Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - Southern suburbs
Reference: 1545926
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.
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 practice for improved student learning outcomes, the key roles of the Learning Specialists may include but are not limited to:
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
Time Fraction and Working Arrangements
This position is offered at 0.6 FTE and is fully released from classroom teaching responsibilities, enabling the successful applicant to focus on whole-school teaching and learning leadership, instructional coaching, professional learning and collaborative planning.
We are open to flexible working arrangements, with the specific days and hours able to be negotiated with the successful applicant. This may include working the 0.6 time fraction across three full days or across a greater number of shorter days, depending on the applicant¿s preferences and the needs of the role. There is also flexibility to negotiate which days of the week are worked.
Due to the leadership responsibilities of the position, the successful applicant will need to be available for designated staff meeting/professional learning afternoons and scheduled collaborative planning and Professional Learning Community (PLC) meeting days. Final working arrangements will be negotiated to balance flexibility for the successful applicant with the operational and leadership requirements of the role.
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.
About this Opportunity
Seaford Park Primary School is seeking an experienced, collaborative and highly skilled educational leader to join our Leadership Team as our Learning Specialist for Teaching and Learning. This is a part-time position, fully released from classroom teaching responsibilities, providing dedicated time to lead and support whole-school improvement. This is an exciting opportunity to play a key role in shaping and leading the next phase of our whole-school teaching and learning improvement journey.
The Learning Specialist will provide whole-school instructional leadership, leading the development, implementation and continuous improvement of high-quality, evidence-based teaching and learning practices. Working closely with the Principal, Leadership Team and teaching teams, the successful applicant will lead work to strengthen consistency and impact in classroom practice, including the development and implementation of our whole-school instructional model.
A significant focus of the role will be building teacher capability through peer observation, instructional coaching, modelling, feedback, collaborative planning, PLCs and whole-school professional learning. The Learning Specialist will work alongside teachers to support the translation of evidence, professional learning and whole-school priorities into effective classroom practice.
The role will also provide leadership across curriculum, assessment, intervention and reporting, ensuring that whole-school approaches are coherent, evidence-informed and responsive to student learning needs. We are seeking someone who is passionate about evidence-based practice, values collaboration and professional learning, and is excited by the opportunity to have a meaningful impact on teaching practice and student outcomes across our school.
Welcome to Seaford Park Primary School
At Seaford Park Primary School, our vision is to cultivate a nurturing and vibrant community where every child feels valued, safe and inspired to achieve their personal best. By putting the learner at the centre, we are committed to creating an inclusive environment that celebrates diversity and fosters respect, ensuring every student has the opportunity to thrive academically, socially and emotionally. By encouraging curiosity, empathy and resilience, our focus on thesocial nature of learning prepares students for meaningful and compassionate participation in a diverse world beyond the school gates.
Seaford Park Primary School is nestled amongst a residential area and green wedge between Peninsula Link to the west and Frankston-Dandenong Road to the east. We have approximately 155 students enrolled in 2027, with a school capacity of 200 students, enabling us to maintain a strong sense of community while knowing and responding to the individual strengths and needs of our learners. The class structure for the 2027 school year will include eight classes:
Junior Team: 2 x Prep and 2 x Year 1/2 composite classes
Middle Team: 2 x Year 3/4 composite classes
Senior Team: 2 x Year 5/6 composite classes
Our 2027 leadership structure will consist of a Principal, Assistant Principal, Learning Specialist, Numeracy Leader and Student Engagement Leader, providing dedicated leadership across teaching and learning, inclusion, wellbeing and student engagement.
During 2026, we undertook significant work aligned with our Annual Implementation Plan priorities to strengthen our whole-school approaches to teaching, learning, engagement and wellbeing, underpinned by a strong commitment to evidence-based practice. A clear Multi-Tiered System of Supports (MTSS) framework provides the structure for this work, bringing together high-quality Tier 1 teaching and wellbeing practices, targeted Tier 2 intervention and individualised Tier 3 support.
In teaching and learning, we have continued to build teacher capability in explicit, systematic and evidence-based instruction. The majority of our classroom teachers are now trained in Orton-Gillingham (OG), supporting a structured approach to literacy instruction, with continued training and refinement of practice planned for 2027. We have developed a knowledge and literature-rich curriculum that intentionally builds students' background knowledge and creates meaningful connections between high-quality texts and curriculum content. Our whole-school assessment schedule and practices have also been reviewed and refined, with an increased focus on purposeful assessment, moderation, data analysis and using evidence of student learning to inform teaching.
Our Professional Learning Community (PLC) structure is embedded as a key driver of whole-school improvement. PLCs provide dedicated time for teachers to work collaboratively, analyse student learning data, identify areas of need, respond through changes to teaching practice and evaluate their impact. They support collective responsibility for student outcomes and provide an important link between whole-school improvement priorities and classroom practice. A key focus of our PLC work is improving student outcomes in Numeracy. During 2026, we introduced a dedicated daily Mathematics Fluency block across the school, providing protected time for the explicit and targeted development of essential mathematical knowledge and skills. PLCs have been central to driving this work, with teams using student data to identify areas of need, plan targeted fluency instruction, monitor student growth and refine teaching approaches in response to evidence.
In 2027, we will build on these foundations through the continued refinement of our curriculum, assessment and evidence-based teaching practices, alongside the review and development of a whole-school instructional model aligned with the Victorian Teaching and Learning Model (VTLM). Professional learning, collaborative planning, PLCs, peer observation and instructional coaching will support staff to translate evidence and whole-school priorities into consistent, high-quality classroom practice.
Our approach to student engagement, wellbeing and inclusion is underpinned by a Multi-Tiered System of Supports (MTSS) framework, providing a clear and consistent structure for how we identify need, respond with appropriate levels of support and monitor impact. This ensures our work is proactive and preventative at Tier 1, targeted and responsive at Tier 2, and individualised and intensive at Tier 3.
During 2026, we strengthened our behaviour response processes and School-Wide Positive Behaviour Support (SWPBS) practices, with an increased focus on proactive and consistent approaches to behaviour and engagement. Our Student Engagement Leader leads targeted supports including individual student intervention and Hands-On Learning, while our Tier 2 approach also includes targeted social and learning groups, including those facilitated by a teacher completing a Master of Learning Intervention. Student needs are identified early and progress is monitored to determine the effectiveness and intensity of support required.
Inclusion is central to our MTSS approach. An external psychologist, occupational therapist, speech pathologist and mental health social worker work onsite each week, enabling students to access allied health therapies at school and supporting close collaboration between professionals, teachers and families. Comprehensive Student Support Group (SSG) and Individual Education Plan (IEP) processes complement this work, bringing families, staff and professionals together to establish meaningful goals, adjustments and supports. This wraparound approach ensures support is coordinated around the whole child across learning, engagement and wellbeing.
Seaford Park Primary School prides itself on its strong sense of community, inclusive culture and commitment to continuous improvement. Working collaboratively with students, families and our wider community, we aim to ensure every learner is known, supported and challenged to achieve their personal best. Through high-quality evidence-based teaching, proactive wellbeing and engagement practices, and a strong belief in the potential of every student, we seek to ignite the spark that supports our students to become curious, capable, caring and lifelong learners.