Selection Criteria

SC1 ¿ Curriculum knowledge and exemplary practice
Demonstrated expert knowledge of the Victorian Curriculum, including Mathematics and numeracy development across F¿9. Demonstrated ability to model exemplary teaching practice, including literacy and numeracy across the curriculum, and support the implementation of College priorities.

SC2 ¿ Evidence-informed teaching and teacher capability
Demonstrated expertise in implementing and modelling high impact teaching strategies, including explicit, systematic and sequenced numeracy instruction that responds to student learning needs. Demonstrated ability to build teacher capability through instructional coaching, demonstration lessons, observation and feedback, and support teachers to evaluate the impact of their practice on student learning growth.

SC3 ¿ Assessment and responsive teaching
Demonstrated exemplary ability to model the monitoring and assessment of student learning. Demonstrated ability to support teachers to use assessment evidence collaboratively to identify students¿ numeracy strengths and misconceptions, inform differentiation and targeted intervention, and provide meaningful feedback on learning growth and achievement to students and parents.

SC4 ¿ Collaboration, inclusion and engagement
Demonstrated exemplary interpersonal and communication skills. Demonstrated ability to build collaborative relationships with students, colleagues, parents and the broader school community to strengthen student learning, agency, wellbeing and engagement, including within a culturally and linguistically diverse school community.

SC5 ¿ Professional values and reflective practice
Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to build trust, support others to reflect critically on their practice, and facilitate school-based professional learning that promotes professional inquiry, collective responsibility and continuous improvement.

SC6 ¿ Whole-college numeracy improvement
Demonstrated capacity to lead coherent numeracy improvement across Carranballac P¿9 College¿s two campuses. Demonstrated ability to work collaboratively with leadership teams and Professional Learning Communities to strengthen curriculum sequencing, shared planning, assessment and moderation across F¿9, and evaluate the impact of agreed practices on numeracy achievement, engagement and growth for all students.

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

Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.

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 secure, 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 *******@education.vic.gov.au

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

The Learning Specialist Numeracy will lead the development and consistent implementation of evidence-informed numeracy practice across F-9. The role will support teachers to strengthen students numeracy knowledge and skills through explicit, systematic and sequenced instruction.

The Learning Specialist will model exemplary classroom practice and build teacher capability through instructional coaching, mentoring, demonstration lessons, classroom observation, feedback and professional learning. The role requires deep knowledge of numeracy development and a demonstrated capacity to improve student achievement, engagement, growth and wellbeing.

Working collaboratively with the principal class, School Improvement Team, Teaching and Learning team, Professional Learning Communities and early years teachers, the Learning Specialist will support the implementation of the College Strategic Plan, Annual Implementation Plan and agreed whole-school improvement priorities.

The role has a strong focus on numeracy leadership, instructional coaching, curriculum development, assessment and data-informed practice. The Learning Specialist will strengthen the consistency and impact of numeracy curriculum planning, classroom instruction, assessment, differentiation, intervention and feedback.

The successful applicant will promote a culture of professional inquiry, collective responsibility, collaboration and continuous improvement, supporting teachers to evaluate the impact of their practice and improve numeracy outcomes for all students.

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 https://www2.education.vic.gov.au/pal

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

Carranballac P-9 College is a government school for students from Foundation to Year 9. Located in the western Melbourne suburb of Point Cook, the college comprises two campuses: Boardwalk (established in 2002) and Jamieson Way (established in 2006). As of June 2025, the college enrolled approximately 863 students, including 25 international students, reflecting our diverse and multicultural community. The student body represents over 63 nationalities, with approximately 32% of students from a culturally and linguistically diverse background. The college is led by a principal class team consisting of the college principal, two campus principals and two assistant principals, supported by 80 teaching staff and 32 non-teaching staff.

Vision, Mission, Values:

- Vision: "We connect, we learn, we thrive"
- Mission: "Our College fosters excellence in lifelong learners who are resilient, connected, and respectful"
- Values: Respect, Inclusiveness, Resilience, Integrity, Responsibility

These guiding principles underpin aspects of the college's operations, fostering a cohesive and inclusive school culture.

Curriculum and Learning Approach:

The college delivers a comprehensive learning program that is aligned with the Victorian Curriculum, ensuring high-quality and engaging learning opportunities for all students. Key curriculum areas include:

- English and Mathematics: Targeted, evidence-based programs designed to strengthen essential literacy and numeracy skills
- Languages: Japanese language instruction is provided from Foundation through to Year 8, supporting students to develop intercultural understanding and communication skills
- Science: A science program fosters curiosity, critical thinking, and inquiry skills across biology, chemistry, physics, and earth sciences. Students benefit from access to well-equipped science laboratories that support practical investigations and hands on learning experiences
- Humanities: Covering history, geography, civics and citizenship, and economics, the humanities curriculum helps students build a deeper understanding of society, culture, and the world around them
- Arts and Technology: Encompassing visual arts, music, food technology, and wood technology, these programs encourage creativity, innovation, and problem-solving skills
- Health and Physical Education: Structured programs promote physical wellbeing, teamwork, leadership, and lifelong healthy habits through a diverse range of sporting activities
- Electives Program (Years 7¿9): A broad, student-centred electives program empowers learners in Years 7 to 9 to pursue their interests and passions while building agency, confidence, and future pathways.

The college is beginning to embed the Department of Education's Victorian Teaching and Learning Model (VTLM 2.0) and utilises Professional Learning Communities (PLCs) to ensure data-informed and differentiated instruction.

Student Wellbeing and Support:

A wellbeing framework supports students' social and emotional development, featuring a wellbeing assistant principal supported by a wellbeing team, mental health practitioner for secondary students, two mental health in primary school (MHIPS) coordinators at each campus (total 1.2) and a defence school mentor assisting families in transition. Programs such as Resilience, Right and Respectful Relationships (RRRR), School Wide Positive Behaviour Support (SWPBS), and restorative practices are integral to promoting a safe and respectful learning environment. Additionally, the college provides:

- Implementation of Disability Inclusion Profiles (DIPs) to support Tier 3 students
- Multi-Tiered Systems of Support (MTSS) to address student needs.

Facilities and Community Engagement:

The College facilities include the following:

- Performing arts centre utilised for school and community events
- Science laboratories and technology rooms
- Music rooms with recording studios
- Well-resourced libraries and flexible learning spaces
- Outdoor areas featuring ovals, basketball courts, shaded playgrounds and turfed play spaces

The college maintains partnerships with local organisations, such as Scouts Victoria, and offers an outside school hours care program through 'Quantin Binnah', accommodating families' needs beyond regular school hours.

Strategic Direction:

Following the 2025 school review, the college is implementing a four-year strategic plan focussing on:

1. Improve the learning outcomes for all students.

2. Improve the wellbeing and engagement outcomes for all students.

These goals are pursued through continuous professional development, curriculum refinement, and community collaboration.

📌 Learning Specialist Range 3 - Numeracy (Melbourne)
🏢 Government schools
📍 Melbourne