Learning Specialist - Director of Instructional Practice (English method preferred)
Department of Education Victoria – Point Cook VIC
2d ago , from Department of Education & Training Victoria
Homestead Senior Secondary College opened in **** and is located in a developing area of Point Cook, approximately 28 kilometres from Melbourne CBD.
Our feeder schools are the local P-9 colleges - Alamanda and Saltwater P-9 Colleges.
A significant percentage of our enrolments are new arrivals to the greater Point Cook community.
Homestead also attracts a growing number of enrolments from the independent school's sector.
Rapid growth is predicted for both the suburb and school over the next 5 to 10 years.
In **** we expect approximately 710 students at HSSC, and it is projected that the college's peak enrolment will be in excess of **** students.
In addition to this, we expect to be supporting approximately 600 students from Saltwater P-9 at years 7-9 on the Homestead site while Saltwater undergoes major capital works to increase capacity on their site.
The foundation years of the college focused upon building social capital, creating structures and practices, purchasing resources and establishing staff professional learning teams.
This is an amazing career opportunity for educationalists as they are part of a staff cohort playing an integral role in the development of the college's culture, teaching & learning style and place in our community.
Our recent phase includes solidifying our culture of the young adult learning environment and our consistent teaching and learning model, while managing significant growth in student and staff population.
HSSC is a state of the art 21st Century learning environment for young adults.
With a build cost of $53 million, facilities are second to none.
Students learn in a three-storey main building, a standalone Performing Arts/Physical Education building, multi-purpose courts and a playing field.
Our landscaped grounds feature amazing spaces for our students and staff.
The college curriculum focuses on providing the right pathway for all students to achieve their academic goals.
The college offers a broad range of studies at Year 10, VCE, VM, VET & other programs.
HSSC is defined by:
A well balanced curriculum program that utilises purposeful and explicit teaching aimed at empowering students to be active learners, striving for personal excellence and ongoing growth and development
Challenging, innovative and creative approaches in learning and teaching practices that embrace a full range of post compulsory pathways for Years 10 to 12 students
Highly skilled, versatile, dedicated and caring staff committed to life-long learning and developing each student through the implementation of personalised learning programs
The active participation of staff in professional learning communities
Shared educational responsibility between parents, staff and students
Powerful student agency & voice in their learning
Effective & open channels of communication that promote trust, positive interactions and strong links with the wider community.
Selection Criteria
SC1Demonstrated 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.
SC2Demonstrated 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.
SC3Demonstrated 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.
SC4Demonstrated 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.
SC5Demonstrated 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
The role has a specific focus on strengthening instructional excellence within a senior secondary context and improving student learning growth, engagement and achievement.
The Learning Specialist will work collaboratively with teachers, Domain Leaders and the College Leadership Team to build consistent, evidence-informed approaches to curriculum delivery, instruction and feedback.
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.
This role reports to Assistant Principal - Teaching, Learning and Student Outcomes.
Time Allowance: 3 Sessions (+ 2 for Head of English)
Position Responsibilities
In recognition of the importance of exemplary teaching 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) ******
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
Enquiries regarding the position can be directed to the Principal Danijel Banovic******** *** - we encourage you to contact the Principal with regard to this role & arrange a school tour.
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';
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).
#J-*****-Ljbffr

📌 Learning Specialist - Director Of Instructional Practice (English Method Preferred) (Melbourne)
🏢 Department of Education & Training, Victoria
📍 Melbourne