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 highly skilled classroom practitioners who spend the majority of their time delivering high-quality teaching and learning while providing pedagogical leadership across the College.
The Learning Specialist ¿ Early Years Literacy will lead the development and consistent implementation of evidence-informed literacy practice across the early years, with a particular focus on Foundation to Year 2. The role will support teachers to strengthen students¿ foundational literacy knowledge and skills through explicit, systematic and sequenced instruction.
A key responsibility of the position will be to lead and support the embedding of systematic phonics instruction within early years classrooms, ensuring that agreed approaches are reflected consistently in curriculum planning, classroom teaching, assessment and intervention.
The Learning Specialist will model exemplary classroom practice and build teacher capability through instructional coaching, mentoring, demonstration lessons, classroom observation, feedback and professional learning. The role requires deep knowledge of early literacy development and a demonstrated capacity to improve student achievement, engagement, growth and wellbeing.
Working collaboratively with the principal class, School Improvement Team, Teaching and Learning team, Professional Learning Communities and early years teachers, the Learning Specialist will support the implementation of the College Strategic Plan, Annual Implementation Plan and agreed whole-school improvement priorities.
The role has a strong focus on early literacy leadership, instructional coaching, curriculum development, assessment and data-informed practice. The Learning Specialist will strengthen the consistency and impact of literacy curriculum planning, classroom instruction, assessment, differentiation, intervention and feedback.
The successful applicant will promote a culture of professional inquiry, collective responsibility, collaboration and continuous improvement, supporting teachers to evaluate the impact of their practice and improve literacy outcomes for all students.
The Learning Specialist ¿ Early Years Literacy will:
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provide pedagogical and curriculum leadership in early years literacy, with a particular focus on Foundation to Year 2
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lead the development and implementation of a consistent, evidence-informed approach to literacy instruction across early years classrooms
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lead and support the embedding of explicit, systematic and sequenced phonics instruction within classroom teaching, planning, assessment and intervention
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support teachers to develop students¿ phonemic awareness, phonics knowledge, decoding, fluency, vocabulary, oral language, comprehension and written expression
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model exemplary early literacy teaching aligned with the College instructional framework, the Victorian Teaching and Learning Model 2.0 and evidence-based pedagogical practice
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coach and mentor teachers through demonstration lessons, co-planning, classroom observation, feedback, reflective conversations and targeted professional learning
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support teachers to translate literacy professional learning into effective classroom practice and evaluate its impact on student learning
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support the development and implementation of a guaranteed and viable literacy curriculum aligned with Victorian Curriculum 2.0
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work with teachers and leaders to develop consistent literacy planning documents, instructional routines, assessment practices, resources and classroom expectations
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support the effective implementation and analysis of agreed early literacy assessments, including the Department of Education English Online Interview and English Online Interview Screener
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build staff capability to use formative and summative assessment, diagnostic data, teacher judgement, classroom observation and student work samples to monitor literacy progress
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support teachers and teams to identify students requiring extension, intervention or differentiated literacy support and develop targeted responses
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strengthen the use of assessment data to monitor the progress of students receiving targeted literacy intervention
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lead data-informed literacy discussions within Professional Learning Communities and support teams to evaluate the impact of teaching on student achievement and growth
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contribute to the development of literacy resources, curriculum documentation, exemplars, planning tools and processes that promote consistent, high-impact practice
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facilitate high-quality, evidence-informed professional learning responsive to identified teacher and student literacy needs
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support classroom observation, peer observation, coaching and learning-walk processes aligned with literacy and College improvement priorities
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promote collaborative planning, collective efficacy, professional inquiry and shared responsibility for improving literacy outcomes
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support effective transition from kindergarten to Foundation, including the sharing and use of information about students¿ early language and literacy development
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work collaboratively with the principal class, School Improvement Team and Teaching and Learning team to improve the quality, consistency and impact of literacy teaching
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support the School Improvement Team in implementing and monitoring key improvement strategies and the Annual Implementation Plan
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actively contribute to the College Statement of Expectations process and broader school improvement work
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undertake other duties consistent with the classification and scope of the position, as determined by the principal.
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
This Learning Specialist tenure is one year.
