Learning Specialist - Teaching and Learning Coach

Location
Melbourne Eastern Suburbs VIC
 
Full job description
Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - Eastern suburbs
Reference: 1485233
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.
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
Teachers 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 Commitment
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.
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 (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
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
LEADERSHIP ROLES (LEADING TEACHERS AND LEARNING SPECIALISTS)
2026 - 2028
CONTEXT
Leading Teachers and Learning Specialists are regarded as equals in the Leadership Team, though they may have varying responsibilities and expectations of their work.
All members of the Leadership Team will have several levels of responsibility:
Leading in the specific role that they are appointed to (such as Head of Year Level, Curriculum Learning Specialist, etc)
Demonstrating excellence in own teaching practices and modelling them for other staff
Active leadership of College-related priorities and initiatives
Modelling of a strong, cohesive team ethos
Active involvement in the broad College program

LEADERSHIP STRUCTURE: 2026 - 2028

The College Leadership Team is composed of 4 PCOs, 6 Leading Teachers and 5 Learning Specialists. The areas of specific responsibility, in addition to their general Educational Leadership role are:

Six Leading Teacher roles:
Heads of Year Level (Years 7 - 12)

Five Learning Specialist roles:
Director of Curriculum
Teaching and Learning Coach
Teaching and Learning Coach
Teaching and Learning Coach (Interventions): Currently the Director of Numeracy
Teaching and Learning Coach Data and Performance: Currently the Director of Data & Assessment

Tenure is from 2026 - 2026, therefore these two positions are not open for application in 2026

Role descriptions for each of these roles are available. In addition to these documents, applicants are advised to familiarise themselves with the AITSL Standards, the Department of Education Framework for Improving Student Outcomes (FISO), the Victorian Teaching & Learning Model (VTLM 2.0) and contemporary research on high impact strategies in teaching.

All Leadership positions are a 3-year contract.

EDUCATIONAL LEADERSHIP AT NORWOOD SECONDARY COLLEGE

Strategic Direction
The Educational Leaders at Norwood will have a leadership role in the Strategic Direction of the College, and:
Demonstrate a commitment to the College's Strategic Plan and play an active role in the achievement of the goals (both in the Strategic Plan and the Annual Implementation Plans.)
Lead and manage the implementation of whole school improvement strategies/initiatives.
Be active participants in the Leadership Team and be strategic and proactive leaders of their specific LT or LS role (Head of Year Level or Director of Curriculum etc)

Leading Learning
Educational Leaders at Norwood Secondary College will:
Model innovative teaching practices - being exemplars for high impact teaching strategies such as the College's Instructional Model, the VTLM 2.0, Numeracy and Literacy strategies.
Lead the College in all aspects of pedagogy, program development and implementation.
Ensure that the curriculum is responsive to student needs and that staff are differentiating their program delivery in a manner that reflects their effective use of appropriate data.
Be visible in the classroom environment.

Leading the Learning Community
Educational Leaders at Norwood Secondary College will:
Engage with the College community, articulating the Vision and promoting the College's strengths.
Develop the skills and knowledge of teaching staff through professional learning and leading and managing staff performance and development.
Ensure that they are positively involved with the comprehensive induction of new staff.
Represent the College at events within and beyond the College community.
Act as mentors to new teachers and graduate teachers at the College and supervise pre-service teachers.
ROLE DESCRIPTION: TEACHING & LEARNING COACH
General statement regarding role:
Teaching and Learning Coaches play a pivotal role in driving instructional excellence across the school. These leadership positions support teachers in refining their practice, enhancing student outcomes, and fostering a culture of continuous professional growth. Coaches work collaboratively with staff to implement evidence-based teaching strategies, facilitate professional learning, and lead initiatives aligned with the schools strategic goals.
A Teaching & Learning Coach, being a member of the Leadership Team, has responsibilities that extend beyond their specific role.
Learning Specialists have several levels of responsibility;
Leading in the specific role in which they are appointed to
Demonstrating excellence in own teaching practices and modelling them for other staff
Active leadership of College-related priorities and initiatives
Modelling of a strong, cohesive team ethos
Active involvement in the broad College program
Teaching & Learning Coach responsibilities:
Leading Strategic Directions
Work closely with the School Leadership Team to support whole-school initiatives, such as the Victorian Teaching and Learning Model 2.0 (VTLM 2.0), consistent implementation of the School's Instructional Model MAPS, literacy and numeracy strategies and embedding Professional Learning Communities.
Build strong relationships with staff, students, and families to promote a positive learning culture.
Contribute to the development and review of school policies.
Lead initiatives to support both the Annual Implementation Plan and the Strategic Plan.
Leading Student Learning
Be visible in the classroom to support excellence in teaching and learning.
Support student agency and voice in the learning experience.
Leading Staff
Provide targeted coaching to teachers through observation, feedback, and co-planning.
Support the implementation of high-impact teaching strategies and differentiated instruction to ensure students are supported at their point of need.
Facilitate reflective practice and goal setting with individual and teams of teachers.
Prioritise support for graduate teachers, new teachers to the school and teachers who would benefit from greater support.
Design and deliver professional development aligned with school priorities and teacher needs.
Support teachers to understand and use data to inform their teaching practice.
Prioritise your own professional development in educational research and share best practices with staff.
In addition to the role of coach, a learning specialist can expect to lead another priority area in the College, such as leading Professional Development Communities, leading the introduction of the VTLM 2.0, overseeing assessment and reporting, data & performance, overseeing intervention programs (MYLNS, Quicksmart, VHAP, etc)
Other roles as determined by the Principal.

