Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - Western suburbs
Reference: 1551823
SC1 ¿ Curriculum knowledge and exemplary practice
Demonstrated expert knowledge of the Victorian Curriculum, including Mathematics and numeracy development across F¿9. Demonstrated ability to model exemplary teaching practice, including literacy and numeracy across the curriculum, and support the implementation of College priorities.
SC2 ¿ Evidence-informed teaching and teacher capability
Demonstrated expertise in implementing and modelling high impact teaching strategies, including explicit, systematic and sequenced numeracy instruction that responds to student learning needs. 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.
SC3 ¿ Assessment and responsive teaching
Demonstrated exemplary ability to model the monitoring and assessment of student learning. Demonstrated ability to support teachers to use assessment evidence collaboratively to identify students¿ numeracy strengths and misconceptions, inform differentiation and targeted intervention, and provide meaningful feedback on learning growth and achievement to students and parents.
SC4 ¿ Collaboration, inclusion and engagement
Demonstrated exemplary interpersonal and communication skills. Demonstrated ability to build collaborative relationships with students, colleagues, parents and the broader school community to strengthen student learning, agency, wellbeing and engagement, including within a culturally and linguistically diverse school community.
SC5 ¿ Professional values and reflective practice
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 promotes professional inquiry, collective responsibility and continuous improvement.
SC6 ¿ Whole-college numeracy improvement
Demonstrated capacity to lead coherent numeracy improvement across Carranballac P¿9 College¿s two campuses. Demonstrated ability to work collaboratively with leadership teams and Professional Learning Communities to strengthen curriculum sequencing, shared planning, assessment and moderation across F¿9, and evaluate the impact of agreed practices on numeracy achievement, engagement and growth for all students.
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
The Learning Specialist Numeracy will lead the development and consistent implementation of evidence-informed numeracy practice across F-9. The role will support teachers to strengthen students numeracy knowledge and skills through explicit, systematic and sequenced instruction.
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 deep knowledge of numeracy development and a demonstrated capacity to improve student achievement, engagement, growth and wellbeing.
Working collaboratively with the principal class, School Improvement Team, Teaching and Learning team, Professional Learning Communities and early years teachers, the Learning Specialist will support the implementation of the College Strategic Plan, Annual Implementation Plan and agreed whole-school improvement priorities.
The role has a strong focus on numeracy leadership, instructional coaching, curriculum development, assessment and data-informed practice. The Learning Specialist will strengthen the consistency and impact of numeracy curriculum planning, classroom instruction, assessment, differentiation, intervention and feedback.
The successful applicant will promote a culture of professional inquiry, collective responsibility, collaboration and continuous improvement, supporting teachers to evaluate the impact of their practice and improve numeracy outcomes for all students.
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.