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.

Role

Learning Specialist Maths & Numeracy leads strategic oversight of whole-school instructional improvement in Maths and numeracy. Implementation of effective and evidence informed curriculum, instruction and assessment practices across the Maths Learning Area. Sources and leads high-quality professional learning aligned to school and Department priorities. Mentors teaching staff to build consistent and effective maths practice, driving improvement in student outcomes.

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 skilled 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 *******@education.vic.gov.au

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 Secure 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

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

Matthew Flinders Girls Secondary College (MFG) empowers girls and enables excellence. We are a secondary college that provides young women with the knowledge, confidence, and opportunities to pursue their aspirations and make a positive contribution to the world around them.

We are one of eight girls-only government secondary schools in Victoria, and the only girls-only provider outside metropolitan Melbourne. Our foundation stone was laid in 1856, and we remain a proud, long-standing part of Geelong's education landscape. Some of our current students are third-generation members of our school community, and our alumni network continues to grow.

Our Vision





We are a high-performing government secondary school serving Geelong and the broader region, and we believe strong academic outcomes give students the best opportunity in life. Academic excellence is not incidental to our work; it is a driver of social equity. We hold high expectations for every student because we know that what happens in our classrooms has the power to change life trajectories. We pursue academic excellence through a commitment to instructional excellence, ensuring students experience high-quality teaching, a coherent curriculum, and the support they need to succeed.

Every student is known, valued, and supported through strong relationships, expert wellbeing staff, and targeted responsive support. Where additional support is required, we work closely with students, families, and external services to ensure students have access to the right support at the right time. Our wellbeing structures are designed in service of students being ready, engaged, and able to learn.

Our Staff

Our staff are committed to improving outcomes for every student through deep subject expertise, thoughtful curriculum design, and high-quality instruction. Effective teaching depends on teachers holding deep and interconnected knowledge of their subject area, not just familiarity with content.

At MFG, we take curriculum design seriously to ensure every subject is coherent, knowledge-rich, and carefully sequenced. We think deliberately about instruction to make the best use of learning time and ensure students learn the curriculum as intended. We use assessment intentionally to understand our impact as teachers, identify where students need additional support, and inform what comes next.

This work is led within subject areas, where authentic collaboration on curriculum, instruction, and assessment is prioritised. Our staff are collegiate, supportive, and committed to continual improvement. We know and value every student, and we know and value every member of our staff. We are committed to a professional culture where colleagues support one another, share expertise, challenge thinking, and work together to continually improve their practice.

Our Community

Our school is centrally located within Geelong's business, arts, and sporting precincts, with excellent access to public transport. While many students come from the immediate area, a significant number travel from Colac, Barwon Heads, Indented Heads, Lara, Inverleigh, Bannockburn, Werribee, and Anakie, with students enrolling from more than 50 feeder primary schools over the past five years.

Our students come from a diverse range of cultural, socio-economic, and family backgrounds, creating a vibrant and inclusive learning community.

Our Students

MFG students are confident, curious, and prepared to have their voices heard. As a girls-only school, students are encouraged to participate fully, take on leadership opportunities, challenge ideas, and contribute positively to their community.

Student leadership at MFG is rich, authentic, and visible across the College. Students lead through a broad range of roles, including School Captains, Environment Captains, Community Captains, Diversity Captains, House Captains, Junior School Council, and a range of student-led initiatives and events. Students are encouraged to identify the issues that matter to them, contribute to their community, and tell their own stories.

We empower students to develop the knowledge, confidence, and skills to pursue excellence, advocate for themselves and others, and make a difference beyond school.

Co-curricular Life

MFG offers a co-curricular program that provides students with opportunities to develop their interests, strengths, leadership skills, and connections beyond the classroom.

Instrumental Music is a key part of our co-curricular program, with students able to learn voice, percussion, drums, woodwind, brass, guitar, and keyboard. MFG is also home to the Sweethearts, a renowned all-girls neo-soul band that performs regularly in qualified settings across Australia and internationally.

Our community garden reflects the school's commitment to the permaculture principles of Earth Care, People Care, and Fair Share. Students participate in urban agriculture, growing organic produce to share with the local community, and engage in environmental engineering projects, including the construction of tiny houses using recycled materials.

Students are active members of a proud sporting community, with strong participation across a broad range of interschool and representative opportunities. As a girls-only school, MFG provides an environment where every student is encouraged to participate, build confidence, and pursue excellence in sport. In 2026, our students were crowned State Cross Country Champions.

📌 Learning Specialist - Maths & Numeracy (Warrnambool)
🏢 Government schools
📍 Warrnambool