Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - Southern suburbs
Reference: 1529576
KEY SELECTION CRITERIA
ROLE DESCRIPTION
The Learning Specialist is a highly skilled classroom practitioner who continues to spend the majority of their time in the classroom delivering high-quality teaching and learning and has 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. Learning Specialists¿ professional conduct is characterised by the positive quality of the relationships they have with their learners, the parents / carers of their learners, and families, communities and their colleagues. They are supportive, cooperative and professional team members.
SPECIFIC POSITION DESCRIPTION
The Learning Specialist: Literacy will focus on demonstrating and modelling best practice in relation to improving literacy in the classroom. This will include the use of pedagogical practices and strategies that identify areas of concern in the data, and then plan for strategic intervention to help students develop further. It will also involve the development of whole-school literacy strategies that promote the effective teaching of literacy in all subject areas. This Learning Specialist may also coach teachers to improve their instructional practice under the guidance and direction of the principal team.
The leadership structure of Glen Waverley Secondary College is designed to support a large, complex and high-performing learning community through a collaborative and cohesive approach to leadership. This includes the Principal Team, Learning Specialists, Heads of Learning Areas, and other members of the Leadership Team, all of whom play a critical and interconnected role in leading teaching and learning across the college.
Learning Specialists play a key role in supporting the consistent and coordinated implementation of the College Strategic Plan and Annual Implementation Plan, ensuring that whole-school priorities are translated into effective classroom practice. This includes:
supporting teachers to respond to the learning needs of each student, using evidence-informed practice and data to ensure all students are appropriately supported, challenged and demonstrate learning growth;
leading and modelling high-quality teaching practice to improve the consistency and effectiveness of teaching and learning across all classrooms.
Within this structure, Learning Specialists (approximately seven positions across the college) play a central role in strengthening instructional practice and building teacher capability. Their work focuses on improving the quality, consistency and responsiveness of teaching across all learning areas, ensuring that every student experiences high-quality instruction.
Learning Specialists work in close partnership with the Principal Team, Heads of Learning Areas and other leaders to:
support the implementation of the GWSC Instructional Model (and VTLM 2.0);
work alongside teachers to strengthen instructional practice through coaching, modelling and professional learning;
strengthen the use of data and evidence, including student voice, to inform teaching and learning;
support teachers to embed responsive teaching practices that meet the needs of diverse learners.
Through this work, Learning Specialists ensure that whole-school priorities are enacted consistently in classrooms. They align instructional practice across learning areas, support teachers through both faculty-based and whole-school professional learning structures, and contribute to a culture of collaboration, shared responsibility and continuous improvement.
Strategic focus areas will be allocated across the Learning Specialist team in response to, and reflecting, the evolving needs and priorities of the college. These focus areas are dynamic and will be reviewed regularly through the College Strategic Plan and Annual Implementation Plan. Each Learning Specialist will lead, contribute to and collaborate across these focus areas, ensuring a coordinated and coherent approach to whole-school improvement.
While individual Learning Specialists may take a lead role in specific areas, all members of the team share collective responsibility for building staff capacity and improving outcomes for all students.
