Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - Southern suburbs
Reference: 1489895
Selection Criteria
- Demonstrated exemplary classroom teaching skills and a proven ability to model, mentor, and support staff in implementing evidence-based strategies to improve student learning outcomes in Humanities.
- Proven capacity to use student learning and wellbeing data (including teacher judgements, NAPLAN, PAT, VCE, attendance, and behaviour data) to monitor progress, identify trends, and lead targeted improvement strategies.
- Demonstrated leadership skills in building teacher capability, fostering collaboration, and driving continuous improvement within a Humanities domain or across multiple learning areas.
- Highly developed interpersonal and communication skills with the proven ability to develop positive relationships with students, staff, parents, and external partners fostering a collaborative and inclusive school culture.
- Commitment to Child Safety:
A strong understanding of, and commitment to, the Child Safe Standards, including promoting the safety, wellbeing, and inclusion of all children and young people.
Role
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.
Responsibilities
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:
- Demonstrating high-level expertise in teaching and learning practice
- Modelling exemplary classroom practice including through teaching demonstration lessons
- Working with the school leadership team to develop a shared view of highly effective teacher practice
- Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
- Playing 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
- Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
- Providing evidence-based feedback to teaching staff to inform their effectiveness and development
- Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
- Supervising and training one or more student teachers and mentoring and/or coaching teachers
- Modelling exemplary use of student data to inform teaching approaches
- Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
- Modelling exemplary professional learning practice included through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice
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.
EEO AND OHS Commitment
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
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
Other Information
Learning Specialist - Humanities
Title: Humanities Learning Specialist
Time allowance: 8 Periods
Reporting To: Teaching and Learning AP
Reports: Humanities Staff
Position Purpose
Coaching and mentoring staff to improve teaching and learning in Humanities.
Conducting peer observations/classroom observations within Humanities and related interdisciplinary areas.
Using a range of data sources to monitor student progress and learning growth across Humanities subjects.
Supporting the implementation of targeted Literacy Interventions (TLI) relevant to Humanities.
Promoting and modelling evidence-based teaching practices that enhance student learning outcomes in Humanities
Alignment with Strategic Plan and AIP Goal
Student Learning and Wellbeing ¿ This role directly supports the school¿s strategic goal of monitoring and improving student learning and wellbeing outcomes in Humanities. This is achieved through the systematic analysis of student learning data (including teacher judgements, NAPLAN, PAT, VCE and VCE-VM outcomes) and wellbeing data (attendance and behavioural trends). A strong focus is placed on fostering engagement, critical thinking, and active citizenship in all Humanities classrooms through high-impact teaching strategies and early intervention.
Specific Responsibilities (Typical Responsibilities would include but not limited to the ones described)
Specific Responsibilities
(Typical responsibilities include but are not limited to the following)
- Provide leadership by coaching, mentoring, and supporting staff in implementing ¿best practice¿ strategies to strengthen Humanities teaching and learning.
- Lead and support Domain Leaders in continuously improving the delivery of curriculum, pedagogy, and assessment in Humanities.
- Demonstrate high-level expertise in Humanities pedagogy, curriculum design, and assessment.
- Model exemplary classroom practice, including teaching demonstration lessons across Humanities disciplines.
- Work with the school leadership team to establish a shared understanding of highly effective Humanities teaching practice.
- Lead and support the professional growth of teachers, ensuring consistent and effective delivery of Humanities curriculum across all year levels.
- Contribute to the development, implementation, and review of whole-school professional learning, particularly in relation to Humanities and literacy-rich teaching strategies.
- Represent the College in relevant network Communities of Practice (CoP) for Humanities.
- Model the implementation of whole-school improvement strategies, embedding Humanities within cross-curricular learning.
- Model the effective use of student data to inform Humanities teaching approaches, including the integration of wellbeing and engagement data.
- Mentor and/or coach teachers, including observing and providing feedback to enhance Humanities instructional practice.
- Engage in professional learning and seek feedback from peers and leaders as part of critical reflection and inquiry to improve own practice.
- Collaborate with the Assistant Principal overseeing attendance to analyse Humanities-related attendance trends and implement targeted strategies to address absenteeism.
- Work with the Assistant Principal overseeing Senior School to analyse and respond to Humanities-related VCE courses identifying areas for improvement.
- Liaise with members of the College leadership team to support the teacher performance and development review process.
- Foster cross-curricular initiatives that connect Humanities with other learning areas, particularly literacy, civics, and wellbeing.
- Support teachers to embed differentiated strategies within Humanities to meet the needs of diverse learners.
- Undertake other duties as determined by the Principal.
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
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.
Location Profile
Clyde Secondary College opened in January 2022. Our current enrolment is 1080 expected to grow substantially. 2026 will see the inclusion of Year 11, with Year 12 commencing in 2027.
At the heart of Clyde Secondary College is a deep commitment to fostering a warm, inclusive, and respectful school culture for both students and staff. We are dedicated to creating a learning environment built on high expectations and individual care, where every student experiences a rich, diverse, and challenging curriculum while being genuinely valued in a safe, supportive, and nurturing setting.
Our school values reflect our vision of ¿Excelling together, valuing the individual¿ and are embodied in the acronym REACH, Respect, Excellence, Aspiration, Curiosity, and Honesty. These values are not only central to student learning but are the foundation of how our entire community of students, staff, and families interact and grow together.
The College Leadership Team places a strong and active focus on staff wellbeing, recognising that the strength of a school community lies in the health and happiness of its people. We prioritise creating a collegial and positive workplace, where every team member feels supported, respected, and heard. Our culture is built on collaboration, trust, and genuine care, ensuring staff feel empowered in their roles, connected to each other, and sustained through access to ongoing professional development, wellbeing initiatives, and open lines of communication.
We pride ourselves on being a friendly and welcoming school, where kindness and approachability underpin all interactions. Whether you're a student, parent, teacher, or member of the broader community, you'll experience a sense of belonging and mutual respect that defines life at Clyde Secondary College.
To complement academic learning, students are offered a broad range of co-curricular opportunities, including performing arts, sports, student leadership development, and community engagement programs. We encourage every student to participate in school life beyond the classroom, helping them grow as confident, capable, and connected citizens.
Our curriculum, aligned with the Victorian Curriculum, is both comprehensive and stimulating, including English, Mathematics, Science, Humanities, Languages, Physical Education, Technology, Art, Drama, and ICT. As the College grows, additional subjects such as Music, Food Studies, and advanced options in Literature, Advanced Mathematics, Physics, Chemistry, and Systems will become available. STEM will also be a cornerstone of learning from Year 7 onwards, helping students build essential skills for future success.
We also offer a Select Entry High Achiever Program, designed to extend and support high-performing students through enrichment and acceleration opportunities leading into VCE.
As a supported inclusion school, Clyde Secondary College has been purposefully designed to welcome and meet the needs of students with disabilities, offering enhanced learning spaces and inclusive facilities that promote dignity, engagement, and success for all learners.
Clyde Secondary College is more than a place of learning, it's a caring and vibrant community where everyone is supported to thrive.