Learning Specialist Range 3: Instructional Practice Leader Digital Learning

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 digital learning, building the capability of others and contributing to a positive, team-oriented 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 digital learning, building the capability of others and contributing to a positive, collaborative and high-performing culture in a senior secondary workplace.

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 Digital Learning provides specialist leadership in the use of digital technologies to strengthen teaching, learning and continuous improvement across the college.

The role supports teachers and leaders to use digital tools, emerging technologies and artificial intelligence (AI) in purposeful and effective ways that enhance curriculum delivery, student engagement, differentiation, feedback, accessibility and learning outcomes. Through coaching, modelling and practical support, the role assists staff to translate digital opportunities into meaningful improvements in classroom practice.

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 identify opportunities where digital approaches can improve practice, increase efficiency, strengthen innovation and support college improvement priorities.

Success is reflected through increased staff capability in digital learning, effective and responsible use of emerging technologies and improved teaching, learning and student outcomes.

Reporting relationships

Reports to: Assistant Principal Improvement & Innovation

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 engaging, accessible and responsive learning environments supported by the purposeful use of digital technologies. (Classroom application and instructional support; Digital innovation and improvement)
- Student learning, engagement and digital capability are strengthened through effective integration of digital tools, emerging technologies and AI. (AI and emerging technologies; Classroom application and instructional support; Digital innovation and improvement)

Staff outcomes

- Teachers confidently and effectively integrate digital tools, emerging technologies and AI into teaching and learning practice. (Teacher capability and coaching; Professional learning and digital capability; AI and emerging technologies)
- Teachers use digital approaches to strengthen differentiation, feedback, accessibility and responsive teaching practice. (Classroom application and instructional support)
- Teachers experience practical coaching, modelling and professional support that strengthens confidence and capability in digital learning. (Teacher capability and coaching; Professional learning and digital capability)
- Teachers and leaders confidently evaluate and implement digital solutions that improve teaching, learning and organisational effectiveness. (Digital systems and improvement support; Digital innovation and improvement)

College outcomes

- Digital tools, systems and emerging technologies are used purposefully, responsibly and consistently to support college priorities. (Digital innovation and improvement; AI and emerging technologies; Digital systems and improvement support)
- Digital technologies improve efficiency, accessibility and teaching effectiveness across the college. (Digital systems and improvement support)




- Effective and responsible use of AI supports innovation, continuous improvement and contemporary teaching and learning practices. (AI and emerging technologies)
- Strong collaboration across the Curriculum Leadership Team strengthens digital capability, instructional consistency and student outcomes across the college. (Collaboration and continuous improvement)

Responsibilities

Digital innovation and improvement

- Lead the exploration, implementation and evaluation of digital approaches that strengthen teaching, learning and continuous improvement.
- Identify opportunities where technology can improve student engagement, learning outcomes, efficiency and responsiveness.
- Promote innovative and sustainable digital practices aligned to college priorities.

Teacher capability and coaching

- Build teacher capability through coaching, modelling and collaborative professional practice.
- Support teachers and teams to integrate digital tools effectively into classroom practice.
- Facilitate reflective professional conversations focused on instructional impact and student engagement.
- Support evaluation of digital approaches, instructional strategies and student learning outcomes.

AI and emerging technologies

- Support effective and responsible use of AI tools within teaching and learning.
- Promote ethical, secure and purposeful approaches to AI integration in classroom practice.
- Support teachers to explore emerging technologies that strengthen engagement and learning.
- Support alignment between AI use, college expectations and Department policy requirements.

Classroom application and instructional support

- Support teachers to embed digital tools into classroom practice in meaningful and practical ways.
- Assist learning areas to strengthen student engagement, differentiation and feedback through digital approaches.
- Promote digital practices that support inclusion, accessibility and responsive teaching.
- Support implementation of digital approaches aligned to identified teaching and learning priorities.

Professional learning and digital capability

- Support professional learning related to digital pedagogy, emerging technologies and AI in education.
- Build staff confidence and capability in the effective and responsible use of digital tools.
- Support staff understanding of contemporary digital learning approaches and practices.
- Promote consistent approaches to digital learning and technology integration across teams.

Digital systems and improvement support

- Support teachers and leaders to identify, evaluate and implement digital solutions that strengthen teaching, learning and organisational effectiveness.
- Promote approaches that improve efficiency, reduce administrative burden and create greater opportunities to focus on student learning.
- Communicate emerging digital practices, tools and innovations in accessible and practical ways.
- Contribute to continuous improvement through the effective use of digital technologies aligned to college priorities.

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

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