Department of Education Victoria – Melbourne VIC
22h ago , from Department of Education & Training Victoria
Essendon Keilor College is a two-campus secondary school located in Melbourne's north-west, providing high-quality education for students in Years 7 to 12. Our campuses are situated in established residential communities with excellent access to public transport, local sporting facilities, community services and the Melbourne CBD.
At Essendon Keilor College, we are committed to creating a safe, inclusive and engaging learning setting where every student is known, valued and supported to achieve their personal best. Our vision is to inspire students to become confident, resilient and successful learners who are equipped with the knowledge, skills and dispositions to thrive in an ever-changing world.
Our curriculum is broad, challenging and responsive to the needs and aspirations of our students. We provide diverse learning opportunities that foster academic excellence while promoting creativity, critical thinking, collaboration and wellbeing. Students are encouraged to actively participate in a wide range of co-curricular opportunities, including leadership, sport, the performing arts and community engagement.
We value positive relationships between students, staff, families and the wider community. Through high expectations, strong student support and a culture of respect and belonging, we empower every student to reach their full social, emotional and educational potential.
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
The Mathematics Learning Specialist will build capacity of staff in demonstrating excellence in Mathematics improvement through the following Key Responsibility Areas:
Key Responsibility Areas
As a member of the Learning Support Executive, contribute to the analysis and use of student data to inform the planning, implementation and evaluation of targeted strategies that support student learning needs and improve outcomes across the school.
Develop a culture of collaboration to ensure a coordinated, consistent approach to the teaching and assessment of mathematics that supports student growth. This includes leading the Maths KLA across the school.
Oversee the intervention initiatives alongside the Literacy Learning Specialist, ensuring an effective tutor learning and intervention program is in place where all staff involved have an awareness of their responsibilities to best support students.
Oversee the achievement dashboard, building the capacity of staff in targeted and effective use of data to inform teacher practice with a mathematics lens, and ensure the Maths KLA are actively using the data to cater for individual student needs and promote this broadly to all staff.
Support staff in building a differentiated focus to allow student growth across all levels of mathematics and develop differentiated teaching programs with the support of the maths KLA to cater for individual student needs.
Support the development of a mathematics curriculum in consultation with the maths KLA, including programs from Years 7 to 10 and the associated professional learning focus, to ensure we have a guaranteed and viable curriculum.
Support transition activities in the maths space for prospective students and families, incorporating maths enrichment and engagement programs as part of the transition team.
Oversee, in consultation with the other learning specialists and curriculum leaders, the EKC assessment schedule, including the appropriate diagnostic testing schedule for students in Years 6 to 10 and data conversations with targeted students.
The Mathematics Learning Specialist is a key member of the Learning Support Executive, working collaboratively across the college to strengthen inclusive practices, support student learning needs and enhance outcomes in Mathematics.
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) ******
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 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
Essendon Keilor College is a two-campus school, and some travel between campuses may be required.
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 programmes 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 at Recruitment in Schools.
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📌 Mathematics - Learning Specialist (Melbourne)
🏢 Department of Education & Training, Victoria
📍 Melbourne