KSC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities.
KSC2 Demonstrated ability to lead the planning and implementation of the VTLM 2.0 that responds to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth.
KSC3 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.
KSC4 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. Highly developed skills in leading and managing change, including the leadership of others in the process of change.
KSC5 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.
KSC6 Demonstrated high-level educational leadership in VCE Vocational Major and the Victorian Pathways Certificate with a proven capacity to implement applied learning programs that support the learning and wellbeing of all students.
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.
At Mullauna Secondary College (MSC), Learning Specialists are an integral part of the Leadership Team and a related School Improvement Team (SIT). They work closely with the Principal team, sharing responsibility for whole-school improvement through the development, implementation and review of the School Strategic Plan, Annual Implementation Plans, policies and processes. The Learning Specialist role is aimed at building excellence in learning and teaching within the Teaching Service. Refer to Appendix 1 for the generic DE overview of the role.
The Learning Specialist - VCE Vocational Major (VCE-VM) & Victorian Pathways Certificate (VPC) will lead the development, implementation and review of the VCE VM and the VPC learning programs and related applied learning processes across Years 9 to 12. The ability to teach a VCE VM and/or VPC component is also a requirement of this role.
The Learning Specialist - VCE-VM & VPC will:
- Demonstrate outstanding classroom teaching practices and curriculum knowledge, especially with regard to applied learning approaches relevant to the VCE Vocational Major (VCE-VM) and the Victorian Pathways Certificate (VPC), in line with the VCAA Study Designs, along with their links to the Victorian Curriculum 2.0.
- Demonstrate a commitment to developing themselves as a research-informed educational leader, in line with the MSC Motto, Vision, Mission, Values and Philosophy.
- Demonstrate the capacity and commitment to developing the learning and teaching capacity of other staff, and to the wellbeing and learning outcomes of students.
Be an active member of the school Leadership Team, and at least one associated School Improvement Team (SIT), by utilising SPOT and the FISO Improvement Cycle, engaging with associated working parties and other relevant groups, all with a whole-school leadership focus informed by DE and college requirements.
Apply the VTLM 2.0, the MSC Instructional Model and the MSC Vision for Learning & Teaching to lead the development and implementation of consistent student learning, engagement and relevant wellbeing policies, programs and strategies, and thus build and maintain the college¿s culture of high expectations and high academic achievement for all students.
- Work in conjunction with the school Leadership Team to:
- oversee and deliver the VCE-VM and VPC components of the Annual Implementation Plans and Strategic Plan;
- implement and lead the collection and analysis of whole-school student data from Panorama and other sources (NAPLAN, VCAA, GAT, PAT, IXL etc.), and utilise this data to drive improvement in engagement and learning outcomes across the college;
- support the Professional Learning Communities structures and processes to lead the development, collection and analysis of student data to drive improvement in engagement and learning achievement outcomes across the college;
- Provide dynamic and innovative leadership of the VCE-VM and VPC team by:
- developing a whole-school applied learning vision and associated learning plan
- collaborating with the AP Learning & Teaching to determine program and staffing needs
- being an active member of the Learning & Teaching Committee;
- developing, implementing and evaluating the VCE-VM and VPC Team Action Plan, in line with the AIP;
- leading and managing the VCE-VM and VPC team, the development and ongoing evaluation of curriculum in VCE-VM, VPC and applied learning (including assessment and reporting practices), and setting agendas for team meetings;
- overseeing the student application and selection process for access to VCE-VM and VPC class;
- ensuring consistency and clarity across the year level and subject teams, and continuity of programs and processes, particularly by maintaining the handbooks, associated timelines, documented curriculum, assessment and reporting practices;
- ensuring maintenance of processes, policies and priorities in accordance with DE, NEVR, Victorian Curriculum & Assessment Authority (VCAA) and other relevant statutory bodies.
- reviewing the college¿s existing applied learning programs against the Victorian Curriculum version 2.0
In co-operation with the Leading Teacher ¿ Learning & Teaching, the Head Start Coordinator, and other relevant leaders (e.g. Head of Health & PE, Head of Design & Digital Technology), ensure that challenging programs within and external to the classroom are offered for VCE-VM and VPC students, and that their talents and successes are celebrated.
Work in conjunction with other Heads of Faculty and the Careers & Pathways Leader in the promotion of school-based applied learning programs through various forums including the Open Evening, Subject Selection Expo, Parent Information Evenings and Pathways Programs.
- Other duties as required by the Principal.
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
To apply:
Applicants should access the college website and may contact the Principal, Harry Ruff, 03 9874 3422 for further information concerning this position. The School Strategic Plan and the Annual Implementation Plan and the Annual Report are available on the college website.
Applications for this position must be lodged via Recruitment Online by the advertised closing date, Thursday 17-Sep-2026;
late applications will not be considered.
Applicants are advised to include:
- A cover sheet providing the name of the applicant, record number (where applicable), VIT or WWCC number, home and school email address, telephone number and a telephone number where the applicant can be contacted during business hours.
- A specific response to each of the five selection criteria of no more than one page per criterion.
- A separate curriculum vitae that is a summary of experience and qualifications.
- The names of three referees, including contact details, work and mobile phone numbers, email address, current position and relationship to the applicant, and a short explanation as to which selection criteria each referee can best comment on.
