Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - Southern suburbs
Reference: 1488270
Location Profile
Clyde Secondary College opened in January 2022. Our current enrolment is 1080 expected to grow substantially. 2026 will see the inclusion of Year 11, with Year 12 commencing in 2027.
At the heart of Clyde Secondary College is a deep commitment to fostering a warm, inclusive, and respectful school culture for both students and staff. We are dedicated to creating a learning environment built on high expectations and individual care, where every student experiences a rich, diverse, and challenging curriculum while being genuinely valued in a safe, supportive, and nurturing setting.
Our school values reflect our vision of ¿Excelling together, valuing the individual¿ and are embodied in the acronym REACH, Respect, Excellence, Aspiration, Curiosity, and Honesty. These values are not only central to student learning but are the foundation of how our entire community of students, staff, and families interact and grow together.
The College Leadership Team places a strong and active focus on staff wellbeing, recognising that the strength of a school community lies in the health and happiness of its people. We prioritise creating a collegial and positive workplace, where every team member feels supported, respected, and heard. Our culture is built on collaboration, trust, and genuine care, ensuring staff feel empowered in their roles, connected to each other, and sustained through access to ongoing professional development, wellbeing initiatives, and open lines of communication.
We pride ourselves on being a friendly and welcoming school, where kindness and approachability underpin all interactions. Whether you're a student, parent, teacher, or member of the broader community, you'll experience a sense of belonging and mutual respect that defines life at Clyde Secondary College.
To complement academic learning, students are offered a broad range of co-curricular opportunities, including performing arts, sports, student leadership development, and community engagement programs. We encourage every student to participate in school life beyond the classroom, helping them grow as confident, capable, and connected citizens.
Our curriculum, aligned with the Victorian Curriculum, is both comprehensive and stimulating, including English, Mathematics, Science, Humanities, Languages, Physical Education, Technology, Art, Drama, and ICT. As the College grows, additional subjects such as Music, Food Studies, and advanced options in Literature, Advanced Mathematics, Physics, Chemistry, and Systems will become available. STEM will also be a cornerstone of learning from Year 7 onwards, helping students build essential skills for future success.
We also offer a Select Entry High Achiever Program, designed to extend and support high-performing students through enrichment and acceleration opportunities leading into VCE.
As a supported inclusion school, Clyde Secondary College has been purposefully designed to welcome and meet the needs of students with disabilities, offering enhanced learning spaces and inclusive facilities that promote dignity, engagement, and success for all learners.
Clyde Secondary College is more than a place of learning, it's a caring and vibrant community where everyone is supported to thrive.
Selection Criteria
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Role
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.
Responsibilities
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:
- Demonstrating high-level expertise in teaching and learning practice
- Modelling exemplary classroom practice including through teaching demonstration lessons
- Working with the school leadership team to develop a shared view of highly effective teacher practice
- Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
- Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration
- Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
- Providing evidence-based feedback to teaching staff to inform their effectiveness and development
- Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
- Supervising and training one or more student teachers and mentoring and/or coaching teachers
- Modelling exemplary use of student data to inform teaching approaches
- Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
- Modelling exemplary professional learning practice included through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice
Who May Apply
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.
EEO AND OHS Commitment
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]
Child Safe Standards
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
DE Values
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
Other Information
LEARNING SPECIALIST - COACH
Title: Coach LS
Teaching: Maximum of two classes ¿ no more than 16 periods per fortnight
Reporting To: Senior School AP
Reports: The staff coaching
Position Purpose:
The Coaching Learning Specialist ¿ Student Engagement and Management is a key leadership role focused on building staff capacity to create safe, supportive, and engaging classroom environments. The successful applicant will support teachers to implement the College¿s Student Management Process and embed the Positive Behaviour and Respectful Interactions Program, aligned to Clyde Secondary College¿s values and behaviour expectations.
This position will prioritise coaching and mentoring graduate teachers and staff identified as needing support, with a focus on building their confidence and skill in student behaviour management, lesson engagement, and the development of strong, positive and professional relationships with students that foster a culture of respect, trust, and high expectations.
ALIGNMENT WITH STRATEGIC PLAN AND AIP GOAL
This role directly aligns with Clyde Secondary College¿s Annual Implementation Plan (AIP), which prioritises student learning, wellbeing, and a culture of high expectations. By building staff capacity to create safe, engaging classrooms and form strong, respectful relationships with students, the Coaching Learning Specialist supports both the academic and social success of every learner. The role reinforces the College¿s commitment to consistent behaviour expectations, inclusive practice, and proactive support¿ensuring all students can thrive in an environment that values both wellbeing and achievement.
SPECIFIC RESPONSIBILITIES (Typical responsibilities would include but not limited to the ones described)
Coaching Approach:
The Learning Specialist will use a collaborative and strengths-based coaching cycle to support staff growth. The process includes:
- Initial Conversation:
Meet with the staff member to build rapport, discuss their current practice, identify strengths, and agree on 1¿2 focus areas related to student engagement, behaviour management, differentiation, or relationship-building. - Classroom Observation:
Observe a full lesson with an intentional focus on the agreed areas. Notes are collected using a strengths-based lens, highlighting:- What is working well
- Wonderings and questions
- Specific, actionable feedback
- Follow-Up Meeting:
Conduct a feedback session with the teacher to:- Share observations and affirm effective practice
- Discuss areas for growth and co-develop strategies for improvement
- Offer tailored support and professional resources
- Set goals for continued development
- Ongoing Coaching:
Schedule follow-up observations and coaching conversations to monitor progress, celebrate growth, and refine goals. Support is always tailored to the teacher's needs and aligned with whole-school expectations.
This structured yet flexible approach ensures teachers feel supported, not evaluated, and are empowered to grow in a trusting and professional environment.
Key Responsibilities:
- Coaching and Mentoring:
Provide targeted coaching to teachers, modelling effective behaviour management strategies, relationship-building practices, and the use of the College¿s Student Management Process. - Building Relationships:
Support staff to develop strong, positive and professional relationships with students, recognising that strong relationships are the foundation for effective classroom management, engagement, and student wellbeing. - Student Engagement & Access:
Work with staff to identify students who are disengaged or unable to access the curriculum. Provide advice on differentiation, inclusive teaching strategies, and how to adjust lessons to meet diverse student needs. - Positive Behaviour Support:
Promote and support the integration of the Positive Behaviour and Respectful Interactions Program into daily practice. Ensure staff understand how to use classroom posters and other tools to reinforce the College¿s values and expected behaviours. - Model High-Impact Practice:
Model engaging, inclusive, and respectful classroom practice that fosters participation, reduces low-level disruption, and supports student success. Instructional Model Alignment:
Ensure all coaching, feedback, and professional conversations are guided by Clyde Secondary College¿s Instructional Model, using it as a shared framework to support consistency in lesson structure, teaching practice, and student learning. Encourage staff to reflect on how their practice aligns with each element of the model. - Progress Monitoring & Reporting:
Monitor and document staff progress through regular coaching conversations and observation cycles.- Provide specific, actionable, and measurable feedback to help staff identify growth areas and track improvement over time.
- Report regularly to the Senior School Assistant Principal on coaching impact, emerging themes, and recommended next steps to support whole-school improvement.
- Collaboration and Culture:
Work collaboratively as part of the Learning Specialist and Leadership teams to drive a consistent and supportive approach to student management and engagement across the College. - Future-Focused:
While initially focused on student engagement and behaviour, this role may evolve to include broader work in pedagogy and teaching and learning across the College.
Conditions of Employment
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.