Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Learning Specialist - Range 3

Occupation: Learning specialist

Location: Melbourne - Western suburbs

Reference: 1549957

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

Leadership Role at VUSC

- Work with the Principal team to provide leadership and modelling of college values across the college

- Attend and actively contribute to Leadership meetings and all other relevant college meetings and events

- Adopt college teaching and learning practices in your own classroom and model these to other teachers

- Contribute to professional learning at the college

- Conduct performance reviews for a number of staff

- Deputise for the Principal team as required

- Other duties as directed by the Principal.

Responsibilities

- Lead the Language Support Program and Language Support Coordinators

- Lead the DI Administrative and Community Liaison team to implement the DI program

- Liaise and collaborate with the Department¿s DI Community of Practice and leadership staff on the DI reform and its developments.

- Liaison with teachers and external support agencies in relation to DI students

- Support teaching staff with the drafting of adjustments for learning tasks, assessments and exams

- Work with leadership and teaching staff to identify students for screening and literacy assessments

- Support teaching staff with the documentation of adjustments for learning tasks

- Collaborate with teaching staff to support the development of modified and adjusted assessments and exams

- Coordinate observations of students set up for Disability Inclusion Profiles

- Record adjustments created for students using the ASIST tool, and contribute to the supporting information for Disability Inclusion Profile Meetings

- Set up and share the management of the Learning Support Timetable (the timetable will be shared amongst the DI staff to ensure we have back-ups in place)

- Collate feedback for Disability Inclusion Profile and Student Support Group meetings

- Collate curriculum Differentiation, Scaffolds and targeted Adjustments for DI students

- Plan for and facilitate Disability Inclusion Profile and Student Support Group meetings to provide relevant reports based on classroom observations

- Manage the Learning Support staff including performance management

- Lead the Learning Support PLT

Disability Inclusion Profile, Student Support Group Meetings and Care Team Meetings:

- Collate feedback for Disability Inclusion Profile and Student Support Group meetings

- Collate curriculum Differentiation and Adjustments for targeted students

- Attend relevant Professional Learning Teams to support teachers with modified tasks and assessments

- Collaborate with College Leadership team and other staff including Year Level Coordinators, Student Wellbeing, Principal Class and Teachers regarding Language Support and DI Students

Data collation:

- Update student data in Learner Profiles and Individual Learning Plans

- Work in collaboration with Disability Inclusion Team to gather and respond to student data

- Manage COMPASS data

- Collate NCCD data across the college for DI students.

- Manage the data required for the DIFS portal

Exam Coordination:

- Collaborate with the Language Support Coordinator to coordinate the exam timetable for DI students who have special provisions

- Collaborate with the Language Support Coordinator to arrange the modified exams and ensure the correct provisions are attached to the envelopes

- Engage with families regarding student progress in relation to targeted interventions and/or the arrangement of special provisions.

Responsibilities

Responsibilities

- Lead the Language Support Program and Language Support Coordinators

- Lead the DI Administrative and Community Liaison team to implement the DI program

- Liaise and collaborate with the Department's DI Community of Practice and leadership staff on the DI reform and its developments.

- Liaison with teachers and external support agencies in relation to DI students

- Support teaching staff with the drafting of adjustments for learning tasks, assessments and exams

- Work with leadership and teaching staff to identify students for screening and literacy assessments

- Support teaching staff with the documentation of adjustments for learning tasks

- Collaborate with teaching staff to support the development of modified and adjusted assessments and exams





- Coordinate observations of students set up for Disability Inclusion Profiles

- Record adjustments created for students using the ASIST tool, and contribute to the supporting information for Disability Inclusion Profile Meetings

- Set up and share the management of the Learning Support Timetable (the timetable will be shared amongst the DI staff to ensure we have back-ups in place)

- Collate feedback for Disability Inclusion Profile and Student Support Group meetings

- Collate curriculum Differentiation, Scaffolds and targeted Adjustments for DI students

- Plan for and facilitate Disability Inclusion Profile and Student Support Group meetings to provide relevant reports based on classroom observations

- Manage the Learning Support staff including performance management

- Lead the Learning Support PLT

Disability Inclusion Profile, Student Support Group Meetings and Care Team Meetings:

- Collate feedback for Disability Inclusion Profile and Student Support Group meetings

- Collate curriculum Differentiation and Adjustments for targeted students

- Attend relevant Professional Learning Teams to support teachers with modified tasks and assessments

- Collaborate with College Leadership team and other staff including Year Level Coordinators, Student Wellbeing, Principal Class and Teachers regarding Language Support and DI Students

Data collation:

- Update student data in Learner Profiles and Individual Learning Plans

- Work in collaboration with Disability Inclusion Team to gather and respond to student data

- Manage COMPASS data

- Collate NCCD data across the college for DI students.

- Manage the data required for the DIFS portal

Exam Coordination:

- Collaborate with the Language Support Coordinator to coordinate the exam timetable for DI students who have special provisions

- Collaborate with the Language Support Coordinator to arrange the modified exams and ensure the correct provisions are attached to the envelopes

- Engage with families regarding student progress in relation to targeted interventions and/or the arrangement of special provisions.

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 flexible 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

Other Information

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.
- Probationary period of 3 months will apply during the first 12 months of employment
- 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

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.
- Probationary period of 3 months will apply during the first 12 months of employment
- 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

Victoria University Secondary College is a multi campus school, comprising of a Junior Campus located in Deer Park, a Senior Campus with a Trade Training Centre located in Cairnlea and a Versatile Learning Option ¿ iCAN centre located in St Albans. Our college has approximately 1500 students from years 7 to 12 and services the residential area of Cairnlea, Deer Park, St Albans and environs in the western suburbs of Melbourne. Our college provides a broad range of personal, academic and practical experiences for our students who come form diverse cultural and social backgrounds. Victoria University Secondary College challenges students to, Create the Future by adhering to our school values of Aspiring to Achieve, Strengthening the Community and Respecting Themselves and Others.

Victoria University Secondary College is a Professional Learning Community (PLC) school. PLC schools approach to learning, is to share ideas, enhance teaching practices and create an environment where all students can reach their full potential.

Victoria University Secondary College empowers members of our learning community to develop control over their own thinking and actions. Our college encourages our members to develop self belief and confidence to persevere with their learning challenges. Victoria University Secondary College focusses on reflective thinking and collaboration. This college focus encourages our students to become independent learners, work collaboratively and share ideas and resources while respecting and recognising individual contributions our accelerated students in programs such as AVID (Advance via Individual Determination), Deep Learning and SEAL, Music and we are also a rugby academy school.

Victoria University Secondary College is a supportive teaching and learning environment where student needs and backgrounds are reflected in the learning and design of the school. Our strategic intention is to maximise opportunities for all our students by developing their talents and challenging them to have high aspirations, so they can achieve their potential and become logical, self-aware, collaborative and inquisitive students. Importantly, Victoria University Secondary College seek to develop students skills and competencies so they are well prepared for their future study and future workplace.

Applications close Thursday 12 November 2026 at 11.59pm

Posted

30 October 2026

📌 Disability Inclusion Leader / Coach (Melbourne)
🏢 Government schools
📍 Melbourne