Learning Specialist Range 3: Instructional Practice Leader Teacher Development

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.

SC6 Demonstrated capacity to lead and sustain improvement in teacher development, building the capability of others and contributing to a positive, collaborative and high-performing culture in a senior secondary environment.

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.

SC6 Demonstrated capacity to lead and sustain improvement in teacher development, building the capability of others and contributing to a positive, collaborative and high-performing culture in a senior secondary environment.

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.

The Instructional Practice Leader Teacher Development provides expert support to strengthen teacher capability, confidence and effectiveness across the college. The role works alongside teachers to support professional growth, successful classroom practice and positive outcomes for students.

The role provides targeted, practical and responsive support to teachers at all stages of their career, with a particular focus on early career teachers, staff transitioning into new roles and teachers requiring additional professional support. Through coaching, modelling, observation and feedback, the role assists teachers to strengthen classroom practice, behaviour support strategies, professional organisation and instructional effectiveness.

As a member of the Curriculum Leadership Team, the role contributes to the development, implementation and evaluation of teaching and learning priorities across the college. The role works collaboratively across teams and portfolios to support the consistent implementation of evidence-informed teaching practices and college priorities.

Success is reflected through increased teacher confidence, capability and professional growth, responsive support for teachers requiring additional assistance and improved consistency in classroom practice that strengthens student engagement, learning and success.

Reporting relationships

Reports to: Assistant Principal Teaching & Learning

Works closely with: Teaching staff, Curriculum Leadership Team and college leaders

Direct reports: Nil

Other requirements

Teaching allotment: The role includes a teaching load, currently equivalent to four classes (840 minutes per week), and a role as an Advisor for approximately 16 students.

College events: This role includes participation in parent and student information evenings, Open Days and other college-wide events, some of which may occur outside normal school hours.

Success in the role

Student outcomes

- Students experience consistent, inclusive and effective classroom practice that supports engagement, learning and success. (Teacher support and professional practice; Coaching and classroom support)
- Student learning, engagement and wellbeing are strengthened through improved teacher confidence, capability and instructional effectiveness. (Teacher support and professional practice; Coaching and classroom support; Professional learning and improvement support)

Staff outcomes

- Teachers requiring additional support are identified early and provided with timely, practical and effective assistance.



(Responsive support and early intervention)
- Teachers experience practical coaching, modelling, feedback and professional support that strengthens confidence, capability and effectiveness. (Coaching and classroom support; Teacher support and professional practice)
- Early career teachers, teachers transitioning into new roles and teachers requiring additional guidance experience effective support that promotes confidence, growth and professional success. (Early career and graduate teacher support; Responsive support and early intervention)
- Teachers strengthen their capability in classroom practice, behaviour support, instructional delivery and professional organisation. (Teacher support and professional practice; Coaching and classroom support)

College outcomes

- Teachers are supported to build sustainable professional practice, contributing to staff retention, wellbeing and long-term capability. (Teacher support and professional practice; Early career and graduate teacher support)
- Teaching and learning priorities are supported through practical professional learning, coaching and classroom-based support. (Professional learning and improvement support)
- Consistent implementation of evidence-informed teaching practices strengthens instructional effectiveness across the college. (Professional learning and improvement support; Collaboration and continuous improvement)
- Strong collaboration across the Curriculum Leadership Team strengthens teacher capability, instructional consistency and student outcomes across the college. (Collaboration and continuous improvement)

Responsibilities

Teacher support and professional practice

- Provide targeted support to teachers requiring additional professional guidance in classroom practice, behaviour support, instructional delivery and professional organisation.
- Support teacher induction, successful transition into the college and ongoing professional growth across all career stages.
- Promote inclusive, evidence-informed and student-centred approaches that strengthen teacher confidence, effectiveness and sustainability.

Responsive support and early intervention

- Promote early identification of teachers requiring additional professional support.
- Work collaboratively with Teaching & Learning Coordinators and college leaders to respond proactively to emerging teacher support needs.
- Provide timely and practical support for teachers at key transition points, including onboarding, role changes and periods of qualified challenge.

Coaching and classroom support

- Build teacher capability through coaching, modelling and collaborative professional practice.
- Support teachers through classroom observation, reflection and feedback processes.
- Facilitate professional conversations focused on teaching impact, classroom effectiveness and student learning outcomes.

