Learning Specialist - Data, Reporting & Digital Platforms
Department of Education Victoria – Langwarrin VIC
1d ago , from Department of Education & Training Victoria
Elisabeth Murdoch College (EMC) is a coeducational secondary college, 7-12, located in the southeastern suburb of Langwarrin with a current student population of ****. We care about developing each of our students as a whole child. We build relationships and offer opportunities that position students for their pathway to success.
Our key priority areas are Literacy, Student Engagement in Learning, and Community Engagement. The College has an instructional model that guides teaching and learning for staff and students. The model provides flexibility to incorporate current department initiatives. We have a strong focus on literacy through the 3L Literacy for Learning framework, along with school wide Positive Behaviours.
The College adopts evidence-based strategies to support student's social and emotional learning. We offer a learning environment where all students can achieve their best and be positioned for a positive pathway. Respect, Empowerment, Aspiration, Courage, and Honesty are the core values that guide our work. We set high expectations for all students in all aspects of school life.
Elisabeth Murdoch College leads and implements initiatives and strategies to support the wellbeing of students, staff and the wider community. EMC is a lead school for the Department of Education Respectful Relationships initiative. We also have a newly established Inclusive Education team supporting students with additional needs including the new Tier 2 disability inclusion approach and Disability Inclusion Profiles (formerly Program for Students with Disabilities). EMC drives reconciliation in education, and celebrates and supports our Aboriginal and Torres Strait Islander students through our endorsed Reconciliation Action Plan. We are proud to work in partnership with the local Aboriginal and Torres Strait Islander community to support students building strength in cultural identity in engagement activities across the College.
Elisabeth Murdoch College, Langwarrin Primary School, Langwarrin Park Primary School, and Woodlands Primary School have partnered to create the THRIVE positive education network. Together we are using best practice teaching and the science of positive psychology to help every member of our school community to THRIVE.
Elisabeth Murdoch College is proud to offer a diverse set of pathways to cater to every aspiration. We strive to meet the learning needs and passions of every student, while also creating a supportive environment with opportunities for students to develop an individual sense of self and belonging to the community.
Our four Middle School Specialist Programs provide an insight into our unique approach to support students to transform their interests and passions into learning and career pathways in preparation for senior school. These programs are:
Leaders in Sport - Strong leadership within the community
The Murdoch Program - Providing strong academic pathways
The Performing Arts Collective - Inspiring success through a passion to perform
THRIVE Aspirant Leaders - Empowering students to become change makers
These four Specialist Programs extend our regular curriculum, creating an environment where students can challenge each other, take risks and develop the behaviours and leadership skills that will support their continued learning well beyond secondary school.
We also provide a vast curriculum that caters for the interests and abilities of a diverse range of learning styles and pathways including:
Extensive VCE TP, VM, VPC and VET offerings
School Based Apprenticeships with an extensive vocational program
Many additional opportunities to be involved in further educational experiences, ie. sport, academic, performing arts and community partnerships
Strong community links with the iCAN challenge and the Royal Children's Hospital, The Salvation Army, Monash University, Lifeblood and Cruden Farm
EMC Combine - Basketball Academy
EMC College Vision & Values
Vision:
An inclusive environment that supports our community to realise their potential.
Pathways for every aspiration
Pathways to success
Purpose:
By creating curious and resilient learners who excel in a connected and global community.
Values:
R
each
E
mpowerment
A
spiration
C
ourage
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
Demonstrated knowledge and understanding of the Child Safe Standards
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 qualified 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
Responsibilities
The role of Learning Specialist - Data, Reporting and Digital Platforms is to ensure that accurate, timely and meaningful data is collected, managed and made visible to appropriate leaders and staff to inform school improvement decision-making for student learning outcomes. Alongside this, the role leads the college's digital platforms strategy, driving the integration and effective use of technology systems to increase staff capability, and increase engagement for students, families and the broader community.
This leader will demonstrate exceptional organisational skills and a proactive, solutions-focused approach to both data management and digital innovation. They will be a key driver of the college's transition to an integrated suite of platforms - including Toddle (LMS), Compass (SiS), and school AI tools - ensuring these systems work coherently together in support of the college's strategic priorities.
Role-Specific Responsibilities
Data Collection & Reporting
Coordinate the organisation and management of whole-school improvement data including NAPLAN, PAT, VCE, AtoSS and attendance data.
Develop and maintain whole-school data dashboards and performance reports through Panorama, ensuring systems support monitoring of progress towards AIP and SSP targets.
Make data visible and accessible to appropriate stakeholders (including Principal Class, SALs and Domain Leaders) in a timely and usable format to support data-informed decision making.
In conjunction with the Principal Team, collect and compile accurate data from the Attitudes to School Survey (AtoSS) and Staff Opinion Survey (SSS), and distribute this to relevant leaders.
Manage the college assessment and reporting calendar, coordinating and overseeing the administration of progress reports, semester reports and assessment timelines across the college in liaison with the Leader of Learning and Teaching, ensuring consistency and quality in reporting practices.
Liaise with the Leader of Learning and Teaching and Domain Leaders to ensure data is provided in a format that supports curriculum planning and improvement decisions
Build staff capacity to interpret and act on data, providing targeted support and professional learning to embed data-informed practice across teams.
Provide updates to college council on data and reporting matters when appropriate.
Digital Platforms Strategy
Lead the development and implementation of a whole-college digital platforms strategy that integrates systems to reduce work duplication and improve curriculum quality
Lead the development and implementation of Toddle as the college's Learning Management System (LMS), including onboarding staff, building internal capability, and managing the ongoing rollout
Work with the ICT Manager to manage and maintain Compass as the college's Student Information System, ensuring accurate and consistent use across the college community
Lead the strategic development of the college's approach to Artificial Intelligence, including building staff capability, developing college AI policies and usage guidelines, and identifying opportunities for AI to increase staff capability
Identify and lead the integration of digital platforms across the college suite to ensure systems communicate effectively and data is not duplicated across platforms
Drive the use of digital platforms to increase student and community engagement, including parent-facing communication and student-facing learning tools
Build staff capacity to effectively and confidently use college digital platforms through professional learning, induction and ongoing support
Maintain awareness of emerging educational technology and make recommendations to the Principal Class on platform development and investment
Work collaboratively with the ICT Manager to ensure platform strategy and technical implementation are aligned
Develop and manage an annual budget in accordance with college financial processes
General Leadership Responsibilities
Use College policies, systems and processes to respond to minor and major behaviours, and wellbeing behaviours of concern
Perform other duties as may be required by the Principal or Assistant Principals
Link to the SPP and AIP
Embed a culture of high expectations across the whole college community
Strengthen the instructional model to ensure precision in teacher practice




