Learning Specialist: Instructional Leader - Teaching, Assessment, Learning and Curriculum (TALC)

Department of Education Victoria – Tarneit VIC

21h ago , from Department of Education & Training Victoria

Outstanding opportunity to work at Tarneit P¿9 College

Tarneit P¿9 College is a large, co-educational school located in one of Victoria¿s fastest-growing and most culturally diverse communities, approximately 25km from Melbourne¿s CBD. Opened in 2013, the college has experienced significant growth and currently serves around 1,820 students from Foundation to Year 9.

Our college reflects the rich diversity of the Tarneit community and is committed to providing an inclusive, high-quality education where every student is supported to achieve their best. We are seeking enthusiastic, reflective, inclusive educators who are passionate about teaching and learning, value collaboration, and are committed to high expectations and student wellbeing.

Teaching and learning at Tarneit P¿9 College is underpinned by a clear instructional model and an evidence-based approach, with a strong focus on High Impact Teaching Strategies, effective use of data, and consistent feedback and instructional coaching. Professional Learning Communities are central to our practice, supporting collective responsibility, professional growth, and continuous improvement.

Our contemporary learning environments include a range of general and specialist facilities designed to support collaboration, explicit instruction, and flexible learning. Student wellbeing and inclusion are embedded through whole-college approaches such as School-Wide Positive Behaviour Support, Behaviour Matrix, Respectful Relationships, and our House Model, which strengthens belonging, student voice, and engagement.

Why work at Tarneit P¿9 College?

Tarneit P¿9 College offers a supportive and collaborative professional culture where staff are valued, supported, and encouraged to grow. Staff benefit from:

- Strong collegial relationships and a shared commitment to improvement
- High-quality professional learning and instructional coaching
- Clear, consistent teaching and behaviour frameworks
- A focus on staff wellbeing and work-life balance
- The prospect to make a meaningful impact in a diverse and dynamic community

Staff work together to ensure every student is known, valued, and challenged, while also fostering a workplace built on trust, respect, and shared purpose.

Vision

Our vision is for every student from Prep to Year 9, to have high aspirations, excel and reach their best. With supportive surroundings and challenging academics, we foster confident, resilient and compassionate individuals prepared to make a positive difference in the future.

Values





- We are an inclusive school community.
- We are proud of ourselves, each other and the school.
- We act and are responsible.

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 Demonstrate capacity to lead teams to work collaboratively to improve literacy and numeracy outcomes for students, including the capacity to instructionally coach individual staff members to improve teaching practice.

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

Sub Schools: Prep ¿ Year 3, Year 4 ¿ Year 6

Primary Focus: To lead the modelling of exemplary classroom practice and wellbeing strategies for a sub-school at Tarneit P-9 College, acting as a driver for instructional excellence leading to improvement in student achievement and growth.

1. Instructional Leadership & Exemplary Practice

Focus: Demonstrating high-quality teaching and cultivating an `open classroom¿ culture where practice is transparent, observable, and exemplary.

- Model Exemplary Practice: Demonstrate high-level expertise in teaching and learning by grade-sharing a classroom teacher role with an Instructional Leader where possible.

- Instructional Excellence: Model effective instructional practices (including established routines) and demonstrate strict adherence to the TP9C Instructional Model and evidence-based instructional practices.

- Open Classroom Culture: Maintain a classroom environment that welcomes observation at any time, allowing coaches and colleagues to witness best practices in action.

- Data-Informed Teaching: Model the exemplary use of student data to inform teaching practices, differentiation, and targeted student groupings.

- Exemplary Classrooms: Facilitate TP9C exemplary classrooms to demonstrate and disseminate best-practice strategies to the wider staff.

- Whole-School Strategy: Lead and model the implementation of whole-school improvement strategies (e,g. VTLM 2.0, TP9C Instructional Model) related to curriculum planning and delivery.

2. Team Leadership & PLT Meetings

Focus: Managing team dynamics, driving accountability, and facilitating the FISO Improvement Cycle.

- Mentor PLT Leaders: Support the PLT Leader to lead weekly Professional Learning Team (PLT) meetings and Improvement Cycle meetings utilising the FISO 2.0 Improvement Cycle.

- Planning Oversight: Contribute to, monitor, review, and provide feedback on unit planners to ensure their alignment to college scope and sequences, and to ensure timely completion and quality. Note: Instructional Leaders (TALC) note down revisions to be made to scope and sequences, with revisions being made prior to the following year.

- Culture & Accountability: Develop a collaborative culture by ensuring staff understand, adhere to, and are held accountable for the TP9C PLT Process and published team norms.

- Operational Planning: Meet weekly with the TALC Sub-School Assistant Principal (AP) to forward‑plan meeting agendas, analyse cohort data, and create strategic termly overviews.

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📌 Learning Specialist: Instructional Leader - Teaching, Assessment, Learning and Curriculum (TALC) (Williamstown)
🏢 Department of Education Victoria
📍 Williamstown