Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - Western suburbs
Reference: 1535936
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 are highly skilled classroom practitioners who spend the majority of their time delivering high-quality teaching and learning while providing pedagogical leadership across the College.
The Learning Specialist ¿ Early Years Literacy will lead the development and consistent implementation of evidence-informed literacy practice across the early years, with a particular focus on Foundation to Year 2. The role will support teachers to strengthen students¿ foundational literacy knowledge and skills through explicit, systematic and sequenced instruction.
A key responsibility of the position will be to lead and support the embedding of systematic phonics instruction within early years classrooms, ensuring that agreed approaches are reflected consistently in curriculum planning, classroom teaching, assessment and intervention.
The Learning Specialist will model exemplary classroom practice and build teacher capability through instructional coaching, mentoring, demonstration lessons, classroom observation, feedback and professional learning. The role requires deep knowledge of early literacy development and a demonstrated capacity to improve student achievement, engagement, growth and wellbeing.
Working collaboratively with the principal class, School Improvement Team, Teaching and Learning team, Professional Learning Communities and early years teachers, the Learning Specialist will support the implementation of the College Strategic Plan, Annual Implementation Plan and agreed whole-school improvement priorities.
The role has a strong focus on early literacy leadership, instructional coaching, curriculum development, assessment and data-informed practice. The Learning Specialist will strengthen the consistency and impact of literacy curriculum planning, classroom instruction, assessment, differentiation, intervention and feedback.
The successful applicant will promote a culture of professional inquiry, collective responsibility, collaboration and continuous improvement, supporting teachers to evaluate the impact of their practice and improve literacy outcomes for all students.
The Learning Specialist ¿ Early Years Literacy will:
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
This Learning Specialist tenure is one year.
Applicants are expected to submit the following:
For ease of handling, all documents (cover letter, CV and selection criteria responses) can be saved and uploaded as one document.
All applicants should ensure that their personal profile on School Jobs Vic is up to date.
Applicants seeking further information about the College or this position, are encouraged to contact the school on 03 9395 3533, prior to the closing date of applications.
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.
Carranballac P-9 College is a government school for students from Foundation to Year 9. Located in the western Melbourne suburb of Point Cook, the college comprises two campuses: Boardwalk (established in 2002) and Jamieson Way (established in 2006). As of June 2025, the college enrolled approximately 863 students, including 25 international students, reflecting our diverse and multicultural community. The student body represents over 63 nationalities, with approximately 32% of students from a culturally and linguistically diverse background. The college is led by a principal class team consisting of the college principal, two campus principals and two assistant principals, supported by 80 teaching staff and 32 non-teaching staff.
Vision, Mission, Values:
These guiding principles underpin aspects of the college's operations, fostering a cohesive and inclusive school culture.
Curriculum and Learning Approach:
The college delivers a comprehensive learning program that is aligned with the Victorian Curriculum, ensuring high-quality and engaging learning opportunities for all students. Key curriculum areas include:
The college is beginning to embed the Department of Education's Victorian Teaching and Learning Model (VTLM 2.0) and utilises Professional Learning Communities (PLCs) to ensure data-informed and differentiated instruction.
Student Wellbeing and Support:
A wellbeing framework supports students' social and emotional development, featuring a wellbeing assistant principal supported by a wellbeing team, mental health practitioner for secondary students, two mental health in primary school (MHIPS) coordinators at each campus (total 1.2) and a defence school mentor assisting families in transition. Programs such as Resilience, Right and Respectful Relationships (RRRR), School Wide Positive Behaviour Support (SWPBS), and restorative practices are integral to promoting a safe and respectful learning environment. Additionally, the college provides:
Facilities and Community Engagement:
The College facilities include the following:
The college maintains partnerships with local organisations, such as Scouts Victoria, and offers an outside school hours care program through 'Quantin Binnah', accommodating families' needs beyond regular school hours.
Strategic Direction:
Following the 2025 school review, the college is implementing a four-year strategic plan focussing on:
Improve the learning outcomes for all students.
Improve the wellbeing and engagement outcomes for all students.
These goals are pursued through continuous professional development, curriculum refinement, and community collaboration.