- 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.
MULLAUNA SECONDARY COLLEGECURIOSITY - COURAGE - COMMUNITYSuccess through learning together
Mullauna Secondary College is a co-educational, Year 7-12 state secondary college located in Mitcham. We are committed to providing a safe, supportive and inclusive learning environment for all students, staff and members of our community. Our school recognises the importance of the partnership between our school and parents & carers to support student learning and wellbeing. We share a commitment to, and a responsibility for, creating an engaging, inclusive and safe school environment for our students. Mullauna Secondary College is committed to child safety; all members of the Mullauna Secondary College community observe the Child Safe Standards and expectations for appropriate behaviour towards, and in the company of, children.
Our vision for our students is that they will model our college values of 'Curiosity, Courage & Community', and thus grow to be courageous and engaged young people who value and respect curiosity and learning. We value the pursuit of excellence and strive to provide authentic and contextual opportunities for all students to experience success and contribute positively to their community.
The college¿s mission is to create reflective and independent learners for life through a learning community that provides a challenging and secure environment responsive to individual learning needs. We believe that effective learning occurs when outstanding and innovative teachers provide a variety of tasks that actively engage students who are encouraged to take responsibility for their own learning. The expectation is that students will be successful and enthusiastic learners capable of building positive relationships.
Mullauna Secondary College has a strong tradition of academic excellence, active student leadership and participation, as well as outstanding music, sporting and debating programs. The college programs offer breadth of pathways and Year 10 students can access VCE subjects, including VET. Mullauna Secondary College also delivers an International Student Program.
Sitting at the centre of its work, the college believes in high expectations in all students and a commitment to hard work. Our aim is to prepare young people to become active, engaged and responsible citizens of the local and global community. A major focus is to prepare students to contend with a very dynamic world in which creativity, cooperative work, connectedness and adaptability are key features. The school aspires to provide a contemporary approach to learning and teaching in its purposeful educational environment.
The college operates in two sub-schools, Junior and Senior. In the Junior School, Mullauna Secondary College has an engaging curriculum that includes core, elective and inter-disciplinary programs: Challenge at Year 7, an expansive combined Year 8 & 9 electives program, and SkillZ@Mullauna at Year 9. Excel is a selective program for high-performing students that operates from Years 7 to 10. The Senior School structure promotes the acceleration (advanced placement) of Year 10 students into VCE and VET Studies. Senior School students undertake an academic VCE with access offered in VET subjects through the Mullum cluster, as well as the provision of the new VCE Vocational Major (VM). Thus, all students have access to a successful future pathway. The college offers a long-established International Students Program with homestay placements, specialist English as an Additional Language (EAL) teachers and tutors both in class time and after school.
Mullauna Secondary College is undergoing significant and exciting developments with the recent investments in new facilities! The new two-storey, eight-classroom learning centre is an excellent addition. We excitedly await the development of the state government's 2022 election commitment of a further $17.6 million to the next stage of our masterplan!
The upgrades over recent years have already provided fantastic spaces like the Junior Learning Centre, renovated science classrooms, and dedicated areas for arts, design, and STEM learning. The changes to the library and staff areas seem to foster a great environment for both students and teachers to collaborate and innovate. These developments have helped to set up the college for a bright future.
THE MSC VALUES - CURIOSITY, COURAGE, COMMUNITY
- CURIOSITY
- Be creative: think, ask and explore
- Look for new interests and different perspectives
- COURAGE
- Commit: persevere and strive to achieve your personal best
- Create opportunities from uncertainty and complexity
- COMMUNITY
- Be courteous, kind and compassionate
- Be accountable: contribute to a safe and sustainable environment
THE MSC LOGO
The spheres of our college logo represent (from left to right):
- Community - Mullauna Secondary College's links with the community and their importance to the college.
- Primary Schools - Mullauna Secondary College's strong links with primary schools.
- Mullauna Secondary College itself
- The world beyond Mullauna Secondary College - the aspirations, hopes and challenges of our students.
- The Student - the student graduates from Mullauna Secondary College as a young adult, educated and prepared for life.
THE MSC MOTTO - SUCCESS THROUGH LEARNING TOGETHER
Our college motto, Success through learning together, provides the vision of our college community and reflects our belief that personal success is best achieved when students, teachers and parents / families work together in partnership, through iinteractions that are positive, respectful and purposeful.
We are reflective and open to change, optimistic in our endeavours, and focussed on the improvement of wellbeing, engagement and learning outcomes. Together, we are building the capacity of our community to engage meaningfully and contribute positively in an increasingly complex world.
THE MSC VISION FOR LEARNING & TEACHING:
We achieve personal success by collaborating and actively engaging in supportive, challenging and diverse learning opportunities.
Our Vision for Learning & Teaching will be achieved through the implementation of the MSC Instructional Model, which underpins our pedagogical practice, and sets clear expectations for learning and teaching practices for our staff, students and parents. It guides staff in implementing more consistent, responsive, high-quality, and innovative curriculum and programs.
Position
LS3 - Learning Specialist ¿ Teacher Practice - VCE VM & VPC
Classification
Learning Specialist
Responsible to
Principal
Time Fraction
1.0 - Five days per week
Other
Jan-27 - Dec-29 - 3 Years