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx
VIT LANTITE
To 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.
Location Profile
PURPOSE STATEMENT
Norwood Secondary College provides a vibrant teaching and learning environment that supports enjoyment and excellence in living, learning and working.
VISION STATEMENT
Norwood Secondary College, established in 1958, is located in a beautiful setting overlooking the Mullum Mullum Creek Valley. Our well maintained and purpose built facilities blend with the environment and support a vibrant teaching and learning community.
Norwood Secondary College provides innovative and engaging teaching and learning for all students. We focus on successfully engaging students as active participants in life-long learning. Our curriculum nurtures the potential of each student and encourages them to achieve their personal best in all areas. At Norwood our students are well prepared for the challenges and rigours of an academic curriculum and thrive on the opportunities offered by our sporting, leadership, camping and outdoor education programs. Instrumental Music and Performing Arts (including school productions) are an integral part of the school¿s co-curricular program.
The College Values provide an important base for all our interactions with students and the community. Our core Values are: RESPECT, ASPIRATION, RESPONSIBILITY, RESILIENCE
At Norwood Secondary College students are provided with a sound basis for a life that is fulfilling, respectful of self, others and the environment. We prepare our students to be flexible, adaptable, innovative leaders in our local and global community.
Our bonds with the community are a source of strength and inspiration for us. Our students gain much from their links and involvement with community programs and activities, whilst the contributions of parents and friends are valued and encouraged across all aspects of College life.
NORWOOD SECONDARY COLLEGE - OVERVIEW
At Norwood Secondary College we believe that every student can learn, and each student is encouraged and supported to achieve his or her personal best.
Norwood Secondary College staff understand the need to build an educational community through quality relationships with students, parents and staff and have the growth and development of each individual as its primary focus.
Norwood Secondary College, in Byron Street Ringwood, is a single campus coeducational college with an enrolment limit of approximately 1100 students. Students come from a wide geographic area, covering up to 35 feeder primary schools. It has a very high reputation in the community, particularly with regard to student endeavour in academic results, sport, music and student leadership. A very high percentage of students stay to complete their VCE and gain entry to their first preferences to university, TAFE or a vocation of their choice.
The school offers VM for a limited number of selected students in Years 11 and 12.
An enrichment class operates for selected, high achieving students in Years 7 to 9. Students are encouraged to study a VCE subject in Year 10 and a Unit 3/4 in Year 11. Some students also undertake university studies during their Year 12.
The school offers an extensive camps and excursions program specifically designed for each year level, and comprehensive leadership development opportunities at each year level. An active Student Representative Council meets regularly and gives further opportunities for many students to develop leadership skills.
The College has a long history of sporting tradition and an excellent sporting program. Many teams achieve outstanding results and progress to zone and state level.
The College has an extensive Instrumental Music program and encourages student performance. The College achieves excellent outcomes in Art and Technology studies across all year levels.
At Norwood Secondary College we are committed to providing an experience where, in years to come, students will be proud to have attended a college where they have made lifelong friends, are lifelong learners and valuable contributors to the community.
CHILD SAFE STANDARDS
Like all Victorian government schools, Norwood Secondary College is a child safe environment. Our school actively promotes 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. Our school has a Child Safety Code of Conduct, as outlined in our Child Safety Policy, as published on our College Website.
Applications close Sunday 10 August 2026 at 11.59pm
Posted
29 July 2026