Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - Northern suburbs
Reference: 1496817
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.
The Learning Specialist will play a pivotal role in leading and strengthening literacy teaching practice across the school. This position will incorporate a coaching role, designed to build teacher capacity through modelling, mentoring, and collaborative planning. The successful applicant will demonstrate a deep knowledge of literacy curriculum content and possess extensive expertise in Explicit Direct Instruction (EDI) processes and pedagogy.
Working closely with staff, the Learning Specialist will provide guidance in implementing the school¿s instructional model for literacy. They will use the VTLM 2.0 as a framework to strengthen instructional consistency and alignment across the school. This includes coaching teachers to plan and deliver lessons that follow evidence-based sequences of instruction, embedding opportunities for active participation, and providing timely feedback. A strong understanding of how EDI and VTLM 2.0 complement one another is essential, alongside the ability to translate these into practical classroom routines that maximise student engagement and achievement.
The role requires a leader who can inspire confidence, foster professional dialogue, and provide constructive feedback that supports growth. The Learning Specialist will facilitate professional learning, lead curriculum implementation, and actively contribute to Professional Learning Communities (PLCs).
This position demands an educator who is passionate about literacy, committed to evidence-based practice, and skilled in building the capacity of others. The Learning Specialist will be central to embedding a culture of high expectations, explicit teaching, and continuous improvement across the school.
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
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.
School Vision
The vision of the Rosanna Golf Links Primary School community encompasses a commitment to excellence and inclusivity in education. Our school recognises the strong link between home and school. This partnership is encouraged and valued. We aim to be a family friendly school where every individual¿s learning needs are valued and respected. We value positive, challenging and rich learning experiences that develop creative thinkers, with achievement, engagement and wellbeing the fundamental pursuits of our school. We aspire to engage our students, with the support of the greater community, to develop the requisite skills and strategies to become confident, resilient and socially responsible learners.
School Values
The values which form the basis of the actions of the whole school community are: Respect, Responsibility, Kindness, Persistence
Environmental Context
Rosanna Golf Links Primary School opened in 1957 and has a current enrolment in the range of 500-600 mainstream students and 25 Deaf Facility students. The school is located on an expansive, well-landscaped and attractive site. The suburb is currently undergoing regeneration and many new, young families are making Rosanna their home with a SFOE index of 0.183. The school staffing profile in 2024 includes: 3.6 Principal Class; 2.6 Learning Specialists (Numeracy, Literacy and Deaf Facility Coordinator; 40 full time teaching staff, including 7 Teachers of the Deaf; and 12 non-teaching staff.
The school philosophy has a strong focus on all children being provided with opportunities to achieve their full potential, with an emphasis on the development of Literacy, Numeracy, Sustainability and Information and Communication Technology (ICT) competencies. Our school prides itself on our commitment towards inclusive education and an undertaking to provide differentiated learning programs which are designed to cater to individual children¿s point of need and learning styles. Our school philosophy is based on the belief that all students have the ability to achieve their full potential.
Student Welfare has a high priority with a whole school approach to discipline that emphasises anti-bullying, the principles of restorative justice, SWPBS, promoting high levels of tolerance and caring. Many opportunities are provided for student leadership, with a strong focus on students being responsible for their learning and their behaviour.