Learning Specialist - Domain Leader Humanities (Melbourne)

SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of literacy and numeracy skills across the curriculum. SC2 Demonstrated ability to lead the planning and implementation 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 monitor and assess student learning at a class, cohort or whole-school level and use this data to lead improvement initiatives. 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 leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement. SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole‑school professional learning. SC6 Demonstrated understanding of, and a commitment to, the use of the science of learning and the Victorian Teaching and Learning Model 2.0 to improve student outcomes. 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. The Learning Specialist in this role should have extensive curriculum knowledge and expertise in one of the subject areas of this Domain. Responsibilities In recognition of the importance of exemplary teaching practice for improved student learning outcomes, the key roles of the learning specialist may include but are not limited to: Providing exemplary modelling of whole-school teaching and learning practices aligned to VTLM 2.0 and the Science of Learning. Ensuring the consistent implementation of classroom routines, clear expectations, and high-quality teaching practice across the College. Contributing to whole-school improvement by supporting the implementation of the College Strategic Plan and Annual Implementation Plan. Leading the development, implementation and review of a knowledge-rich curriculum aligned to the Victorian Curriculum 2.0 and VCE, ensuring coherence, rigour and clear knowledge progression. Supporting teachers to design and deliver high-quality teaching and learning programs, including curriculum maps, units of work and lesson sequences aligned to explicit teaching and evidence-based practice. Leading the development of evidence-based assessment practices, ensuring alignment of curriculum, assessment and reporting, and consistency of judgement across the Domain. Using student learning data to monitor progress, identify trends and inform improvement initiatives within classrooms, subjects and across a Domain. Supporting the implementation of multi-tiered systems of support (MTSS) within the Domain, including ensuring that all teachers develop a comprehensive understanding of how to scaffold supports for students requiring adjustments to access learning. Leading regular Domain meetings ensuring a consistent focus on curriculum, teaching practice and teacher accountability for the improvement of student outcomes. Coordinating and contributing to whole-school events, including curriculum-based showcases, information evenings, assessment periods and key College activities. Overseeing the development and dissemination of clear, timely and high-quality College communications related to the Domain, including Compass posts, newsletters, course information and parent/carer communications. Mentoring and supporting teachers within the Domain, particularly graduate and early career teachers, building consistent practice and professional growth. Demonstrating a strong commitment to adult learning through active and ongoing engagement with professional reading, podcasts, digital learning content, and contemporary research on how students learn, and the effective implementation of this in classroom practice. Providing a child safe workplace in accordance with the child safe standards. Undertaking other duties as directed 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 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: Thank you for your interest in this vacancy at Sandringham College. Qualifications 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). What we offer A collaborative and forward‑thinking staff culture that values professional learning, teaching excellence and belonging. Opportunities to influence whole‑school curriculum and pedagogy and be a part of transformational change. Ongoing professional development and leadership mentoring. A chance to make a real difference in the lives of students and fellow educators. Our Vision Academic excellence and young people of great character. Our Values Excellence Integrity Respect Creativity Community An appointment to this position is an appointment to Sandringham College and site placement is at the discretion of the College Principal. Applications close Sunday 7 June 2026 at 11.59pm #J-18808-Ljbffr Apply on Kit Job: kitjobau.com/job/3rrert