Applicants are expected to submit the following:
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A cover letter addressed to the principal.
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A resume including the names, positions and telephone and email contact details of three referees.
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A statement addressing each of the key selection criteria.
For ease of handling, all documents (cover letter, CV and selection criteria responses) can be saved and uploaded as one document.
All applicants should ensure that their personal profile on School Jobs Vic is up to date.
Applicants seeking further information about the College or this position, are encouraged to contact the school on 03 9395 3533, prior to the closing date of applications.
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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:
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The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
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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
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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.
Carranballac P-9 College is a government school for students from Foundation to Year 9. Located in the western Melbourne suburb of Point Cook, the college comprises two campuses: Boardwalk (established in 2002) and Jamieson Way (established in 2006). As of June 2025, the college enrolled approximately 863 students, including 25 international students, reflecting our diverse and multicultural community. The student body represents over 63 nationalities, with approximately 32% of students from a culturally and linguistically diverse background. The college is led by a principal class team consisting of the college principal, two campus principals and two assistant principals, supported by 80 teaching staff and 32 non-teaching staff.
Vision, Mission, Values:
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Vision: "We connect, we learn, we thrive"
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Mission: "Our College fosters excellence in lifelong learners who are resilient, connected, and respectful"
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Values: Respect, Inclusiveness, Resilience, Integrity, Responsibility
These guiding principles underpin aspects of the college's operations, fostering a cohesive and inclusive school culture.
Curriculum and Learning Approach:
The college delivers a comprehensive learning program that is aligned with the Victorian Curriculum, ensuring high-quality and engaging learning opportunities for all students. Key curriculum areas include:
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English and Mathematics: Targeted, evidence-based programs designed to strengthen essential literacy and numeracy skills
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Languages: Japanese language instruction is provided from Foundation through to Year 8, supporting students to develop intercultural understanding and communication skills
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Science: A science program fosters curiosity, critical thinking, and inquiry skills across biology, chemistry, physics, and earth sciences. Students benefit from access to well-equipped science laboratories that support practical investigations and hands on learning experiences
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Humanities: Covering history, geography, civics and citizenship, and economics, the humanities curriculum helps students build a deeper understanding of society, culture, and the world around them
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Arts and Technology: Encompassing visual arts, music, food technology, and wood technology, these programs encourage creativity, innovation, and problem-solving skills
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Health and Physical Education: Structured programs promote physical wellbeing, teamwork, leadership, and lifelong healthy habits through a diverse range of sporting activities
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Electives Program (Years 7¿9): A broad, student-centred electives program empowers learners in Years 7 to 9 to pursue their interests and passions while building agency, confidence, and future pathways.
The college is beginning to embed the Department of Education's Victorian Teaching and Learning Model (VTLM 2.0) and utilises Professional Learning Communities (PLCs) to ensure data-informed and differentiated instruction.
Student Wellbeing and Support:
A wellbeing framework supports students' social and emotional development, featuring a wellbeing assistant principal supported by a wellbeing team, mental health practitioner for secondary students, two mental health in primary school (MHIPS) coordinators at each campus (total 1.2) and a defence school mentor assisting families in transition. Programs such as Resilience, Right and Respectful Relationships (RRRR), School Wide Positive Behaviour Support (SWPBS), and restorative practices are integral to promoting a safe and respectful learning environment. Additionally, the college provides:
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Implementation of Disability Inclusion Profiles (DIPs) to support Tier 3 students
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Multi-Tiered Systems of Support (MTSS) to address student needs.
Facilities and Community Engagement:
The College facilities include the following:
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Performing arts centre utilised for school and community events
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Science laboratories and technology rooms
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Music rooms with recording studios
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Well-resourced libraries and flexible learning spaces
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Outdoor areas featuring ovals, basketball courts, shaded playgrounds and turfed play spaces
The college maintains partnerships with local organisations, such as Scouts Victoria, and offers an outside school hours care program through 'Quantin Binnah', accommodating families' needs beyond regular school hours.
Strategic Direction:
Following the 2025 school review, the college is implementing a four-year strategic plan focussing on:
These goals are pursued through continuous professional development, curriculum refinement, and community collaboration.
