Job Description
Government schools – Melbourne Northern Suburbs VIC
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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.
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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
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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.
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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.
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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.
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nSelection Criteria n
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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.
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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
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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.
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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.
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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 qualified learning.
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nRole n
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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.
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The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service.
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nResponsibilities n
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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:
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Demonstrating high-level expertise in teaching and learning practice
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Modelling exemplary classroom practice including through teaching demonstration lessons
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Working with the school leadership team to develop a shared view of highly effective teacher practice
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Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
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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
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Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
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Providing evidence-based feedback to teaching staff to inform their effectiveness and development
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Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
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Supervising and training one or more student teachers and mentoring and/or coaching teachers
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Modelling exemplary use of student data to inform teaching approaches
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Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
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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
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nWho May Apply n
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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.
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nDiversity and Inclusion n
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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).
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Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD)
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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.
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nChild Safe Standards n
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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:
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pal/child-safe-standards/policy
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nDE Values n
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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:
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pal/values-department-vps-school-employees/overview
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nOther Information n
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The following should be included:
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Aspecific responseto the key selection criteria and position details.
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A cover letter providing contact information including home address, email and phone number as well as the phone number of the work address at which the applicant can be contacted.
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A CV with a summary of experience and qualifications.
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The names, email addresses and contact details of three referees who can provide information regarding the applicant in relation to the key selection criteria. Please note: The selection panel may contact referees other than those listed.
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nConditions of Employment n
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All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
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Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
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A probationary period may apply during the first year of employment and induction and support programs provided.
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Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
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nQualification Requirements n
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To be eligible for employment, transfer or promotion in the principal or teacher class:
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The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
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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
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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).
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Details of qualification requirements as updated from time to time can be found atRecruitment in Schools.
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nLocation Profile n
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We strive, seek and excel.
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At Charles La Trobe P-12 College, across our multi-campuses, every student belongs and takes pride in being here. Guided by respect, acceptance, excellence and leadership, we nurture curious, literate and numerate learners who feel safe, valued and challenged to reach their full potential.
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At Charles La Trobe College, we align as one, united by a shared commitment to every student, family and community. By collaborating, sharing expertise and resources, and working with valued partners such as Quantum Victoria and La Trobe University, we deliver consistent, inclusive and high-quality teaching, learning, engagement and wellbeing. Together, we create greater opportunity, fairness and excellence for every student. We celebrate and embrace diversity as a core strength and we strive to have all students excel in learning.
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Our college campuses are La Trobe P-12, Olympic Village, The Pavilion, with the Victorian Specialist S.T.E.M centre Quantum Victoria (also based at La Trobe). The work of staff is driven by commitment to our Instructional Model and Teaching and Learning Charter that are underpinned by our Professional Learning Communities. We offer education programs that cater for students diverse interests to promote engagement in learning this enables each student to achieve to their full potential. The Berry Street Education Model (BSEM) is the foundation for our approach to wellbeing and engagement, and the Ramon Lewis' developmental approach guides our work with classroom and behaviour management. Additionally we implement Restorative Practices and the Classroom Mastery model. We build the capacity of all our learners to achieve their personal best. We are also very proud of our student cohort with all staff and students holding mutual strong expectations to live our values of respect, excellence, acceptance and leadership, everyday. Staff and students share and develop positive constructive relationships.
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Our College is a vibrant organisation where each part of the organisation caters for contextual needs, while building powerful connections to each other. The La Trobe Campus currently has 375 enrolments, across Primary and Secondary, and an SFOE of ******. In addition to our core curriculum, in which we focus upon developing literacy and numeracy skills and VCE and VCE VM, we offer a range of enriched I.T. opportunities including STEM Club, Minecraft, Animation Club, Astronomy Club and Media Club. Our STEM programs prepare students for the future world of work, in which creativity and problem solving will be critical skills are well supported by our partnership with Quantum Victoria, which operates onsite. La Trobe Primary operates a Kitchen Garden Program as well as Instrumental Music. The La Trobe campus has excellent learning spaces, built for transparency yet enclosing of sound, with teaching conducted in rooms which promote a safe and orderly learning environment. A Facility caters for hearing impaired students with classrooms equipped with hearing technology supported by staff interpreters as well AUSLAN as a language from Primary to Secondary. The Facility program provides positive education experiences for secondary aged students who are deaf or are hard of hearing and we are able to extend many supports to primary students at La Trobe.
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The International Student Program, operating at both La Trobe and Olympic Village supports our students to become members of the global community. The College currently has 20 International students with enrolment steadily increasing year to year.Engagement with the community and promotion of diversity are highly valued aspects of College life. We offer a REAL Education curriculum (based on our school values) to enable students to develop strong interpersonal and social capabilities. We pride ourselves on being a community that welcomes all students and families. Our International Student Program supports our students to become members of the global community.
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All campuses is are heavily invested and involved in the Science of Language and Reading (SOLAR), Writing Across the Curriculum (WATC) and Science of Math (SOM) in partnership with La Trobe University.

📌 Learning Specialist - Years (Melbourne)
🏢 Department of Education & Training, Victoria
📍 Melbourne