Demonstrated exemplary classroom practice and expertise in evidence-based instructional approaches, with the capacity to model, lead and evaluate the implementation of a consistent instructional model aligned with the Victorian Teaching and Learning Model 2.0. Evidence of the impact of these practices on student learning outcomes.

SC2: Instructional coaching and building teacher capability

Demonstrated ability to build teacher capability and improve instructional practice through structured coaching, modelling, classroom observation, feedback and professional learning. Evidence of the applicant's contribution to observable or measurable improvements in the practice of other teachers and student learning.

SC3: Literacy instruction and curriculum leadership

Demonstrated expertise in evidence-based literacy instruction, curriculum planning and assessment, with the capacity to lead the development, documentation and implementation of a consistent whole-school approach to literacy teaching across Foundation to Year 6.

SC4: Data-informed teaching, assessment and evaluation

Demonstrated ability to use student learning data and evidence of classroom practice to strengthen consistent planning, assessment and moderation, identify learning needs, inform targeted teaching and evaluate the impact of instructional improvement initiatives.

SC5: Collaborative leadership and school improvement

Demonstrated ability to lead and influence school improvement through effective communication, collaboration and professional relationships, building collective teacher capability, professional trust and shared accountability for sustained improvements in teaching and 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 qualified 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

📌 Learning Specialist (Melbourne)
🏢 Victorian Government
📍 Melbourne