Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - Northern suburbs
Reference: 1534135
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.
The Learning Specialist ¿ Artificial Intelligence (AI): Policy and Preparation provides strategic leadership to support the safe, ethical, and effective integration of artificial intelligence across teaching, learning, assessment, and school operations. The role leads the development of staff capability, implementation of department policy, and preparation of the school community for emerging AI technologies.
Working collaboratively with school leaders, teachers, students, and external stakeholders, the Learning Specialist ensures AI is used in ways that enhance learning outcomes while maintaining academic integrity, privacy, equity, and wellbeing.
Advise school leadership on emerging AI developments and their implications for education.
Develop and monitor an AI implementation roadmap aligned with Department of Education policies and priorities.
Demonstrating high-level expertise in teaching and learning practice
Modelling exemplary classroom practice including through teaching demonstration lessons on the use of AI technology and services
Working with the school leadership team to develop a shared view of highly effective teacher practice linked directly to AI initiatives
Leading and modelling the implementation of whole-school improvement strategies related to innovative teaching practices related to STEAM and AI technology
Lead the school's AI readiness and implementation strategy.
Support evidence-informed decision-making regarding AI adoption and use.
Support staff to redesign assessment practices in response to AI technologies.
Develop guidance on responsible AI use in formative and summative assessment.
Lead conversations regarding authenticity, academic integrity, and evidence of learning.
Lead professional discussions about effective pedagogy in an AI-enabled learning environment.
Interpret and implement Department of Education AI policies, guidelines, and frameworks.
Lead and develop school-level protocols for responsible and ethical AI use.
Ensure compliance with privacy, copyright, cybersecurity, child safety, and data governance requirements.
Monitor emerging legislative and regulatory developments affecting AI in education.
Design and deliver professional learning programs focused on AI literacy.
Support teachers to integrate AI tools into curriculum planning, assessment, feedback, and differentiated instruction.
Develop resources, exemplars, and guidance materials for staff.
Coach teams in evaluating the educational value and risks of AI technologies.
Promote effective pedagogical approaches that leverage AI to enhance student learning.
Support curriculum teams to embed AI literacy and digital citizenship skills across learning areas.
Investigate innovative uses of generative AI to improve student engagement and achievement.
Evaluate the impact of AI-enhanced teaching practices on learning outcomes.
Develop programs that build student understanding of AI systems, opportunities, limitations, and risks.
Promote critical thinking regarding AI-generated information.
Support students to use AI responsibly, ethically, and safely.
Strengthen student awareness of academic integrity expectations in AI-supported learning environments.
Assess risks associated with AI tools and platforms used within the school.
Establish processes for reviewing and approving AI applications.
Monitor ethical considerations including bias, transparency, accessibility, and equity.
Support incident management and response related to AI misuse.
Communicate with parents and carers regarding the school's approach to AI.
Develop resources to improve community understanding of AI in education.
Facilitate discussions with stakeholders regarding opportunities and concerns associated with AI technologies.
Represent the school in departmental and professional networks focused on AI in education.
As a member of the SIT support all KIS linked to the school¿s strategic plan and AIP
As a member of the SIT actively support the SOE process
As a member of SIT lead data discussions within Professional Learning Communities (PLCs).
Undertake additional duties consistent with the classification and scope of the role as determined by the principal.
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.
Lalor Secondary College is a co-education school for students in Years 7 to 12. The school has provided the communities of Lalor, Thomastown and Epping with educational opportunities that prepare our students for their chosen pathway, be it tertiary study, trade or workforce. Our mission is to provide opportunities in a caring and supportive learning environment so that our students improve their capacity to become socially responsible, caring and confident contributors to the 21st century.
Due to the high demand in our local community, the school will continue to have a ceiling at Year 7 for 170 to 180 students. The schools student population ranges from 1000 to 1050 students The schools core values of Pride, Achievement, Caring, Cooperation and Honesty are embedded in our wellbeing and teaching practices, as well as our Student Code of Behaviour. High expectations and well developed policy and practices ensure a calm teaching environment that allows the focus of the classroom to be centred around the teaching and learning. The high expectations are driven by a student culture where students motivate and inspire each other to achieve excellence in the academic field, applied learning field or through the extra-curricular program.
The extra-curricular program is supported by both student and staff led clubs. Some of these include the Science and Maths clubs, Macedonian Folk Dancing Club, Art Club, Anime Club, Walking Club, Mindfulness Club, Breakfast Club, Horticulture Club, Sports Program, House Program, Music Program, Year 12 Mentor Program and Chess Club. This also includes a unique partnership with ABCN that provides numerous leadership opportunities to our students that supports the student leadership structures of the College. The school has an established and dedicated Wellbeing Team that delivers a coordinated approach to the Student Wellbeing Programs that have been embedded into the school curriculum and culture. Some of these programs include `Yoga Thursdays¿, Peer Support, After School Homework Club, Animal Assisted Therapy and the Pre-Orientation Program. The College also offers distinctive educational programs such as the Years 7 to 10 differentiated Maths program, Years 7 to 9 Literacy Support Program, High Potential Learning Program, Years 7 to 12 language program offering Macedonian, Greek, Italian and French and an extensive elective program in Years 9 and 10.
Our school community acknowledges the ability and the right of all students to learn and to experience success in the classroom. The College delivers a rigorous and comprehensive educational program built around the Victorian Curriculum in Years 7 to 10, where a challenging and diverse curriculum caters for a variety of learning styles. The varying talents of students at years 7 to 10 are recognised and celebrated and excellence and effort are rewarded throughout the College at regular intervals throughout the year. The program offered at Years 11 and 12 provides opportunities for students to excel in VCE, VCAL and VET, which is long established through results that are above state average. The school has a strong pathways program that ensures a high retention from Year 7 to Year 12 and assures all students in Years 9 to 12 receive counselling in choices of study and focuses on providing an individual pathway for every child.
Our most recent building upgrades include a new Science Centre which promotes an open learning environment with the focus on independent and inquiry learning for our junior students, a new senior study centre for Year 12 students and a new administration area offering a formal environment for our administration services to function.
Information about the school, its ethos, programs and the Strategic Plan and Annual Implementation Plan can be obtained at our website www.lalorsc.vic.edu.au