Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Grampians - Ballarat
Reference: 1497812
Location Profile
School Profile
VISION
`Every child will flourish with time, effort and support.'
VALUES
We value the 3 R`s
RESPECT RESPONSIBILITY RELATIONSHIPS
We demonstrate them when:
We RESPECT:
- Individual differences
- Ourselves
- Cultural diversity
- Others opinions
- Others feelings
- Property
We take RESPONSIBILITY for:
- Our behaviour
- Our actions
- Our attendance
- Our learning
- Our belongings
- Our dress code
- Our school
- Our environment
- Doing our best
We build RELATIONSHIPS with each other by:
- Being honest & trustworthy
- Caring about the feelings of others
- Treating others fairly
- Being well mannered
- Resolving differences calmly
MISSION
We believe that each child will succeed through experiencing quality in:
- A broad and challenging curriculum;
- An enriching program of extra-curricular activities and visits;
- A stimulating learning environment;
- Leveraging digital & up-to-date learning resources
- Innovative teaching and an investigative approach to learning
- An ethos of support, challenge, reflection and encouragement to succeed; and
- Learning partnerships between school, home and community.
CONTEXT
Alfredton Primary School is situated in Ballarat West and has long been a school of choice in the community.
School enrolments peaked at over 600 in 2016. Numbers are now in the low 500's.
The school is held in high regard within and beyond the community Students enjoy an excellent environment, not only for their learning, but also for their active and passive recreational pursuits.
The Alfredton school community has the expectation that all children will reach their full academic and personal potential with the school providing appropriate curriculum programs and effective teaching practices. The school is part of the South Western Victoria Region.
Whilst the key focus of the school is Literacy and Numeracy, classroom programs provide a broad curriculum across all key learning areas - the Arts, English, Health, Physical Education, Mathematics, Languages Other Than English, Science, Humanities and Technology.
The classroom programs are supported by Educational Support Staff, ESS. Specialist teachers conduct weekly classes in well-resourced specialist classrooms in Japanese, Physical Education, Visual and Performing Arts and Science. In addition, a tutoring program (TLI), Literacy Support and High Achievers Program (VHAP) are provided.
As well as a comprehensive curriculum, an extensive range of extra curricula enrichment activities are offered, which include sport, performing arts, instrumental music tuition, choir, structured clubs, special days, an annual concert/multi-media event, excursions, incursions, and camps. Students also enjoy many opportunities for leadership.
Restorative Practices underly our Code of Conduct. Values based education and Respectful Relationships is taught at all year levels. Student Voice and Agency is promoted and actioned across the school.
Individualised Education Plans are developed for students at all levels to deliver personalised and differentiated learning at each student point of need.
All learning environments have access to high quality facilities, programs, equipment, and current technology, allowing students to experience exciting, hands-on student-centred learning, catering their interests and talents through access to networked devices.
Bring Your Own Device (BYOD) is implemented from Year 4 and enhances digital learning and development of ICT skills across key learning areas.
As part of their commitment to the development of a highly effective learning environment, and to take advantage of opportunities to pursue their own professional growth, the staff reflect on ways to improve overall team performance. The staff are focussed on refining, improving, and changing instructional practices to improve student achievement by committing to the implementation of the Professional Learning Team (PLT) Inquiry Cycle which is meticulously planned, implemented, and reviewed.
Inquiries are based on the Department of Education¿s Improvement Cycle:
- Evaluate and Diagnose
- Prioritise and Set Goals
- Develop and Plan
- Implement and Monitor
To strengthen family engagement in learning and wellbeing and lift our student outcomes, we welcome parents¿ involvement in their child's learning through; School Council, information evenings, parent-teacher interviews, community events, media platforms, feedback, and our open-door policy.
Selection Criteria
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.
SC6 Demonstrated capacity to build a strong, high-trust, and high performing teams.
Role
Learning Specialist is a 2 year tenure.
The Learning Specialist is a key member of the Alfredton Primary School Leadership Team and plays an active role in driving teaching excellence, team collaboration, and a positive and inclusive school culture.
This role is designed to strengthen the capability of teachers and teams through professional learning, coaching, and the facilitation of Professional Learning Teams (PLTs). The Learning Specialist leads and models evidence-based practice aligned to the school's Tier 1 framework, including high-impact teaching strategies, consistent instructional practice, wellbeing and engagement approaches, and school-wide expectations for teaching and learning.
The position supports the delivery of Alfredton Primary School's Annual Implementation Plan (AIP) and School Strategic Plan (SSP), ensuring that professional learning, team structures, and classroom practice align to our collective improvement goals.
Responsibilities
Key Responsibilities
- Lead, plan, and facilitate Professional Learning Teams (PLTs) across the school, ensuring collaboration is purposeful, data-driven, and aligned to school priorities.
- Organise, lead, and evaluate Professional Learning (PL) sessions that build teacher expertise and support the implementation of school priorities outlined in the AIP and SSP.
- Model exemplary Tier 1 teaching practices that reflect the school¿s instructional model and promote consistency across classrooms.
- Support the development and embedding of strong Tier 1 systems through alignment with School-Wide Positive Behaviour Support (SWPBS), Berry Street Education Model, and Respectful Relationships.
- Mentor and coach teachers to refine their practice in line with High Impact Teaching Strategies (HITS), curriculum expectations, and evidence-based pedagogy.
- Support teachers in analysing student learning and wellbeing data to inform differentiated planning, targeted interventions, and improved student outcomes.
- Promote and sustain a strong professional learning culture, building trust, collaboration, and shared responsibility for all learners.
- Facilitate moderation, reflection, and inquiry processes that ensure consistency of expectations and assessment practices.
- Work closely with the leadership team to identify and address professional learning needs, strengthen Tier 1 consistency, and support whole-school improvement initiatives.
- Support the induction, mentoring, and coaching of beginning and early-career teachers.
- Contribute actively to leadership discussions, planning, and decision-making processes that shape the culture and direction of the school.
- Professional Knowledge and Practice
The Learning Specialist will demonstrate:
- Expert knowledge of the Victorian Curriculum and High Impact Teaching Strategies (HITS).
- Strong understanding of Tier 1 instruction and wellbeing systems, ensuring consistent, high-quality classroom environments across the school.
- Expertise in Professional Learning Communities (PLC/PLT) structures and collaborative inquiry cycles.
- Deep understanding of data-informed practice and the ability to guide teams to use data to drive instruction and improvement.
- Capacity to model and coach teachers in explicit instruction, differentiation, feedback, and engagement.
- Understanding of frameworks supporting student engagement and wellbeing, including SWPBS, Berry Street Education Model, and Respectful Relationships.
Key Capabilities
- Proven ability to lead teams to embed consistent Tier 1 practices across the school.
- Strong interpersonal and relational skills that foster a culture of trust, reflection, and improvement.
- Highly developed coaching and mentoring capability, with a focus on feedback for growth.
- Excellent organisational and time management skills to support the coordination of PLTs and PL sessions.
- Commitment to the school¿s vision and values, and to ensuring equity, inclusion, and excellence for all students.
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.
Diversity and Inclusion
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.
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
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
Qualification Requirements
To be eligible for employment, transfer or promotion in the principal or teacher class:
- The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
- if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
- a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.