Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Gippsland - Wellington
Reference: 1495747
SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of literacy and numeracy skills across the curriculum.
SC2 Demonstrated ability to lead the planning and implementation 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 monitor and assess student learning at a class, cohort or whole-school level and use this data to lead improvement initiatives. 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 leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school professional learning.
School specific criteria: Demonstrated high level ability to lead both culture and practice that embody challenge, support, and professional growth leading to improved student outcomes.
VTLM 2.0 - Instructional Leadership and Coaching
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, 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. This job description should be read in conjunction with schedule 2 of the VGSA 2022.
A team of Learning Specialist, Instructional Leadership and Coaching positions will work collaboratively on the portfolio of core responsibilities and key duties below.
As a core driver of the school's Strategic Plan (2026-2029), these roles are designed to enhance instructional practice, build teacher capacity, and improve student outcomes through evidence-based coaching, collaboration, and leadership in teaching, learning and engagement. The role reflects the school's commitment to high-impact teaching strategies, differentiation, inclusive practice, and restorative approaches.
The role aligns with the school's Strategic Plan priorities:
A portfolio of specific roles and duties from this list (including both individual and collaborative responsibility) will be allocated to each Learning Specialist ¿ Instructional Leadership and Coaching in consultation with the AP and the Principal based on the needs of the school each year.
Instructional Leadership and Coaching - Key Responsibilities
In accordance with the Victorian Government Schools Agreement and Learning Specialist roles, the VTLM 2.0 Instructional Leadership and Coaching Learning Specialists will be key contributors to whole school improvement in the following keys areas:
Teaching and Learning Leadership
Instructional Coaching and Staff Development
Professional Learning Leadership
Support for Whole School Curriculum, Assessment, and Literacy Strategies
School Culture, Collaboration, and Visibility
The successful applicant may be required to carry out other duties as determined by the principal.
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
Please ensure that your application includes:
· It is recommended that your response to each of the selection criteria uses the STAR model
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
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.
Maffra Secondary College is a regional college which caters for students in Years 7-12. Maffra is located two and half hours from Melbourne but within one hours drive of both the sea and mountains. Our enrolments sit at approximately 550 and a majority of our students travel to and from our school by bus from neighbouring towns. This number of students makes it small enough to allow positive relationships to be formed, but large enough to provide a wide range of options for our students. Our Strategic Plan goals are to improve student learning, student engagement and student wellbeing.
Maffra Secondary College provides learning and leadership opportunities for all students both within the school and the wider community. There is a focus on providing a positive learning environment where all individuals are accepted, inspired and empowered to succeed. We want our students to be actively involved in their learning and through student voice and agency, contribute to not only the development of the curriculum but also to improving the school environment and working with neighbouring cluster schools and the local community. The work undertaken in this area over the previous 4 years led to our college being recognised as School of the Year 2022 - Student Voice and Agency by VicSRC and significant improvement in all measures of the AToSS data.
Our College values Respect, Learning, Community and Resilience guide and underpin our high expectations of behaviour for staff, students, and our parent/caregiver community and we always strive to achieve the highest standard possible in these areas.
We have an Explicit Instructional Model (EIM) for staff and working in partnership with AERO for 2 years to embed explicit teaching consistently across our college. This is supported by a whole school coaching program where every teacher is a coach or coachee. Our student leadership team has finalised a student version of our EIM, outlining their responsibilities for learning and engagement in each phase of the EIM.
Since 2022 our AToSS data and Staff Survey data have significantly improved and we are now placed above the State in nearly every measure - our dedicated and committed staff and the amazing young people we learn with each day is what makes our school a great place to come each day.
There is a broad range of opportunities and pathways offered at the senior school which caters for the diverse interests, needs and abilities of our student cohort.