Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Learning Specialist - Range 3

Occupation: Learning specialist

Location: Melbourne - Southern suburbs

Reference: 1543129

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 Proven ability to lead and develop teams to drive improvement priorities identified in the College Strategic Plan and Annual Implementation Plan, through collaboration, evidence-informed practice and a sustained focus on improving student outcomes.

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 Domain Leader plays a significant role in assisting the College improve student performance and educational outcomes as determined by the College strategic plan and state-wide priorities.

The Domain

Leader also contributes to the development and implementation of college-wide policies and priorities. A critical component of this work will focus on increasing the knowledge base of staff within the College about student learning and high-quality instruction to assist the College with defining quality teacher practice.

Central to the Domain leader¿s responsibilities will be the development of curriculum across all Year levels and ensuring a comprehensive Scope and Sequence of curriculum delivery is both promoted and enacted across the College. The Domain Leader will have overall responsibility for the development and delivery of the curriculum across the Domain.

Responsibilities

The responsibilities of this position will be:

The Domain Leader will:

- ensure the needs of student Priority Cohorts will be addressed in all aspects of their role (Priority Cohorts include: Indigenous, Out of Home Care, Inclusion, Youth Justice and Equity funded students)

- oversee the organisation and management of the relevant Domain
- manage and maintain the collection of resources of the Domain
- oversee and manage Curriculum within the Domain
- support staff to develop an engaging curriculum that aligns with VCAA mandated objectives in a collaborative manner, utilising the college PLT processes.

- provide leadership in pedagogy and staff learning in the Domain
- oversee student academic development of students within the Domain
- conduct classroom observations
- work as part of the College¿s Curriculum Committee to achieve the outcomes of the AIP and Strategic Plan
- convene meetings of teachers associated with the Domain as required by the Curriculum Committee and in accordance with the meeting schedule, utilising the PLT model (to be developed)

- make recommendations about curriculum initiatives and Domain Area requirements to the Curriculum Committee
- prepare all related budgets and administer spending in line with the agreed budget
- oversee the preparation of all curriculum documentation, including Curriculum Handbook entries, in a collaborative manner with all members of the domain team
- address issues in collaboration with the Teaching and Learning AP
- oversee the production of appropriate reporting templates and associated matters as agreed via the curriculum committee
- participate in professional development with a focus towards implementing and evaluating effective team-based strategies to promote positive engagement by students in their learning and to promote a safe and secure learning environment
- promote a collaborative approach to the preparation of course outlines from Years 7-12

- collaborate with Year Level Leaders as appropriate to the Domain, on excursion and incursion events as required
- review the booklist each year and update booklist items as required
- ensure that domain specific resources and classrooms are in good order and that equipment, furniture and noticeboards are well-maintained
- participate in professional development with the goal of providing educational leadership for members of the Domain Area by being informed, reflective and innovative regarding educational issues and the implementation of DoE and College priorities including: High Impact Teaching Strategies,



the Keysborough Secondary College Teaching and Learning Model, the integration of ICT into teaching programs and goals and strategies of the Annual Implementation Plan
- actively search for or present professional learning that would benefit the Domain team and is linked to the AIP
- support the Literacy and Numeracy initiatives in the College
- positively engage with professional development opportunities
- use agreed Assessment and Reporting approaches as defined within the College Assessment and Reporting Policy consistently and assist members of the domain to do the same
- ensure relevant and agreed Literacy and Numeracy Strategies are embedded into the curriculum in their Domain Area
- develop Course Summaries which can be used in Course Handbooks and other College publications
- observe lessons of teachers in their domain to provide support feedback and promote consistency in the delivery of curriculum and ensure agreed curriculum is being delivered
- ensure quality Learning Intentions and Success Criteria are utilised by teaching staff
- aid school leadership in the introduction of a Professional Learning Team model that guides the work undertaken in Domain meetings
- utilise the college Teaching and Learning Model in the creation and delivery of curriculum
- conduct classroom observations to ensure consistency of practice, learning intentions, success criteria and other key features of the Teaching and Learning Framework are evident in lesson delivery
- oversee the distribution and administration of learning tasks to staff within the domain
- ensure exam and assessments are relevant, consistent and prepared in advance of due dates
- communicate with the College community as required, which includes but not limited to comprehensive Handbooks and newsletters
- promote the domain within the College community by publishing in the College Newsletter, College Website, College Magazine and, where appropriate, organising publicity within the wider community

