Learning Specialist

Location: Melbourne | Southern Metropolitan
Job type: Full time / From 28/01/2025 - 26/01/2027
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1437816
Job posted: 18/09/2024
Closes: 01/10/2024
Location ProfileFrankston Primary School was established in 1874 and currently has an enrolment of 253 students. Frankston Primary School is adjacent to the Frankston Business District, with this location providing convenient access to the Frankston Arts Centre, beach, parks library, Monash University, public transport and many other community services conducive to authentic educational opportunities.
The school commenced a new School Strategic Plan 2023 - 2026, with a strong focus on improving student learning outcomes in Numeracy and Writing, and developing teacher practice to enhance learning outcomes. Our school focus is generated through evidence-based practice and includes building and embedding EDI (explicit direct instruction) as a core element of our instructional practice in literacy and numeracy, F - 2 OG structured synthetic phonics and 3 - 6 morphology. Further school focus areas include high level responsive teaching strategies that inform teaching and learning in an ongoing manner within the daily learning environment, and embedding a rich data-informed PLC culture.
Teaching Teams at Frankston Primary School collaborate together and are focused on building their capacity to review and analyse data weekly, to inform curriculum planning and learning and teaching, with each Team focused on building the capacity of teaching and student learning through effective PLC (Professional Learning Community) practice. All teaching staff participate actively through our GROWTH Coaching, Peer Observation and feedback model to support teacher professional learning, with this approach an integral part in building the capacity of classroom teacher practice and improving student learning outcomes. We are a school striving for educational excellence - empowering our students to achieve their personal best in an inclusive, supportive and caring environment.
Frankston Primary School has a strong commitment to: Building a connected and inclusive school communityConnecting with our parent and wider communityActivating high level student literacy and numeracy achievementDeveloping students' personal and social capabilities and emotional resilienceInspiring student learning and creativity through a breadth of programs and learning experiences.Our school values are: Community, Aspire, Resilience, Respect, Positivity, Empathy & Inclusion. Our aim is to build student wellbeing through creation of a positive school culture characterised by respectful relationships and restorative practices. We work together fostering a positive relational school culture through building positive relationships and seeking to repair and restore relationships. Our school takes a restorative approach to resolving conflict and preventing harm and is our fundamental platform for developing positive classroom climates, building positive relationships, maximising student engagement, resolving conflict and addressing bullying. This approach is supported through trauma-informed practice including the Berry Street Model, Zones of Regulation and positive behaviour support strategies. Inclusive practice for all students is paramount in our work and supporting all students to reach their potential. Specialist programs in 2025 are Environmental Science/STEM; Art, Auslan/Performing Arts and PE.
Selection CriteriaSC1 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 Demonstrated knowledge and expertise in evidence-based learning and teaching practice, and high level ability to build the capacity of teachers.
RoleLearning 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.
ResponsibilitiesIn 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 practiceModelling exemplary classroom practice including through teaching demonstration lessonsWorking with the school leadership team to develop a shared view of highly effective teacher practiceLeading and modelling the implementation of whole-school improvement strategies related to curriculum planning and deliveryPlaying a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaborationModelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practiceProviding evidence-based feedback to teaching staff to inform their effectiveness and developmentProviding expert advice about the context, processes and strategies that will shape individual and school professional learningSupervising and training one or more student teachers and mentoring and/or coaching teachersModelling exemplary use of student data to inform teaching approachesDeveloping and promoting school-wide professional learning structures, processes and protocols through Professional Learning CommunitiesModelling 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 practiceWho May ApplyTeachers 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.
EEO AND OHS CommitmentApplicants 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. The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability.
Child Safe StandardsVictorian 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:
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.
VIT LANTITETo be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.
Job classification:Learning Specialist Range 3
Contact:To apply for this role, you will be redirected to the Schools (Government) job application system.

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