H-391 - Learning Specialist Range 3 (Learning Specialist Range 3)

H-391 - Learning Specialist Range 3 (Learning Specialist Range 3)

15 Sep
Schools (Government)

15 Sep

Schools (Government)


Location Profile

Canterbury Primary School aims to create a passionate learning community that inspires, challenges and supports all students to achieve their personal best and make a positive contribution to the world in which they live. The school has a strong student-centred learning approach with an emphasis on student voice and agency, and genuine, contextualised learning opportunities. The values of respect, responsibility, integrity and resilience guide the decisions and behaviours of all members of our school community. The school has a student population of just over 600 and is located in the leafy eastern suburbs approximately nine kilometres from the Melbourne CBD.

The school has a highly collaborative team culture with teaching teams in four distinct Learning Centres: Discovery (Foundation), Creativity (Years 1 & 2), Innovation (Years 3 & 4) and Leadership (Years 5 & 6). Strong learning communities are created in each centre with students and teachers working and learning together. Students are zoned in flexible groups within each Learning Centre according to their learning needs for numeracy and aspects of literacy.

Specialist literacy, numeracy and English as an Additional Language (EAL) teachers provide additional learning support and targeted intervention within each Learning Centre. Digital technologies are embedded into all learning. As a partner school in the New Pedagogies for Deep Learning global project,

the school has developed strong learning programs with an emphasis on genuine student voice and contextualized learning. Coding, problem solving and a well-developed ‘Maker culture’ support high levels of autonomy and choice in learning. Extra-curricular lunchtime activities include coding, yoga, woodwork construction and chess club.

Specialist programs are offered in Visual Arts, Music, Physical Education, Chinese Mandarin language and Health. A well-developed partnership with a school in Suzhou, China enhances language learning, enriching and broadening cultural understandings through shared projects and reciprocal visits.

Canterbury Primary School is committed to developing effective partnerships between staff, students, parents and community groups. Parental involvement in the school is high and creates a strong sense of community.

Transition programs are well established with local pre-school and government secondary schools. Students are involved in a series of activities throughout the year to ensure a smooth transition the following year.

Victorian government schools are child safe environments. Canterbury Primary School’s Child Safety Statement of Commitment and Code of Conduct can be found on the School’s website.

Selection Criteria

SC1 Demonstrated ability to successfully lead the implementation and evaluation of learning and teaching programs, inclusive of evidence based pedagogical approaches, curriculum implementation, and effective assessment and reporting, in accordance with the relevant (or equivalent) Victorian Curriculum F–10, Victorian Certificate of Education and Victorian Certificate of Applied Learning.

SC2 Demonstrated outstanding classroom teaching skills and capacity to model high impact classroom teaching strategies and lead colleagues to improve their teaching and learning to enable all students to achieve their full potential.

SC3 Demonstrated outstanding ability to monitor and assess student learning data at the individual, cohort and whole school level and to use this data to inform teaching for improved student learning.

SC4 Demonstrated outstanding written and verbal communication skills and high level interpersonal skills including the ability to establish and maintain collaborative relationships with parents, other employees and the broader school community focused on student learning, wellbeing and engagement.

SC5 Demonstrated capacity to reflect critically upon their own professional practice and apply the knowledge, skills and expertise derived from ongoing professional learning to enable the further development of others’ professional practice.

SC6 (Local Criterion) Demonstrated capacity to support a strong school culture through positive educational leadership of whole school improvement initiatives.


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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