Additional Duties

- provide feedback and updates to PCO, Year Level Leaders, and other Domain Leaders in relation to the differentiated curriculum developed within the Domain
- maintain confidentiality
- liaise with other Leaders about the educational programs and differentiated curriculum for Inclusion, Engagement and Pathways (eg. KEEP, STEM, Performing Arts and Sports) students
- maintain confidentiality
- assist in the delivery of improved learning and teaching practices and the efficient functioning of the College
- undertake applications for `Funding Grants and Programs¿ that would benefit the College
- undertake additional duties as directed by the College Principal or Teaching and Learning AP.

ADDITIONAL DUTIES OF THE HUMANITIES DOMAIN LEADERThe Humanities Domain Leader will:
- promote and develop the Humanities program of the College in line with DoE guidelines and the Strategic Plan
- provide appropriate reporting and contact to parents of Humanities students
- participate in community functions conducted by the Humanities Domain team
- provide professional development regarding Humanities students to College staff on a group or individual basis as required or directed
- manage the Humanities budget ensuring the provision of adequate resources
- oversee the effective work practices of Humanities staff
- liaise with other schools in regard to Humanities programs, as required
- receive correspondence and communications related to Humanities and delegate to appropriate personnel
- refer to Domain Leader role description for additional duties
- undertake additional duties as directed by the College Principal or Teaching and Learning AP.

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) via [email protected]

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

Other Information

- 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

Please ensure that your application includes:

- A cover letter and resume including relevant experience as well as personal details (name, residential address, contact number, and email address)
- VIT registration number
- A section addressing the selection criteria and the requirements for application under the Who May Apply section
- Names and contact email addresses and mobile of at least two referees who can attest to the claims made in your application. Please do not include `referees upon request¿.

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

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 at Recruitment in Schools.

Location Profile

Keysborough Secondary College is a multi-campus school with one campus in Keysborough (Acacia Campus) and one in Springvale South (Banksia Campus). Both campuses offer programs for students in years 7-12 with an organisational structure arranged around Junior and Senior sub-schools.

Enrolments in the College stand at around 2300 and are growing. The College provides a broad range of VCE, VCE-VM and VET subjects for our students across the two campuses. The College also has a significant International Students Program with its own ELC.

Student achievement and engagement is generally above Like School groups and retention is high. Our student population is culturally and linguistically diverse and characterised by families of high SFOE as a result of which the college attracts significant Equity Funding. General Satisfaction with the College, as measured by the Parent Opinion Survey, is consistently high and in 2024 was 86%.

Our college Vision states that: At Keysborough College, we are a diverse learning community where every student thrives. Our RED values (Respect, Excellence, and Diversity) are at the heart of our college. By prioritising wellbeing and fostering student agency, we empower students to take ownership of their learning through meaningful and individualised pathways. Through the promotion of the RED Values, implementation of the SWPBS framework, our students thrive.

At Keysborough Secondary College we promote teaching and learning that is collaborative, technology rich, reflective, purposeful and personalised that prepares students for our rapidly changing world. Our Teaching and Learning model employ evidence-based practices aligned with the VTLM 2.0 to create engaging learning environments that foster academic and personal growth. We have a solid emphasis on teaching teams through the Professional Learning Communities and Domain Teams, which enables staff to work collaboratively to provide an engaging and rigorous curriculum.

Provision of opportunities for targeted intervention, and extension and enrichment are included in the learning program to ensure that students are supported at the point of need.

Keysborough Secondary College has undergone an extensive renewal program with the construction of two Junior Village neighbourhoods, a Senior Village neighbourhood, and a purpose-built STEM Centre on each Campus. Construction or refurbishment of a Food Technology, The Arts and Technology Centre on each campus has also been completed. The final stage has been completed for the new Administration Centre on the Banksia Campus and the refurbishment of the Music area at the Acacia Campus.

Applications close Tuesday 29 September 2026 at 11.59pm Posted 11 September 2026

📌 Learning Specialist: Humanities Domain Leader - Range 3 (Melbourne)
🏢 Victorian Government
📍 Melbourne