facility with a Science, Technology and Arts building, as well as a general-purpose Learning Community building, Administration Centre and Library. In 2026 our school has grown to over 1200 students from Year 7-12 and we celebrated our inaugural graduating class in December 2025.
Renowned for its performance based professional learning culture, in 2022, Elevation Secondary College was named #1 best place to work for the not-for-profit sector by the Australian Financial Review. In 2026, it was named in Prosple¿s Top 100 Graduate Employers in Australia.
School Vision
Elevation Secondary College is an outward facing school that values improving student learning, social emotional outcomes and educational attainment for all students. The school is known for its academic excellence, orderly learning environments, inclusiveness and the outstanding opportunities it provides its students.
Elevation Secondary College teaches a broad and rigorous academic program that allows students to build skills in the context of a knowledge rich curriculum. Teachers engage students in lessons that challenge their thinking and promote academic effort and rigour. All students are supported in their wellbeing and engagement through a complementary system of high expectations, school wide positive behaviours and trauma informed classroom practices utilising the Berry Street Education Model. The school provides students with a range of extra-curricular programs that enhance learning in the classroom and the ability to engage the wider community, academic and corporate world.
Professional Learning Culture
Elevation Secondary College has a powerful professional learning culture, based on the idea that: ¿if we create a culture where every teacher believes they need to improve, not because they are not good enough but because they can be even better, there is no limit to what we can achieve¿ Dylan Wiliam University of London. Staff at the school maintain a professional approach to teaching and learning. The school has developed a culture of professional learning where observations, walkthroughs, coaching, data and academic research are commonly used to improve practice. Consistent with the schools behavioural expectations of Aim High, Work Hard, Be Good, staff will be expected to be aspirational, improvement focused and maintain positive and professional relationships with all members of the community at all times.
Staff will be expected to balance the need for high expectations of all learners with a positive educational and trauma informed approach to engagement, wellbeing and inclusion.