Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - Western suburbs
Reference: 1551824
SC1 ¿ Curriculum knowledge and exemplary practice
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 College priorities in ways that strengthen student learning, engagement and participation.
SC2 ¿ Explicit teaching and teacher capability
Demonstrated expertise in implementing and modelling explicit teaching and Positive Classroom Management Strategies (PCMS), aligned with VTLM 2.0, that respond to student learning needs and support high expectations, inclusive classrooms and active participation. Demonstrated ability to build teacher capability through instructional coaching, demonstration lessons, observation and feedback, and support teachers to evaluate the impact of their practice on student learning growth and engagement.
SC3 ¿ Assessment and responsive practice
Demonstrated exemplary ability to model the monitoring and assessment of student learning. Demonstrated ability to support others to use assessment evidence to identify learning needs, inform differentiation and responsive teaching, and provide meaningful feedback on student learning growth and achievement to students and parents.
SC4 ¿ Relationships, student voice and connectedness
Demonstrated exemplary interpersonal and communication skills. Demonstrated ability to build collaborative relationships with students, colleagues, families and community partners to strengthen student learning, agency, wellbeing and engagement. Demonstrated capacity to elevate student voice and foster belonging, identity and connectedness within a culturally and linguistically diverse school community.
SC5 ¿ Professional values and collaborative improvement
Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to build trust, support others to reflect critically on their practice, and facilitate school-based professional learning that strengthens collective responsibility, consistent practice and continuous improvement.
SC6 ¿ Leadership of learning, engagement and connectedness
Demonstrated capacity to take initiative and lead the collaborative development, consistent implementation and evaluation of agreed approaches that improve learning, engagement, connectedness and attendance across Foundation to Year 9 at both Carranballac P¿9 College campuses. Demonstrated ability to exercise professional judgement, translate College priorities into achievable actions, and progress initiatives through to completion, using learning, attendance and participation data alongside student, staff and family feedback to evaluate impact and refine practice.
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:
Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
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
Learning Specialists are highly skilled classroom practitioners who spend the majority of their time delivering high-quality teaching and learning while providing pedagogical leadership across the College.
The Learning Specialist ¿ Learning, Engagement and Connectedness will lead the development and consistent implementation of evidence-informed approaches to teaching, learning and engagement across Foundation to Year 9 at both campuses. The role will support teachers to strengthen student learning through explicit, systematic and sequenced instruction, while fostering belonging, connectedness and active participation.
The Learning Specialist will model exemplary classroom practice and build teacher capability through instructional coaching, mentoring, demonstration lessons, classroom observation, feedback and professional learning. The role requires a demonstrated capacity to improve student achievement, growth and engagement through effective teaching, assessment and responsive approaches to students¿ learning needs.
Working collaboratively with the principal class, School Improvement Team, broader leadership team, engagement staff, Professional Learning Communities, teachers, students, families and community partners, the Learning Specialist will support the implementation of the College Strategic Plan, Annual Implementation Plan and agreed Key Improvement Strategies.
The role has a strong focus on implementing VTLM 2.0 and strengthening curriculum planning, classroom instruction, assessment, differentiation and feedback. This work will complement the College¿s engagement priorities: belonging and connectedness; student voice, participation and identity; and community connection and partnerships.
The Learning Specialist will take initiative in developing and leading agreed approaches to improve learning, engagement and student attendance across both campuses. They will exercise professional judgement to prioritise and progress initiatives through to completion, working collaboratively with the leadership team and seeking guidance or approval when needed.
The successful applicant will promote a culture of professional inquiry, high expectations, shared responsibility and continuous improvement. They will work with teachers and the broader leadership team to evaluate the impact of teaching practices and engagement initiatives, using learning, attendance and participation data alongside feedback from students, staff, families and community partners.
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.
Carranballac P-9 College is a government school for students from Foundation to Year 9. Located in the western Melbourne suburb of Point Cook, the college comprises two campuses: Boardwalk (established in 2002) and Jamieson Way (established in 2006). As of June 2025, the college enrolled approximately 863 students, including 25 international students, reflecting our diverse and multicultural community. The student body represents over 63 nationalities, with approximately 32% of students from a culturally and linguistically diverse background. The college is led by a principal class team consisting of the college principal, two campus principals and two assistant principals, supported by 80 teaching staff and 32 non-teaching staff.
Vision, Mission, Values:
These guiding principles underpin aspects of the college's operations, fostering a cohesive and inclusive school culture.
Curriculum and Learning Approach:
The college delivers a comprehensive learning program that is aligned with the Victorian Curriculum, ensuring high-quality and engaging learning opportunities for all students. Key curriculum areas include:
The college is beginning to embed the Department of Education's Victorian Teaching and Learning Model (VTLM 2.0) and utilises Professional Learning Communities (PLCs) to ensure data-informed and differentiated instruction.
Student Wellbeing and Support:
A wellbeing framework supports students' social and emotional development, featuring a wellbeing assistant principal supported by a wellbeing team, mental health practitioner for secondary students, two mental health in primary school (MHIPS) coordinators at each campus (total 1.2) and a defence school mentor assisting families in transition. Programs such as Resilience, Right and Respectful Relationships (RRRR), School Wide Positive Behaviour Support (SWPBS), and restorative practices are integral to promoting a safe and respectful learning environment. Additionally, the college provides:
Facilities and Community Engagement:
The College facilities include the following:
The college maintains partnerships with local organisations, such as Scouts Victoria, and offers an outside school hours care program through 'Quantin Binnah', accommodating families' needs beyond regular school hours.
Strategic Direction:
Following the 2025 school review, the college is implementing a four-year strategic plan focussing on:
Improve the learning outcomes for all students.
Improve the wellbeing and engagement outcomes for all students.
These goals are pursued through continuous professional development, curriculum refinement, and community collaboration.