Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - CBD and Inner Metro suburbs
Reference: 1509314
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 stakeholders.
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 capacity to work collaboratively as part of a leadership team to build staff capacity to develop innovative, high quality STEM online programs for students and teachers.
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:
Lead Improvement across multiple year levels
Lead the development of targeted improvements in teaching and learning that impact on the shared performance measurement targets for Science and Mathematics Specialist Centres, including coordinating the GTAC website and the online learning programme for students and teachers, and leading staff in effective integration of digital technologies to design, deliver and evaluate programs
As part of the GTAC leadership team, provide analysis, support, and monitoring of student participation in onsite and outreach programs with the aim of improving student learning and wellbeing outcomes.
Lead improving student experiences and outcomes as part of the broader GTAC leadership team
In conjunction with the GTAC Director, maintain, monitor, analyse, and respond to student data in a timely manner
Support targeted initiatives to improve wellbeing and connectedness of students and teachers in GTAC programs
Work as part of the GTAC leadership team to develop, implement and report on the GTAC Strategic Plan and AIP.
Support teachers to improve practice
Model exemplary classroom practice and support colleagues to do the same through learning walks, coaching and observation.
Play 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
Establish and enable collaborative practice of teacher teams and encourage teachers to take an active role in PLCs and teams.
Develop a culture of improvement and deliberate practice where staff share best practice and share accountability for student outcomes.
Support the implementation of a whole Centre instructional framework and ensure consistent school wide practices.
Leadership Team Membership
Work with the GTAC Leadership Team to develop and implement the GTAC STEM Coach Community of Practice
Actively participate as a member of the School Leadership Team, including through Leadership Team meetings, Sta¿ Meetings,Centre Events and modelling of inclusive and participatory leadership behaviours.
Under the direction of the GTAC Director, provide focussed support on individual aspects of the GTAC strategic plan.
Other duties as required by the GTAC Director.
Supports and works with:
AP ¿ GTAC Director
LT ¿ GTAC Deputy Director
Education Support staff
Teaching staff
GTAC STEM Coaches
GTAC Advisory Board
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
Please ensure that your application includes:
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
Position Purpose
The GTAC Learning Specialist provides leadership and expert support in STEM curriculum areas across the GTAC Centre. This role aims to improve student outcomes by leading curriculum development, facilitating teacher capacity building, evaluating programs, and embedding evidence-based teaching and learning practices aligned with the Victorian Curriculum 2.0 and Department of Education priorities.
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.
University High School is a large inner-city secondary school, catering to the local area including Parkville, Carlton, North Melbourne and the Melbourne CBD. The school has a rich and proud history of providing outstanding educational opportunities to its unique and diverse local community, which represents a wide range of language, cultural and socio-economic backgrounds. Our students are the heart and soul of our school, and enrolment growth has been rapid over the past five years. In 2025 we have over 1975 students enrolled. All Year 9 students are based at the newly opened Lonsdale St campus for their entire program, and up to 150 Year 11 and 12 students are enrolled in the specialist science program, Elizabeth Blackburn Sciences (EBS). This is a select-entry program, but UHS itself is a neighbourhood, not a select-entry, school. UHS is also the host school for the Gene Technology Access Centre (GTAC), the first of the state-wide Science Centres, which celebrated its 20th anniversary in 2024.
In 2025, the school is in the fourth year of its Strategic Plan and revised leadership structure. This Strategic Plan has had a focus on developing consistent, collaborative and whole-school practices to support strong student-teacher relationships and connection to school; and to enhance student learning growth through responsive and explicit teaching. This has led to the development of new, whole school frameworks for both relationships and engagement (using BSEM and SWBPS) and for teaching and learning.
The school's values were redefined in 2022. They are:
Curiosity: We are open to new ideas about the world and each other. We seek to learn, explore and understand.
Kindness: We treat each other and our world with respect, humanity and empathy.
Excellence: We uphold high standards, challenging ourselves to grow in all we do. We persevere and show resilience to be our best.
Connection: We know that we are stronger together. We work to ensure that all belong equally in our community.
Students are expected to engage with all aspects of the formal curriculum and recognition is given to both outstanding achievement and to positive participation and improvement. The co-curricular program caters for a wide range of student interests and abilities and student participation at all levels is fostered. Student voice and leadership is embraced within the school and at all levels through a variety of forums.
The school's curriculum encompasses the breadth of Domain learning areas with students undertaking a wide range of subjects. Year 7 and 8 provide a solid foundation in all learning areas; whilst Year 9 students combine a year-long standard curriculum program with opportunities for guided thematic inquiry and community engagement. Students in Years 10-12 access an elective program with a rich choice of subjects including VCE, VCE-VM and VET.
Staff work in collaborative teams through domains, program areas and Professional Learning Communities (PLCs). A wide range of professional development opportunities, in both internal and external contexts, are available to all staff.
Organisation EnvironmentGTAC is one of the six Science and Mathematics Specialist Centres operated by the Victorian Department of Education and The University High School, located in Parkville.
GTAC¿s focus is to inspire primary and secondary students to pursue studies and careers in STEM, and to promote a scientifically literate community inspired by experiencing authentic investigations in the life sciences. We provide an innovative and collaborative educational environment in which Victorian students and Educators access STEM expertise through engagement with practicing scientists (GTAC STEM Coaches) and contemporary knowledge and technology.
GTAC programs showcase careers in the life sciences with a focus on acquiring skills and generating knowledge in alignment with the Victorian F-10 curriculum 2.0 capabilities, and the learning areas of Science, Digital Technologies, Design Technologies and Mathematics, and the Victorian Certificate of Education (VCE) subject of Biology.
GTAC has a staff of 12 individuals: director, deputy director, 7 education officers, laboratory manager, IT manager and administration officer. This is complemented by casual employment of approximately 60 post graduate students who assume the role of GTAC STEM Coaches.
GTAC differs from the usual school environment as schools book into our programs from across the state. Every day new groups of students and teachers arrive at GTAC and are excited at the opportunity to use research grade technologies guided by GTAC STEM Coaches. We are very proud of our reputation as leaders in life science education across Victoria.