Learning Specialist

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

School Improvement
¿ Collaborate with Executive team to set SSP & AIP Targets. 
¿ Support implementation of major curriculum initiatives that are supported by data analysis to drive literacy & numeracy improvement in sector, InitiaLit, EOI, MOI, F&P, teacher judgement and PAT.
¿ Support implementation of major wellbeing initiatives, such as SWPBS, that are supported by data analysis. 
¿ Lead the implementation of the Brookside Instructional Model & FISO Inquiry Cycle ¿ setting goals, sourcing reading, organising professional development, and developing timelines.
¿ Support Staff Wellbeing.
¿ Design and deliver professional learning opportunities identified as a priority and that are aligned to the AIP.
¿ Support in the development of goals and evidence in the P&D process for selected members of staff.
¿ Support processes to promote reflective practice and professional growth, Coaching, Learning Walks, Peer Observations, Shadowing, Mentoring, etc.
¿ Support a strong school and home learning relationship thorough strengthening engagement with parents.

Teaching and Learning
¿ Curriculum Transition (aligning curriculum initiatives from early - middle - secondary).
¿ Lead Transition (Kinder/Prep, Year 6/7, etc.) ¿ develop program and assist in communicating with relevant stakeholders, including supporting Assistant Principal in visiting feeder kindergartens/schools to provide information. 
¿ Support in the development and review of all major scope and sequence documents.
¿ Lead team planning sessions, as well as set and monitor planning expectations to ensure the development of a guaranteed and viable curriculum in line with the Victorian Curriculum, including embedding `Essential Understandings¿ and learning progressions into unit and weekly planning, use of BIM & FISO Inquiry Cycle to drive teaching and assessment.
¿ Monitor assessment schedules and maintain focus, using the Seesaw platform to provide ongoing timely and effective feedback to students.
¿ Demonstrate a high-level expertise in teaching and learning practice, modelling exemplary classroom practice including the use of Literacy/Numeracy tools and high impact teaching and wellbeing strategies to enhance classroom practice.
¿ Effective monitoring and analysis of college data (Tier 1, 2 & 3) to inform teaching and learning with a focus on growth and improvement in student outcomes.
¿ Ensure an evidenced based approach to planning and differentiation that caters for every students¿ educational needs - identification of students working above and below to form intervention and extension. Levelled Literacy Intervention.
¿ Provide professional learning and collegiate support to build staff capacity by attending PLCs, visiting classrooms, conducting observations, mentoring, modelling, coaching and effective feedback in 1:1 and group situations. 
¿ Support staff in the reporting process, PD on report comments, drafting, and expectations. 
¿ Support development of school documentation, Staff Handbook, Parent & Volunteers Handbook, etc.
¿ Induct new staff members regarding curriculum, learning, wellbeing, and management expectations in sector.

Management & Administration 
¿ Organise and chair various meetings ¿ PLCs, Curriculum Leaders Meetings, Staff Forums, etc. 
¿ Liaise with leadership team to establish a Professional Development & Meeting Calendar.
¿ Oversee and support YLLs - expectations, support, goal setting, and mentoring and maintain a presence in sector.
¿ Support implementation of positive behaviour strategies, and orderly learning environment expectations.
¿ Support high level student/parent issues.
¿ Source and monitor resources to support the implementation of high-quality learning programs.
¿ Manage OneDrive resources.
¿ Oversee Year Level booklists.
¿ Support and oversee events, camps, excursions, assemblies, etc.
¿ Support organisation of Step Up Days, Meet the Teacher, etc. 
¿ Manage Year Level budgets to meet needs to teachers and students. 
¿ Regularly organise newsletter items.
¿ Support end of year process ¿ formation of new classes, organisation of Step Up, Meet the Teacher, etc.
¿ Develop end of year programs.
¿ Develop and support implementation of Start Up Program.

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 ).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via

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:

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:

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

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.

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