Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Loddon Mallee - Greater Bendigo
Reference: 1553419
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 awareness of SWPBS framework and capacity to work within this structure.
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
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.
Lightning Reef Primary School boasts outstanding open planned facilities and large grounds beside Bendigo Showgrounds. The grounds are expansive and provides for active and passive play. The full size gymnasium and indoor canteen ensure a range of indoor activities are encompassed in daily learning opportunities. The school's mission is to provide a welcoming and challenging environment that fosters respectful and responsible global citizens capable of thriving in the future. We hope our students graduate as knowledgeable, skilled, confident, and critical thinkers through the school being a centre of excellence committed to sharing best practice. Our key values demonstrate our shared and relentless commitment to implementing our mission so that our vision becomes a living reality. We value Respect: We show we care about ourselves, others and the environment through our actions and words. Responsibility: We do the things we are supposed to do, own, and accept the results of our actions and words. Persistence: We keep trying, even when things seem hard, and know when to seek help. Kindness: We use actions and words to make others feel happy, or when we notice they need help. The 2025 enrolment sat around 165 students. Student Family Occupation (SFO) index in 2025 was 0.70 and the Student Family Occupation and Education Index was also high. This characterises the school as a low socio-economic school community. We had seven students funded by the DI Program. 19 ATSI students, 6 in Out of Home Care and 53 with a Karen background. The leadership team consists of a Principal, Assistant Principal, a Leading Teacher and an Acting Learning Specialist. Both the AP and LS have part-time teaching loads. Eight homegroups were taught by 11 teachers, 1.8 EFT Intervention teachers and 3 part-time Specialist Teachers. Thirteen Education Support Officers (ES) supported students across the school, either as Integration, Classroom Support or Multi-Cultural Aides. The school's specialist programs are Visual Arts, Music and Physical Education and a Languages program in Karen with the assistance of one of our Multi Cultural Aides. The school enjoyed strong ties with both the Eaglehawk and Bendigo Sandhurst Rotary Clubs, with Bendigo Sandhurst Rotary Club leading a weekly volunteer gardening program. The club also donated fresh fruit weekly that complemented our daily breakfast club. The school maintained positive community partnerships that supported our students and their families. The school accesses DET Speech Pathologists, Psychologists, Occupational Therapists and Koorie Education Support Officers, supplementing our own speech aides and a qualified Social Worker, to complement these services using Equity funds.
The Leading Teacher (Wellbeing) and later Assistant Principal, followed up absences each day. The Leading Teacher (Wellbeing) was the MHiPS Leader, Lookout Teacher and Student Wellbeing Manager, which ensured attendance and student behaviour was followed up in a timely manner. Attendance Data for 2025 showed remained a challenge, the newly developed Staged Response to Non-Attendance will provide us with a clear implementation strategy for future years. Equity funding has been allocated to allow the Wellbeing Leading Teacher to promote and oversee SWPBS and teach RR&RR across the school, support additional ESS, release a second Leading Teacher to manage Disability and Inclusion at a whole-school level and release a Literacy leader to provide additional lessons to our EAL students.