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 ability to be flexible and adaptable to lead role specific initiatives in response to the strategic direction of the school.
Overview
At Beaumaris Secondary College, Learning Specialists play an important role in enhancing student learning outcomes through their influence and impact on the continual improvement of teaching and learning. Learning Specialists are highly skilled learning space practitioners, who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning. They value our teaching staff as the single most powerful in-school influence on learning outcomes, and there are 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. In doing so, Learning Specialists uphold and model our CORE values of Curiosity, Optimism, Respect and Excellence. Learning specialists are expected to have deep knowledge and expertise in high quality teaching and learning that delivers improved achievement, engagement and wellbeing for students. The learning specialist role is aimed at building excellence in teaching and learning.
Key Responsibilities
Learning Specialists support the achievement of school strategic goals and annual implementation priorities, as identified by leadership and School Improvement Team, through improved teaching and learning practice across the college.
For 2027, those key focus area priorities are:
- VTLM 2.0 and Responsive Teaching
- Building teacher practice in effectively using Maestro data platform to better know our learners and improve learning outcomes
- Deeper Thinking; Deeper Learning (device-balanced learning)
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:
- demonstrating high-level expertise in teaching and learning practice
- modelling exemplary teaching practice including through demonstration lessons, and exercising influence and impact on improving teacher practice
- working with Leadership and School Improvement Team (SIT) to develop a shared view of highly effective, evidence-informed teacher practice, aligned with focus SSP and AIP priorities
- working as a collaborative team of Learning Specialists to collectively improve teacher practice in focus SSP and AIP priorities
- playing a key role in the provision of professional learning, including development of the Beaumaris Coaching Culture
- coaching and supporting Learning Area Coaches, in collaboration with AP - Teaching and Learning, Leading Teacher - Curriculum, and Leading Teacher - VCE
- modelling effective learning practice and supporting the coach/coachee relationship to seek, analyse and act on feedback on their practice
- providing evidence-based feedback to teaching staff to inform their practice and development
- providing expert advice about the content, processes and strategies that will shape individual and school professional learning
- modelling exemplary use of Maestro to inform responsive teaching
- building teacher practice in effectively using Maestro data platform to improve learning outcomes
- leading and modelling the implementation of whole-school teaching, learning, assessment and reporting improvement strategies
- leading school-wide professional learning
- modelling exemplary professional learning practice including through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice
- participating in the induction of new staff to support their understanding of the college's approach to teaching and learning
Reports to: Assistant Principal - Teaching and Learning
Supported by: Leading Teacher - Curriculum and Leading Teacher - VCE
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.
Beaumaris Secondary College, nestled in the picturesque bayside suburb of Beaumaris, is a thriving Year 7 - 12 co-educational college surrounded by natural beauty, including a marine sanctuary and nature reserves. The school boasts excellent on-site sporting facilities and has forged a promising partnership with the renowned Melbourne Cricket Club (MCC). At the heart of our success is the deep connection with the community and family partnerships, shaping a welcoming and transformative environment.
Our teaching and learning vision, "We learn purposefully by cultivating curiosity, being reflective and making real-world connections," guides us towards our mission of inspiring students to become critical global citizens. Committed to academic excellence, our diverse and engaging curriculum extends beyond the classroom, promoting inclusivity and responsiveness to the varied needs of learners. We prioritise innovative pedagogy tailored to learning spaces, complemented by a dedicated team of highly capable, collaborative and creative staff.
The learning community at Beaumaris Secondary College is characterised by:
- Research and evidence-based practices, incorporating creative, practical and inquiry-based learning.
- Project-based learning experiences that reflect the dynamic world around them.
- Differentiated, personalised and challenging educational approaches for all students.
- Collaborative initiatives fostering the development of independent learners.
In addition to academic pursuits, we actively support students in making healthy choices, integrating opportunities for a balanced and active lifestyle into both the curriculum and extracurricular activities. We take pride in our unique local environment, nurturing a sense of place in the world as global citizens committed to sustainability and environmental stewardship.
Our ultimate goal is to empower students to understand their personal agency and group capacity, encouraging positive, honest and sustainable contributions to the world with a sense of responsibility, pride and integrity. Beaumaris Secondary College is not just a school; it's a vibrant community that shapes the leaders and responsible citizens of tomorrow.
