Learning Specialist Range 3 - Pedagogy

Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Learning Specialist - Range 3

Occupation: Learning specialist

Location: Loddon Mallee - Greater Bendigo

Reference: 1529197

Location Profile

Crusoe College, serving students in years 7-10 in the Bendigo region, was originally Kangaroo Flat Secondary College before merging with Golden Square Secondary College and upgrading its facilities in 2008. We are dedicated to providing high-quality education in a safe and engaging environment, offering comprehensive Victorian Curriculum, VCE and VET programs.

Our mission is to foster a collaborative learning environment where every student can thrive. We focus on ensuring daily attendance, wearing the proper uniform, punctuality, preparedness with necessary equipment, attentiveness to teachers, and consistent effort in completing learning tasks. Our goal is to achieve at least one year of learning growth for each student annually through the combined efforts of teachers, students, and families.

At Crusoe College, our values are Respect, Endeavour, Aspiration, and Learning. These values guide everything we do and are integral to creating a positive and inclusive school culture. We are seeking passionate and dedicated educators who share these values and are committed to making a difference in students' lives.

We support our staff with a comprehensive wellbeing strategy and professional development opportunities. Our Advisory Teachers and Wellbeing Team provide personalized assistance to students, fostering a supportive and nurturing environment. Additionally, the SWITCh (Students Working Independently Towards Change) initiative offers a unique opportunity to work with at-risk students, helping them re-engage with their education and achieve positive outcomes.

We strive for excellence, confidence, and diversity in a respectful, sustainable environment. Partnering with the wider community, we prepare students to be responsible, successful adults who can navigate their future paths. At Crusoe College, you will be part of a team that fosters strong relationships and creates a safe environment, ensuring every student can and will learn. Join us in our mission to inspire and support the next generation of learners.

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

Please note that the responsibilities listed below are not exhaustive but rather indicative of the scope of the role. Additional tasks may be required to support college needs.

• Model College values in all dealings with members of the college and broader community.
• Demonstrate high-level teaching and learning practice in relation to differentiating teaching to meet the needs of all students.
• Work with the school leadership team to develop a shared view of highly effective differentiated teacher practice within the Crusoe Model Lesson.
• Liaise with the Disability & Inclusion Leader to coordinate adjustments for specific students and differentiation to improve learning within the cohort.
• Work in classrooms with teachers to model and coach best practice.
• Play a key role in the provision of professional learning, including developing processes and protocols for observation and feedback of teacher practice and peer collaboration.
• Model effective learning practice and support teachers to seek, analyse, and act on feedback on their practice in relation to differentiating teaching to meet the needs of all students.
• Provide expert advice about the content, processes, and strategies that will shape individual and school professional learning.
• Model exemplary use of student data to inform teaching approaches.
• Coach and support staff members to trial and reflect upon identified teaching and learning strategies and processes in their classroom through the use of peer observations and learning walks.
• Lead the work of the Learning Specialist team to promote school-wide professional learning structures, processes, and protocols through Professional Learning Communities.
• Model exemplary professional learning practice, including seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice.
• Continue to lead the development of highly effective rubrics in all learning areas for summative and formative assessment purposes.
• Track and monitor all provisionally registered teachers and provide support for them to complete the ¿evidence of professional practice¿ process to become fully registered.
• Organise and run the start-of-year induction program, as well as inducting staff who commence during the year.
• Other related duties as requested by the Principal.

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 (see Workplace 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) via [email protected]

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:

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

• 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

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

Qualification Requirements

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).

Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.

Applications close Thursday 11 June 2026 at 11.59pm

Posted

29 May 2026