Learning Specialist Range 3 - Wellbeing

Job details
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Job type

Full-time
 
Location
Melbourne Western 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 - Western suburbs
Reference: 1492589
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 Demonstrated knowledge of Multi-Tiered Systems of Support (MTSS) and demonstrated capacity to implement and evaluate a MTSS to support the wellbeing of all students.
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
The Wellbeing Learning Specialist will be a key member of the Wellbeing Leadership Team and will have a lead role in the implementation of the following:

Wellbeing Leadership
As a member of the Leadership Team, contribute to strategic planning, delivery and monitoring of Key Improvement Strategies related to wellbeing and inclusion within the Annual Implementation Plan (AIP)

Professional Learning and Support
Lead professional learning, including training sessions and workshops, linked to the wellbeing goals outlined in the school¿s AIP
Knowledge of current research and evidence-based practices, including HIWS and PCMS
Build the capacity of teaching and education support staff to provide differentiated teaching, reasonable adjustments, and evidence-based interventions through in class support such as modelled lessons and coaching cycles

Wellbeing Program Implementation
Leading and managing the implementation of whole-school wellbeing programs (e.g. SWPBS, The Resilience Project, RRRR)
Implementation of MTSS to ensure all students are receiving appropriate level of supports and adjustments

Disability Inclusion
With the leadership team, oversee our Disability & Inclusion Program to ensure equitable access to learning and support for all students with disability and additional needs
Provide leadership and oversight of Disability Inclusion Profile (DIP) processes, ensuring accurate, timely applications and maximisation of funding opportunities
Ensure high-quality Individual Education Plans (IEPs) and Student Support Group (SSG) processes are consistently implemented

Student Wellbeing
Provide guidance and advice in the management of complex cases, critical incidents, and duty of care matters
With the wellbeing team, implement improvement plans aligned to the Mental Health in Primary Schools initiative
Liaise with Student Support Services (SSS) and external agencies to coordinate support and intervention for students
Ensure compliance with legal and policy obligations, including Mandatory Reporting, record keeping, and Freedom of Information requests

Engagement & Communication
Act as a key point of contact for parents, carers, and families, ensuring strong communication and collaboration in the support of students
Build and maintain professional relationships with external providers, health and wellbeing services, and the Department of Education
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
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
Altona Green Primary School is proud to have served the families of Altona Meadows since it was built in 1990. The student population of approximately 400 consists of children from a diverse range of cultural and ethnic backgrounds. Our school belongs to the Hobsons Bay network of schools with whom we work collaboratively, to provide the best education for the students across our local area.
Altona Green Primary School sets high expectations for all students and has a clear vision of the knowledge skills and dispositions that we strive for all students to develop whilst they are part of our school community.
Our school is a learning community where we are proud to offer our students a rich, varied and engaging curriculum from Prep to Year 6. Along with our excellent literacy and numeracy programs, students are engaged in diverse learning experiences in the Arts, Physical Education, STEM and Italian. Digital Technologies are also an integral part of the classroom program and are supported by our 1:1 BYOD iPad program for all students. We are also proud to offer our students in Years 1-6, involvement in the Stephanie Alexander Kitchen Garden Program which is well established in our school.
Our teachers are highly skilled and knowledgable and are committed to delivering our curriculum through an explicit, structured and systematic approach where all students are challenged and provided with the opportunity to succeed.
We strive to create a friendly and safe environment for our students and welcome and encourage the support of both our local community and our parents. Our school uses the School Wide Positive Behaviour Support program with our motto being - `Be like KEFAR - Be Safe, Be Responsible and Be a Learner¿ and have partnered with The Reslience Project which focuses on gratitude, empathy and mindfulness.
All students have the opportunity to participate in a wide range of extra curricular activities including intensive swimming programs, camps and excursions, running club, choir and lunch time interest-based clubs.
Applications close Sunday 21 September 2025 at 11.59pm
Posted
8 September 2025