Develop and implement a guaranteed and viable skills-based curriculum
Build teacher capacity to effectively use data, a range of assessment and feedback strategies
Strengthen the implementation of the tiered approach to inclusive education
Embed the SWPBS Framework
Key Performance Indicators
Data & Reporting
All whole-school data sets (NAPLAN, PAT, VCE, AtoSS, SSS, attendance) are collected, organised and distributed to relevant stakeholders within agreed timelines each year
College data dashboards are developed and maintained, enabling Principal Class and Leading Teachers to monitor SSP targets in real time
Digital Platforms
Toddle (LMS) is successfully launched and embedded across the college, with measurable staff adoption and student engagement, in line with agreed implementation timelines
A documented digital platforms integration strategy is developed and endorsed by the Principal Class
College AI tools and usage policy is developed and endorsed by the Principal Class
SSP Targets (shared)
By ****, increase the percentage of positive responses on AtoSS Years 7¿12 for: Stimulated learning from 43% *****) to 48%; Effective teaching time from 53% *****) to 58%; High expectations for success from 62% *****) to 67%
By ****, increase the percentage of positive responses in SSS for: Monitor effectiveness using data from 52% *****) to 57%; Understand formative assessment from 52% *****) to 58%
By ****, decrease the percentage of students with 30 or more days absence from 32% *****) to 25%
Key skills and attributes of the leader
Strong understanding of educational data systems and school improvement data cycles
Experience with or strong aptitude for digital platform management, integration and strategy
Ability to present and communicate data clearly to a range of audiences
Coaching approach to building staff capability with digital tools
Ability to build high-performing mindsets and team culture
Ability to build positive and effective relationships with the college community
Ability to effectively communicate and build connection with the College vision, values and strategic plan
Highly developed listening skills that reflect a growth mindset
Open to receiving challenging feedback and implementing this feedback to improve performance
Engage in the use of the Agile School Improvement framework
Use a solution focussed coaching approach
Build effective relationships
Be improvement focussed
Engage in a personal professional learning and growth as a leader action plan
Be open to adjustments in roles as discussed with the Principal and DET priorities as they arise
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:

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:

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
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 atRecruitment in Schools.
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📌 Learning Specialist - Data, Reporting & Digital Platforms (Melbourne)
🏢 Department of Education & Training, Victoria
📍 Melbourne