Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Learning Specialist - Range 3

Occupation: Learning specialist

Location: Grampians - Golden Plains

Reference: 1536955

Location Profile

Established in 1994, Woady Yaloak Primary School was formed through the community-driven amalgamation of four rural schools located in Smythesdale, Snake Valley, Scarsdale and Ross Creek, approximately 20 kilometres south-west of Ballarat. This union brought together four historic goldfields communities and continues to reflect the strong rural identity of the area.
Woady Yaloak operates as a multi-campus school, offering the intimate setting and strong relationships typical of small rural schools, while providing the resources, opportunities and professional collaboration associated with a larger school. The school is committed to unifying these four communities and fostering a strong sense of belonging for students, staff and families. Our shared vision is captured in our motto: "Achieve Together".
The school operates under a single administrative structure, with the main administration centre located at the Smythesdale campus. All campuses have benefited from significant capital works in recent years. The Smythesdale, Snake Valley and Scarsdale campuses feature modern learning studios that open into large flexible spaces used for campus-wide activities, assemblies and specialist learning areas such as libraries and visual arts spaces. The Ross Creek campus includes open-plan learning spaces, dedicated intervention rooms and additional flexible learning areas to support small-group instruction and targeted teaching.
Each campus is supported by attractive outdoor learning and recreation environments, including extensive grounds and four recently installed playgrounds that support active play and outdoor learning.
In 2026, Woady Yaloak Primary School comprises 16 classrooms across the four campuses. Specialist teachers deliver programs in Japanese (LOTE), Health and Physical Education, The Arts and Science, ensuring students have access to a broad and engaging curriculum. Each campus has an office-based Education Support (ES) staff member, with additional ES staff working across the school to support student learning, wellbeing and targeted intervention programs.
Leadership is provided by one Principal and two Assistant Principals, who work across all four campuses to support the Campus Heads and ensure consistent implementation of school priorities and practices.
As one school community, we share common beliefs, values and a clear educational mission. We place a strong emphasis on the development of literacy and numeracy, while also fostering student wellbeing, resilience, tolerance and a healthy lifestyle. This work is supported by our Behaviour Education Program, with a strong focus on embedding the School-Wide Positive Behaviour Support (SWPBS) framework to promote protected, respectful and inclusive learning environments.
Staff at Woady Yaloak Primary School are committed to ongoing professional learning and collaborative practice. Teachers work closely across campuses to share expertise, implement evidence-based teaching strategies and ensure high-quality learning experiences for all students.

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 ability to effectively manage the operational requirements of a campus within a multi-campus school setting. Demonstrated ability to coordinate staff, students, resources, budgets, facilities and daily operations while ensuring effective communication with all stakeholders, accountability and alignment with the priorities of Woady Yaloak Primary School.

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 skilled 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

Learning Specialist

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 qualified 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
- In the role of Campus Head, lead teaching, learning and student wellbeing at a campus level by supporting evidence-based teaching, using student data to drive improvement, and fostering a safe, inclusive and engaging learning environment.
- In the role of Campus Head, oversee the day-to-day operations at a campus level, including behaviour management, staffing, student supervision, communication with families, and the consistent implementation of school and Department policies.
- In the role of Campus Head, build a positive and collaborative culture at a campus level by developing strong relationships with students, staff and families, modelling the school's values, and promoting high expectations for learning and behaviour.
- In the role of Campus Head, contribute as a member of the school's leadership team by supporting whole-school improvement initiatives, collaborating with leaders across all campuses,



and representing the school through attendance at School Council and other meetings as required.

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

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.

Applications close Monday 17 August 2026 at 11.59pm

Posted

4 August 2026

📌 Learning Specialist 3 / Campus Head (Grampians)
🏢 Government schools
📍 Grampians