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 skilled 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 pro

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