Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - Western suburbs
Reference: 1535639
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.
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:
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
The Learning Specialist ¿ Positive Engagement and Relationships Coach plays a key leadership role in aligning and driving a range of departmental strategies aimed at increasing student engagement and fostering a positive school culture. This includes leading the implementation High Impact Wellbeing strategies, School Wide Positive Behaviours (SWPBS), Respectful Relationships, trauma-informed practice, and initiatives related to diversity and inclusion. The role focuses on targeted coaching of staff across all stages of the learning process to promote calm, orderly classrooms, strengthen teacher-student relationships, and build students¿ confidence in their learning.
This position requires a strategic approach, ensuring sustained improvement while identifying specific cohorts whose behaviours or engagement require deeper, more focused interventions. The Learning Specialist will work collaboratively with other leaders to integrate these practices into the school¿s culture without overextending the role into an unmanageable range of responsibilities. By fostering alignment across initiatives and maintaining a sharp focus on priority areas, the Learning Specialist will support both staff and students to achieve meaningful, observable change. Central to this role is the recognition that SWPBS and related strategies are essential foundations for enhancing student learning confidence and ensuring an inclusive, respectful, and high-functioning learning environment.
Duties include:
¿ Regular reports to the principal class team with regard to the progress of school behaviour management processes.
¿ Classroom observations of teaching practice to give guidance and report on best practice.
¿ Provide Professional Learning to staff focussing on the implementation of SWPBS, Respectful Relationships and trauma informed practice.
¿ Ensure that evidence and data-based practice is central to evaluation of performance in implementing the positive engagement and relationships building strategies.
¿ Regular celebrations of success in working with students including the sharing of anonymous case studies with staff.
¿ Work as a strategic member of the Engagement and Wellbeing team to support whole school engagement with positive engagement and relationships strategies and their respective teams to ensure staff experiencing difficulty are identified and supported to build their practice.
¿ Coaching of staff that encourages staff to celebrate positives in their work and expand on their capacities.
¿ Lead the work of the SWPBS and RR implementation teams.
Contact the principal, John Goodman at [email protected] or by phone on 03 8357 7103 if you have any questions about this role.
Applications close August 9th, 2026.
Visit the SWSC website to view a virtual tour and information about the school: https://www.swsc.vic.edu.au/
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.
Springside West Secondary College was established in 2018, in the growth corridor of the north-western suburbs, in Fraser Rise. Our school is made up of 1650 students and over 200 staff.
As a college we embrace diversity and inclusion, and we are committed to students building their skills to achieve a range of pathways. We are a community of learners seeking to challenge each other to grow and embrace learning.
Springside West Secondary College is dedicated to fostering an inclusive high achieving culture and encompassing achievement in academic subjects, the arts, sport, and the pursuit of technological vocations. We strive at all times to know our students and direct their learning in accordance with our school values of Growth, Challenge, and Community. Growth: We are motivated learners, always striving for personal development and academic excellence; Challenge: We take responsibility for our learning and seize new opportunities with determination and optimism; Community: We treat all members of our community with respect and are responsible for our actions and environment.