Learning Specialist: Instructional Practice Coach VLTM 2.0
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.
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 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
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 (seeWorkplace 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*******@




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:

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:

Other Information
Position Description
The position of Instructional Practice Coach VTLM 2.0 is responsible for enhancing teaching practices, building staff capacity, and improving student learning outcomes. Through coaching, mentoring, and data informed instructional leadership, this role supports teachers in delivering Responsive Teaching strategies, while fostering a culture of continuous professional growth.
This involves:
Responsibility for leading and managing the Coaching program and other Learning Specialists involved in coaching.
Responsibility for leading and managing the Look & Learn program.
Responsibility for leading and managing the New Staff Induction program.
Responsibility for leading and managing the VIT mentoring program.
With the Instructional Practice Coach - Whole School Data and Numeracy Implementation oversee the DIPT model
Involvement with other T and L initiatives when required.
Any other duties as directed by the principal
The Instructional Practice Coach VTLM 2.0 reports directly to the T and L Assistant Principal and Principal and is a member of the Teaching and Learning Executive.
Student Outcomes Focus
Coach teachers to construct and implement innovative goals, focused on improving student outcomes, in line with Responsive Teaching strategies.
Coach teachers to develop differentiated instruction, leading to improved outcomes for diverse learners.
Coach teachers to develop more positive relationships with students, fostering a supportive learning environment, in line with BSEM.
Demonstrate understanding and ability to model current pedagogical trends, implementation strategies and school curriculum priorities.
Advocate for continual improvement of student outcomes at a whole-school level.
Leadership Focus
Be an active member of the SIT and T and L executive team.
Work closely with the Principal class to establish consistent protocols and practices, and support staff in priority areas.
Lead and manage the implementation of whole-school improvement initiatives related to the Coaching program, Look & Learn, Staff Induction and VIT processes in line with the VTLM 2.0
Develop and deliver individual and whole-school PD.
Work closely with other Learning Specialists to oversee the Coaching and VIT programs.
Provide ongoing, research‐based coaching to improve instructional strategies:
Facilitate peer observations and coaching cycles to promote shared learning.
Provide constructive, strength‐based feedback to teachers to encourage growth.
Model and co‐teach best practice to foster a culture of continuous improvement.
Support teachers in using data‐driven decision‐making to personalise learning.
Create a safe space for teachers to experiment, take risks, and refine their practice.
Empower teachers to use Responsive Teaching techniques with efficacy.
Provide ongoing mentoring to VIT staff:
Support teachers to develop Inquiry goals and complete the Inquiry process, providing constructive feedback throughout the writing process.
Facilitate observations and provide constructive feedback.
Model best practice.
Engage in professional conversations.
Organisational Focus
Attend and contribute to SIT and T and L executive meetings.
Organise and lead regular meetings in relation to the Coaching program, Look and Learn, Staff Induction and VIT processes.
Liaise with Leading Teachers, Sub-schools, and Learning Specialists regarding coaching priorities.
Manage, design, and deliver weekly Induction sessions for new staff.
Manage and facilitate meetings with staff completing their VIT.
Attend external PD and provide PD to teaching staff.
Attend external meetings with stakeholders as required.
Community Focus
Maintain a relationship with Career Start (attend PDs with staff, meet with Career Start staff when required).
Oversee the schools Pre‐service teacher commitment to the universities
This role and role description may change across the tenure of the position depending on the needs of the school ́s Strategic plan and Annual Implementation Plan.
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
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 ****, 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 **** 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 atRecruitment in Schools.
Location Profile
Hallam Secondary College is in Southeast Melbourne on the lands of the Bunurong. Learning communities have flourished on this land for more than 30,000 years. The current College has been on this site since **** and has gone through exciting change.
Over the past 4 years;
HSC reorganised and expanded to cater for growing demand in south-east Melbourne and give families certainty they will have a quality local school for their entire secondary schooling journey.
The school progressively moved from a Year ***** to a Year 7-12 school allowing it to increase enrolments.
The current strengths at senior level in vocational education and its Sports Academy have been supplemented by a broader offering of VCE subjects for its growing student cohort.
Our Vision and Mission is to create a school that;
Is a true learning community
Is a safe, calm and happy environment
Is a place students wish to attend, staff want to work and parents feel welcome
fulfills student potential, and
prepares students for life beyond school
Our current enrolment sits at over 800 students with an SFOE of 0.56. We primarily enrol students from the Hallam, Eumemmerring and Doveton suburbs with many senior students travelling in from further afield.
We are a medium sized College serving a culturally, ethnically and socially diverse community. Our size enables us to know every student and offer a range of programmes that are more commonly found in a large school.
Our new strategic plan ********* has set the goals of:
Maximise each students achievement and learning growth, and
Maximise each students wellbeing and engagement in learning
Our Values of Achievement, Care and Equity underpin all our work.
Our curriculum programmes privilege Literacy, Numeracy and Health. Our curriculum structure is aligned with our Vision and Mission and has an unswerving focus on learning skills underpinned by the Victorian Curriculum in Years 7 to 10. Our senior students can access a wide range of VCE and Applied Learning Programs including University enrichment courses and HeadStart as part of a three-year pathway to success.
Our Sports Academy program is well recognised across the state as leaders in some sports. We have a high level of success particularly in our Rugby League girls and boys programme and have recently introduced Soccer to the Academy. Netball, AFLW, AFLW and Basketball are also feature sports in the program.
As one of the largest school‐based Registered Training Organisations in Victoria our senior students can access the Hallam Valley Trade Training Centre which provides a wide range of applied learning courses on site.
Our evidence‐based approach to learning and teaching is underpinned by evidence and closely linked to the Victorian Teaching and Learning Model 2.0 and we value and balance both Wellbeing and Learning as the core of our work aligned to FISO 2.0. Our balanced pedagogical approach draws on Responsive Teaching, Inclusive Classroom Practices and the Berry Street Education Model as the stable base for high quality practice across the school. We use a collaborative approach to planning and a regular assessment check in to both summative and formatively assess our students learning and what the next steps will be. Professional growth is facilitated through Professional Learning Communities, Instructional Coaching and sharing practice through reciprocal classroom visits.
Our work with students is framed by the Response to Intervention model. The College delivers intervention and extension classes in English and Mathematics for students who require Tier 2 and 3 support. Additional Tier 2 supports include a range of performance and arts‐based programs, and programs that support diversity and inclusion.
The College is committed to developing happy, healthy and resilient learners and we have invested significantly in allied health expertise and a range of specialist intervention programs underpinned by the Berry Street Education Model, Rights, Resilience and respectful Relationships and School Wide Positive Behaviour Support practices.
Our School Improvement Team consists of:
Leading Teachers:
7-10 Curriculum Leading Teacher
VCE curriculum Leading Teacher
Applied Learning Leading Teacher
Junior Sub‐school Leader Year 7 and 8
Middle Sub‐School Leader Year 9 and 10
Senior Sub‐School Leader Year 11 and 12
Inclusion Leading Teacher
Learning Specialists:
Instructional practice Coach - BSEM
Instructional Practice Coach VTLM 2.0
Instructional practice Coach Learning focused feedback and Whole School Literacy
Instructional Practice Coach Whole School Data and Numeracy Implementation
Instructional Practice Coach Disability Inclusion
Our leadership team works collaboratively across 2 executive teams that take responsibility for the Annual Implementation Plan.
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📌 Learning Specialist: Instructional Practice Coach Vltm 2.0 (Melbourne)
🏢 Government schools
📍 Melbourne