Early career and graduate teacher support

- Support the induction, development and retention of early career teachers.
- Build teacher confidence through targeted guidance, coaching and practical classroom support.
- Support graduate teachers to progress from provisional to full registration and assist pre-service teachers through professional guidance and classroom-based support.

Professional learning and improvement support

- Support the implementation of teaching and learning priorities through practical professional learning, coaching and classroom support.
- Contribute to evidence-informed improvement initiatives aligned to college priorities.
- Communicate effective teaching strategies and professional learning in accessible and practical ways.

Collaboration and continuous improvement

- Work collaboratively with Teaching & Learning Coordinators, Instructional Practice Leaders and college leaders to strengthen teacher capability and improve student outcomes.
- Contribute to the evaluation and continuous improvement of teaching and learning practices across the college.

Who May Apply

BSSC seeks applicants who embody the principles of the College's leadership capability framework andWays of Working. Applicants should demonstrate outstanding leadership capabilities, including the ability to guide and motivate teams, exercise effective decision-making, and foster a culture of achievement and continuous improvement.

Appropriately qualified individuals must be currently registered or eligible for registration with the Victorian Institute of Teaching.

Ways of working

Value people - Build positive and respectful relationships. Recognise, support and develop the contribution of others while fostering inclusion, belonging and high expectations.

Build trust and collaboration- Work collaboratively across teams, portfolios and partnerships. Communicate clearly, follow through on commitments and contribute to shared success.

Lead with integrity and accountability - Demonstrate professionalism, consistency and sound judgement. Maintain clear expectations and take responsibility for actions and outcomes.

Prioritise wellbeing and connection - Promote a culture of care, inclusion and belonging. Maintain a student-centred and relational approach.

Promote learning and growth - Use evidence, feedback and reflection to inform improvement. Build capability through coaching, collaboration and professional learning.

Inspire purpose and optimism - Take initiative to improve practice, culture and outcomes. Focus on solutions, innovation and continuous improvement while contributing to a culture where students and staff can thrive.

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*******@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 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 atRecruitment in Schools.

Location Profile

Bendigo Senior Secondary College (BSSC) is a Year 11 and 12 school located in one of Victoria's strongest and fastest growing regional areas. With an enrolment of 1870 students, we are the largest provider of the Victorian Certificate of Education (VCE), VCE Vocational Major (VCE VM) and Vocational Education and Training (VET) delivered in schools in the state.

Our ROLE at BSSC is to empower learners for individual, community and global leadership, underpinned by the values of Respect, Optimism, Learning and Engagement. We are proud of the significant role we play supporting young people from the Greater Bendigo community to access high quality education programs, tailored to meet the individual needs and pathway goals of every student.

BSSC is located within the Rosalind Park precinct in the centre of Bendigo and has enjoyed an unrivalled picturesque location on this site for more than a century. The entire college site is on the Victorian Heritage Register. Staff, students and the broader community value the history of the college, and the contribution it has made to the city and to state education.

The college provides an inclusive learning environment which supports students to develop attributes and behaviours necessary to be respectful community members, independent and resourceful learners and to achieve success within and beyond school. We foster a strong study culture with high expectations around student effective use of private study time in the various study spaces around the college. Students are provided with free access to an extensive range of high quality learning support and exam revision opportunities.

Staff are committed to supporting the academic progress and wellbeing of students where strong, respectful relationships are the basis for all communication. Students are encouraged to interact closely with their teachers and seek help at any time.

The college has a reputation for exemplary use of ICT and delivery of online learning. Students have high level access to ICT and the college operates a Bring Your Own Device (BYOD) model where students provide their own laptop or other device to support their learning. There is an emphasis on the use of blended delivery, which allows students to access digital curriculum resources to support the classroom instruction provided by teachers. This is enhanced by access to digital content developed through the Victorian Virtual Learning Network, a BSSC initiative where the college provides VCE online to students in schools around the state in a range of VCE studies.

An online portal is available which allows parents to monitor attendance, work completion and achievement in real time and provides for the approval of absences. Teachers upload key assessment outcomes and comments in a progressive reporting model.

A strength of our college is the expertise and commitment of our dedicated staff. Teachers at BSSC play a leading role in state wide curriculum development, subject associations, VCAA assessment processes and in the professional learning of

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📌 Learning Specialist Range 3: Instructional Practice Leader Teacher Development (Bendigo)
🏢 Government schools
📍 Bendigo