Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Learning Specialist - Range 3

Occupation: Learning specialist

Location: Melbourne - Northern suburbs

Reference: 1519579

Selection Criteria

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.

SC6 Demonstrated experience and knowledge in organising and coordinating whole-school sporting events (e.g. athletics, cross country, swimming), inter-school sporting events and representative teams.

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.

Diversity and Inclusion

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.

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

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

Program Benefits

Learning Specialists (PLC Leaders) receive an additional 5 NFFT sessions per week.

Qualification Requirements

To be eligible for employment, transfer or promotion in the principal or teacher class:

The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).

Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.

Location Profile

Sunbury Heights Primary School is situated on the west side of Sunbury, on Charter Road East. Our grounds adjoin those of Sunbury Downs Secondary College, which provides convenience for families with siblings attending both schools. We have a shared community facility, Dulap Wilim Hub, and a two-room preschool, has been completed and is situated between both school sites. This provides facilities for members of the wider community to utilize.

An attractive and spacious entrance to the school boasts a well-resourced library, gymnasium/multipurpose room, canteen, after school/vacation care room and staff administration area and with a designated STEAM and Art room. There are also two soft fall rubber netball/basketball courts, extensive grassed areas including an oval, two adventure playgrounds, a sand pit, shaded areas and additional asphalt areas.

The enrolment is currently around 485 and, with families moving into new areas such as the Ashfield and Rosenthal Estates, further growth is expected. Of the total student population, a significant percentage identify as of Aboriginal or Torres Strait Islander descent, live in out of home care, are EAL, are on the PSD program or are students with ASD. The school has embedded practices for the diversity of parents/carers and family members to be engaged to understand the learning progress of their children and how to effectively support them to learn.

Sunbury Heights PS staff comprises of, 3 Principal Class Officers, 29 classroom teachers and 19 Education Support Staff. The school runs 21 classrooms and Specialist classes in Art/Music, STEAM, PE, LOTE (Italian) and Learning Specialists which support the implementation of Professional Learning Communities. Sunbury Heights Primary School is becoming known as one that has the personnel, programs and processes in place that support students with more complex learning needs. An Engagement and Wellbeing Coordinator, ES staff, Speech Pathologist, Occupational Therapist, Chaplains and Community Hub Coordinator are wellbeing interventions in place for the support of our students and families.

The school community strives to provide a positive, stimulating and secure learning environment to cater for the needs of each student as an individual. The school does this by creating a caring atmosphere that reinforces mutual respect, promotes self-esteem and develops a sense of belonging to our school. The school values teamwork, effective communication, informed decision making and community involvement. Professional learning is valued to ensure delivery of excellent and consistent educational programs through exemplary professional practices.

Purpose and Values:

Sunbury Heights Primary School remains focused on implementing the Education State themes of Learning for Life, Happy Healthy and Resilient Kids, Breaking the Link and Pride and Confidence in our schools. Our school wide belief is that no child, regardless of social status or postcode, will miss out on a first-class state school education.

Sunbury Heights Primary School has recently received Gold accreditation for our School Wide Positive Behaviour program. Our school wide values are Respect, Responsibility and Kindness. The school is committed to the safety, participation, and empowerment of all children. We support and respect all children, as well as our staff, volunteers, and school families. We are committed to the cultural safety of Aboriginal children, the cultural safety of children from culturally and/or linguistically diverse backgrounds, and to providing a safe environment for children with a disability. As a school we have zero tolerance of child abuse, and all allegations and safety concerns will be treated very seriously and consistently with our child safety standards and robust policies and procedures.

Applications close Wednesday 25 March 2026 at 11.59pm

Posted

12 March 2026

government schools

Learning Specialist - Specialist Team PLC Leader - PE Teacher