KEY RESPONSIBILITIES
Demonstrating high-level expertise in teaching and learning practice, with a particular focus on explicit and evidence-informed teaching of foundational literacy skills including decoding, phonics, reading fluency, automaticity and literacy intervention;
Modelling exemplary classroom practice that demonstrate evidence-informed foundational literacy instruction, scaffolding, responsive teaching practices and targeted literacy support;
Lead the implementation of literacy interventions across the college, ensuring each student's learning progress is monitored through IEPs, formative assessment, diagnostic assessment, literacy assessment data and targeted support focused on foundational literacy development and reading fluency;
Providing evidence-based feedback and specialist recommendations to teaching staff to strengthen inclusive foundational literacy instruction and support for students below expected literacy benchmarks;
Modelling exemplary use of student data, literacy assessment data, diagnostic assessment and formative assessment practices to inform Tier 1 teaching approaches, identify foundational literacy gaps and strengthen differentiated literacy instruction;
Leading the implementation of universal literacy screening processes for all students upon enrolment, including Year 7 intake students and students enrolling throughout the year, to identify literacy needs and inform targeted intervention and support pathways;
Leading the school's approach to MYLNS Literacy support, including the development of timetables and intervention structures that maximise student access to targeted literacy support and intervention time;
Building the capacity of Tier 2 intervention teams to support the consistent and effective delivery of evidence-informed literacy intervention programs, including the MacqLit reading program;
Supervising and training one or more pre service teachers, and mentoring and/or coaching teachers to strengthen evidence-informed foundational literacy instruction, responsive teaching practices and structured literacy support;
Leading and modelling the implementation of whole-school improvement, including the use of the GWSC Instructional Model, VTLM 2.0, and science of learning principles to strengthen evidence-informed foundational literacy instruction and student learning outcomes;
Playing a key role in the provision of professional learning, including within the KLA meeting structure to strengthen evidence-informed foundational literacy instruction, instructional consistency and targeted literacy support practices across classrooms;
Promote the 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 the Child Safe Standards. The school's Child Safety Code of Conduct is available on the school's website;
Other duties as directed by the principal or their delegate.
SCOPE
Reports to the assistant principal (pedagogy). Works with the Learning Specialist Team on implementing the GWSC school priorities. Supports and collaborates with relevant heads of learning areas on improving engagement in learning.
KEY PERFORMANCE INDICATORS
Improvement in NAPLAN data for literacy
Tracked learning growth for literacy intervention learners through evidence informed diagnostic tools.
Documented and implemented whole school literacy improvement action plan
Leading professional learning sessions and coaching conversations
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 your referee details are current and include email and mobile phone contact options.
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.
Glen Waverley Secondary College is a high-performing, inclusive, and dynamic learning community, proudly educating roughly 2400 students from Years 7 to 12 in Melbourne's eastern suburbs.
Our vision, Growing respectful, responsible, resilient global citizens who value diversity and lifelong learning; is enacted through our values of Respect, Diversity, Commitment, Perseverance, and Accomplishment. These values are embedded in daily practice, guide decision-making, and are celebrated through the Gain Wisdom Merit Program, which recognises students who exemplify our school values.
We provide a safe, supportive, and orderly environment where every student is encouraged to achieve their personal best. Our teaching and learning programs are underpinned by evidence-based practice, ongoing professional learning, and a commitment to high expectations for all students. As a Respectful Relationships Lead School, we foster a culture of respect, equality, and inclusion, ensuring that positive relationships are central to our school community. We actively value student voice and agency, recognising that student perspectives help shape learning, wellbeing, and the broader school experience.
While we are proud of our consistently strong VCE and NAPLAN results, we are most proud of our students' learning growth and our commitment to knowing and supporting each learner as a whole person, academically, socially, and emotionally.
Our curriculum is broad and diverse, offering pathways to meet the needs and aspirations of all learners, including VCE, VCE Vocational Major, VET programs, and university extension studies. Specialist programs in STEM, Languages, and the Arts, alongside a comprehensive wellbeing framework, ensure that every student can pursue their passions and prepare for future success.
Students are encouraged to immerse themselves in all aspects of school life, including our expansive, student-led Clubs Program, which offers a wide range of academic, cultural, creative, sporting, and service opportunities. Through our dedicated GWSC Clubs platform, students can explore, join, or even establish new clubs, ensuring the program continually reflects student voice and innovation.
We offer an extensive range of co-curricular opportunities, including our renowned Instrumental Music Program, competitive sport, peer support, visual and performing arts, science and technology competitions, and a thriving student leadership program. These experiences enrich learning, build confidence, and foster a strong sense of belonging.
Glen Waverley Secondary College is a culturally rich and globally connected school community. We value the contributions of our families, alumni, and community partners, who work with us to provide real-world learning experiences and support student growth beyond the classroom.
With a proud history of academic excellence and a vibrant culture of participation, Glen Waverley Secondary College is a school of choice, where students are empowered to learn, lead, and succeed.