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 cooperative 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
In recognition of the importance of exemplary practice for improved student learning outcomes, the key roles of the Learning Specialists may include but are not limited to:
Demonstrating high-level expertise in teaching and learning practice
Modelling exemplary classroom practice including through teaching demonstration lessons
Working with the school leadership team to develop a shared view of highly effective teacher practice
Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration
Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
Providing evidence-based feedback to teaching staff to inform their effectiveness and development
Providing expert advice about the context, processes and strategies that will shape individual and school qualified learning
Supervising and training one or more student teachers and mentoring and/or coaching teachers




Modelling exemplary use of student data to inform teaching approaches
Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
Modelling exemplary professional learning practice included through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice
Key Responsibilities
Coordinate the completion of Disability Inclusion paperwork from initial preparation through to submission and follow-up.
Ensure all required templates, forms and supporting documentation are completed accurately, consistently and within required timelines.
Collate, organise and review evidence to ensure it clearly demonstrates the students needs, adjustments, participation, progress and educational impact.
Work with staff to identify gaps in documentation or evidence and provide guidance on what is required to complete the process.
Maintain accurate, up-to-date and confidential Disability Inclusion records and monitor key timelines and actions.
Guide teachers and relevant staff through the Disability Inclusion documentation and evidence-gathering process.
Support staff to document adjustments, student needs and progress in a explicit and meaningful way.
Ensure staff are prepared for Disability Inclusion meetings and understand the evidence and information they need to contribute.
Coordinate communication with parents and carers throughout the Disability Inclusion process, ensuring they understand the purpose, requirements and next steps.
Build positive and respectful relationships with families and support their participation in meetings and decision-making.
Coordinate Disability Inclusion meetings with parents/carers, teachers, school leadership and Disability Inclusion facilitators.
Ensure relevant documentation and evidence are prepared and available prior to meetings.
Record and follow up actions arising from meetings to ensure agreed processes are implemented.
Liaise with Disability Inclusion facilitators and relevant professionals throughout the process.
Monitor outstanding documentation, evidence and actions to ensure processes continue to progress.
Identify when additional evidence, staff support or professional input is required and coordinate appropriate follow-up.
Maintain confidentiality and ensure information is shared appropriately.
Resources
You will have the support of the Executive and Leadership Team as required.
Access to Professional Development and other resources as required.
Access to Regional Disability Coordinator Health Wellbeing and Specialist Services.
Accountability
This Learning Specialist position will be contracted for a period of three years and will include a substantial teaching load. During this period, you will contribute to the Colleges Strategic Plan
You will receive support and feedback on your performance at regular intervals.




Liaise and work alongside the Leading Teacher for Disability and Inclusion
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 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:
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:
Applications MUST address the specified Selection Criteria. Applicant responses to the Selection Criteria are requested to be a maximum of one page of standard 12-point text per criteria.
Personal and other information should not exceed 3 pages.
Please include your name in the title of your attachment. Please place your name on each page of the application and combine your CV and your application responses into one PDF document.
Applicants should provide contact details of 3 referees, including email and phone numbers. Position descriptions are reviewed regularly by the Principal and may change, with consultation, to support the schools needs and growth.
Start date is negotiable.
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
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📌 Learning Specialist - Disability Inclusion (Swan Hill)
🏢 State Government Of Victoria, Australia
📍 Swan Hill