Learning Specialist Range 3 - Pedagogy

• 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.
• 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
• 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.
• 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.
• 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.
• Demonstrate exemplary teaching practice in the area of Numeracy and Literacy with an ability to coach, mentor and build staff capacity in best practices for teaching students with moderate to severe intellectual disabilities.

Role The Learning Specialist -Pedagogysupports teachers in improving their practice and student outcomes.They work collaboratively with teachers, providing feedback, modelling best practices in teaching and learning through demonstration, mentoring and coaching teachers in improving their skills and facilitating professional development.The goal is to improve the teaching workforce by enhancing teaching effectiveness and ultimately improving student outcomes.They work alongside other Learning Specialists, Leading Teachers, and Assistant Principal Curriculum to implement school-wide initiatives.

Responsibilities Leadership and Strategic Alignment

• Support in the implementation of the Victorian Teaching and Learning Model 2.0 across the school, through professional learning and in-class modelling and mentoring.
• Collaborate with leadership teams to set clear literacy and numeracy improvement goals and monitor progress using school-wide data.

Coaching and Mentoring Teachers

• Conduct structured coaching cycles with teachers, including goal setting, observation, feedback, and reflection.
• Provide ongoing mentoring and professional guidance to build confidence and capability in literacy, numeracy, and inclusive classroom practice.
• Support teachers in the uptake of new instructional approaches to support the improvement of literacy and numeracy outcomes for students.

Professional Learning and Collaboration

• Design and deliver professional learning aligned with VTLM 2.0, including modelling lessons, facilitating reflective discussions, and guiding collaborative planning.
• Foster a culture of professional growth, collective efficacy, and shared accountability.

Curriculum and Assessment Support

• Support teachers in planning, implementing, and assessing programs aligned to the Victorian Curriculum, Victorian Early Years Learning and Development Framework, and ASDAN curriculum.
• Assist teachers in using literacy assessments, ROCC information, numeracy trackers and assessments, as well as other data sources to set meaningful goals and track student progress.
• Promote evidence-based instructional approaches that are engaging, inclusive, and measurable.

Evaluation and Impact

• Monitor and analyse data to evaluate the effectiveness of teaching strategies and coaching interventions.
• Report to leadership on progress toward school-wide literacy and numeracy targets.
• Contribute to continuous improvement processes and strategic planning.

Advocacy and Inclusion

• Champion inclusive teaching practices that assume competence and prioritise communication for every learner.
• Advocate for equitable access to high-quality learning experiences in literacy and numeracy.
• Model compassion, integrity, and respect in all professional interactions.

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.

Diversity and Inclusion The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces.It is our policy to provide reasonable adjustments for staff with disability (seeWorkplace adjustment guidelines ).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD)

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.

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:

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:

• 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.

To be eligible for employment, transfer or promotion in the principal or teacher class:

• The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
• if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
• a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).

Springvale Park Special Developmental School is located in the vibrant community of Springvale in South-East Melbourne. The school is easily accessible by car and public transport, with buses and trains stopping at Springvale Station, just a one-minute walk from the school.

Springvale Park SDS is a dynamic and innovative centre for learning for students with moderate to severe intellectual disabilities. Our students may also present with comorbid conditions. We provide a targeted and enriching learning environment based on their individual needs. We foster a strong atmosphere of curiosity, independence, and belonging through high-quality teaching and learning programs that recognise the unique strengths and abilities of every student.

We currently have an enrolment of 205 school-aged students and 32 children in our Early Education Program, with numbers expected to continue growing over the coming years. Students are grouped into Foundation, Junior, Middle, Inter, and Senior sections, encompassing 31 classrooms, with an additional three classrooms dedicated to our Early Education Program.

As our enrolment increases, so too does our commitment to upgrading and expanding our facilities. Recently, we completed the construction of a new Senior School building featuring eight modern classrooms and a Life Skills Lounge. This purpose-built space supports innovative programs designed to enhance student independence and prepare them for post-school life. Looking ahead, a new swimming pool will be built on-site in 2026 . click apply for full job details