ZGP-045 | Learning Specialist Range 3 - Curriculum and Pedagogy (Learning Specialist Range 3)

ZGP-045 | Learning Specialist Range 3 - Curriculum and Pedagogy (Learning Specialist Range 3)

15 Sep
Schools (Government)

15 Sep

Schools (Government)


Location Profile

Tarneit P-9 College is situated in the western suburbs of Melbourne in the local area of Wyndham. Our College was established in 2013, commencing with an enrolment of 331 students and growing to 2128 students in 2020. With the development of the Tarneit area the College is estimating a growth of 2200+ students within the next three years. There are a number of new housing estates developing in Tarneit, which is contributing to our growing student numbers.

The College’s vision is to provide a quality education which enables all students to progress by more than one year across all academic measures.

We are committed to achieving continuous improvement of learning outcomes for all students and we are establishing a reputation of high academic achievement. The College also values its motto ‘Scientia Lumen Vitae’ which means ‘knowledge is the light of life’. The College strives for the highest standards in English and Mathematics and compliments this with quality programs in Science, The Arts, Physical Education and French.

At Tarneit P-9 College the following values underpin the actions of our whole community:

• We value our learning.

• We are an inclusive school community.

• We are proud of ourselves, each other and the school.

• We act and are responsible.

The Tarneit community comprises of diverse family backgrounds, with a high proportion of students coming from Islander, African and Indian communities. 53% students speak English as an additional language. The College Student Family Occupation of 0.54 indicates our community come from mid socio economic backgrounds.

Tarneit P-9 College provides a comprehensive curriculum for students from years Prep to 9. We are focused on delivering a curriculum that promotes and develops high level literacy and numeracy skills, along with higher order thinking skills. The College is forming strong partnerships with Tarneit Central Kindergarten and Tarneit Senior College to support student transition from K-12. As student progress through their school the curriculum design allows for a variety of subjects to be offered, ensuring that students have opportunities to pursue their own pathway.

The College recognises the importance of the home/school relationships and encourages parent participation at a range of different levels. In partnership with parents and the community, staff members establish high expectations for all students as the standard and provide a safe, supportive environment where students have the opportunity to become productive, knowledgeable and responsible citizens.

The College has developed a Student Learning and Welfare support team, comprising of Psychologists, a Student Welfare Officer, Speech Pathologist and Assistant Principals. The College also work closely with the Wyndham Student Support Services and local organisations to provide a range of supports and interventions for students and their families. The School Wide Positive Behaviour initiative underpins Tarneit P-9 College’s approach to wellbeing. The school community has a strong focus on explicitly teaching students the expected behaviours and attitudes aligned with the College values.

The rapid growth of the school community has seen a quick expansion of facilities. The College has a state of the art, two storey building for our secondary students, including specialist spaces for science, the arts, technology and STEM. Also, included is a large senior library, double basketball court and synthetic soccer/rugby field. In addition to this, the College has also prioritised the development of our grounds, including a fence around the perimeter, grassed play areas, artificial turf areas, play grounds and a range of shading and seating. The College also integrates the latest technology as a tool to support learning. Interactive whiteboards are installed throughout the main building and LCD screens throughout the other learning spaces. Students in Year 3 to 9 participate in a one to one device program. All learning spaces have access to wireless connectivity.

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 High level capacity to significantly contribute to a P-9 school in a whole school leadership 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.


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

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