Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Learning Specialist - Range 3

Occupation: Learning specialist

Location: Melbourne - Southern suburbs

Reference: 1543531

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

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 professional 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

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 adaptable 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

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

Mentone Girls¿ Secondary College (MGSC) is a high-performing government school located in the bayside suburb of Mentone, just 20 kilometres south-east of Melbourne's CBD. With a proud 70-year history, MGSC is the only government girls' school in Melbourne's southeastern suburbs, offering an inclusive, aspirational, and future-focused education for girls. Two-thirds of our students travel from outside the local area to be part of our dynamic learning community¿reflecting our strong reputation for academic excellence, wellbeing, and a values-driven culture. Our school is guided by four core values: Empowerment, Achievement, Inclusivity and Creativity. These values are woven through everything we do¿from our high-performing academic programs to our extensive co-curricular offerings including aerobics, performing arts, debating, STEAM, and international opportunities. We are proud of our strong VCE and NAPLAN outcomes and are committed to delivering data-informed, evidence-based instruction that teaches to each student¿s point of need.

Research consistently shows that girls in single-sex schools perform better academically, have higher aspirations, and demonstrate greater confidence in STEAM subjects and leadership roles compared to their peers in coeducational settings. MGSC embodies these outcomes. We are a school that fosters confidence, curiosity, and courage.

Our students benefit from an environment specifically tailored to the way girls learn best¿one that nurtures their voice, supports risk-taking, and encourages them to lead.

We also have a long tradition of outstanding student leadership. Many of our current and past student leaders have gone on to become influential voices in their communities, and they continue to be strong role models for the next generation of MGSC students. Student voice and agency are central to the MGSC experience, supported by a vibrant leadership program that encourages students to actively shape their learning and school environment.

At MGSC, we set high expectations for ourselves and for each other. We believe every student deserves to be challenged and supported to grow¿personally, socially and academically. Our staff are collaborative, reflective professionals who are committed to the pursuit of excellence in girls¿ education.

Other Information

Additional information on Responsibilities Curriculum, Assessment, and Data

- Work with the school leadership team to promote a shared understanding of effective inclusive teacher practice.
- Lead whole-school improvement initiatives related to inclusive curriculum planning and delivery.
- Model effective use of student data, including ILPs and NCCD evidence, to inform teaching and intervention strategies.
- Support teams to evaluate the impact of inclusive practices on student learning growth and wellbeing outcomes.

Collaboration and Capacity Building
- Work collaboratively with the Director of Curriculum, Pedagogy & Professional Learning and the Literacy and Numeracy Learning Specialists to build whole-staff capability.
- Support the Disability Inclusion Leader in aligning whole-school practices with DoE and legislative requirements.
- Develop protocols for peer observation and feedback focused on inclusive practice.
- Contribute to school-wide professional learning through qualified learning communities and team-based development.
- Promote and foster collaboration across Domains to ensure all students¿ needs are met through differentiated curriculum.

Strategic Contribution and Resourcing
- Work closely with the Disability Inclusion Team and support operational implementation within the library space.
- Contribute to strategic planning at Wellbeing Team meetings in relation to disability inclusion.
- Participate as a member of the Strategic Implementation Team and the Curriculum Committee.
- Contribute to planning and documentation that aligns with DoEs Disability Inclusion priorities and the school¿s Annual Implementation Plan.
- Use DoE and national resources to support staff and parents, and stay updated on inclusive education research and practices.

Applications close Sunday 27 September 2026 at 11.59pm

Posted

14 September 2026

📌 Disability Inclusion Learning Specialist (Melbourne)
🏢 Victorian Government
📍 Melbourne