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.
Learning Specialists: are instructional leaders who build teacher capability and improve student learning outcomes. They work alongside leaders, teachers and education support staff to strengthen effective and consistent practice. They support staff to use evidence to identify areas for improvement, support professional learning and collaboration and help embed responsive teaching practices across the school.
Provide cohort-level leadership and oversight for Years 9¿10, working closely with the Assistant Principal and Village Leaders to strengthen student engagement, attendance, behaviour, wellbeing, learning and cohort culture.
Lead Years 9¿10 improvement priorities aligned with the College¿s School Strategic Plan (SSP) and Annual Implementation Plan (AIP), using ATOSS, student voice and other relevant cohort data to identify priorities, monitor progress and evaluate impact.
Oversee Village Leaders to ensure consistent student management, intervention, family engagement and escalation processes across Years 9¿10.
Lead the implementation and monitoring of the Year 10 Certificate and Year 10 TRP.
Work as part of the relevant College team to support subject preference, taking responsibility for agreed components of the process.
Strengthen student aspiration, pathways and readiness for transition into senior secondary education, training and employment.
Key Areas of Responsibility
Work with the Assistant Principal and Village Leaders to provide consistent leadership of student management, engagement and cohort improvement across Years 9¿10.
Support and guide Village Leaders with complex student matters and act as an escalation point between Village Leaders and the Assistant Principal, ensuring appropriate actions, communication and follow-up occur.
Analyse ATOSS, student voice, attendance, behaviour, learning and other relevant cohort data to identify trends and priorities, develop targeted responses and monitor progress against relevant SSP and AIP goals and targets.
Maintain oversight of students requiring significant or coordinated intervention, including students experiencing disengagement, extended absence, suspension or other barriers to participation, and coordinate support with families and relevant staff.
Work with the Assistant Principal and Village Leaders to strengthen cohort culture, student voice, belonging and high expectations across Years 9¿10.
Lead the implementation and monitoring of the Year 10 Certificate, ensuring expectations, requirements and student progress are clearly communicated and consistently applied.
Work collaboratively with relevant College leaders to support subject preferences, taking responsibility for agreed tasks, communication and student support.
Contribute to the College¿s pathways work, supporting students to make informed decisions about senior secondary programs, vocational education and training, further education and employment.
Support key transition points into Year 9 and from Year 10 into senior secondary pathways, working with relevant College leaders to promote continuity of support and expectations.
Identify improvement opportunities and undertake other tasks as delegated by the Principal.
Key Targets:
- Each Learning Specialist and Leading Teacher will develop and present annual key targets to members of PCO team. These targets will align with the College¿s Strategic Plan, Annual Implementation Plan, relevant SIT priorities and the responsibilities of the role.
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
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.
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.
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
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
- 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
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.
Phoenix P-12 Community College is a vibrant, future-focused learning community located in Sebastopol, Ballarat. Serving a broad geographic region - from the suburbs of Delacombe, Redan, and Sebastopol to the rural townships of the Golden Plains - we are proud to be a true community hub where students from Foundation to Year 12 are known, supported and inspired to thrive.
We celebrate the diversity of our families and embrace the richness this brings to our culture. Our College is committed to delivering exceptional academic, co-curricular and wellbeing opportunities that empower every young person to discover their strengths, pursue their passions and confidently shape their future - whether that pathway leads to university, TAFE, employment, or entrepreneurship.
At Phoenix, we believe every child can learn, grow and succeed. Our commitment to the Science of Learning ensures teaching is grounded in evidence-based practice, high-impact strategies and a deep understanding of how students learn. Explicit instruction and strong foundations in literacy and numeracy sit at the heart of our approach, enriched by opportunities that foster curiosity, creativity, and critical thinking. Our ICT-rich learning environment ensures students have access to contemporary digital tools to prepare them for an increasingly complex world.
Collaboration is a defining feature of our professional culture. Through Professional Learning Communities, collaborative planning, shared instructional approaches and ongoing coaching and feedback, teachers work together with clarity and purpose. This collective expertise strengthens consistency, deepens pedagogical knowledge and enhances both individual and collective efficacy across the College.
Phoenix provides a comprehensive, structured induction program that ensures new staff feel welcomed, valued and equipped for success. Ongoing mentoring, professional learning, clear instructional expectations and access to leadership ensure that every staff member - at every stage of their career - can thrive within a supportive, collaborative environment.
Guided by FISO 2.0, Phoenix places an intentional focus on Learning and Wellbeing. Our Learning Village structure creates smaller, connected communities across our campuses, ensuring every student feels known, valued, and supported:
- Foundation - Year 4: Redan Campus
- Years 5 - 6: Sebastopol Campus
- Years 7 - 10: Sebastopol Campus
- Years 11 - 12: Sebastopol Campus
- DOTS (Developing Other Talents and Skills): Grant Street Campus
Our core values - Respect, Responsibility, Integrity, Cooperation and Excellence - shape every relationship and interaction. Strong, respectful partnerships between students, families and educators sit at the heart of our work.
As a SWPBS, Respectful Relationships and TRP school, wellbeing and inclusion are deeply embedded in all we do. Our multidisciplinary wellbeing team - including Doctors in Schools, youth workers, social workers and allied health professionals - ensures that every student is met at their point of need.
Phoenix P-12 Community College stands as a place of opportunity, belonging and aspiration - driven by evidence-based practice, strong collaboration, robust staff support and a shared belief in the potential of every learner. Together, we ignite curiosity, grow capability and empower young people to shape a bright and meaningful future.
