Thank you for your interest in this position. It is expected that as an educational leader at Balwyn High School the person will be committed to their own professional learning and supporting others to sustain a strong performance and development culture. The successful applicant will work closely with the Directors of Pedagogy, English and Literacy, International Relations (EAL) as well as the other appointed Learning Specialists at Balwyn High School.
Applicants are strongly encouraged to read the BHS Strategic Plan 2026-2028, BHS Annual Report and the 2026 Annual Implementation Plan as well as other key documentation on our website: https://www.balwynhs.vic.edu.au/.
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 will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning. They will also 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, and in improving 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.
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;
provide a child safe environment in accordance with the child safe standards;
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 on their practice;
providing evidence-based feedback to teaching staff to inform their effectiveness and development;
providing expert advice about the content, processes and strategies that will shape individual and school professional learning;
supervising and training one or more pre service 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; and
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.
Specifically at Balwyn High School, the Learning Specialist will assume responsibility for the following in conjunction with the Assistant Principal (Teaching and Learning) and the Director of Pedagogy:
to work with the Director of English and Literacy to achieve the goals set in the school-wide Literacy Plan
to collaborate with the Heads of Learning to provide professional learning regarding subject specific literacy skills
to present to staff across various platforms ¿ including Learning Area meetings, Optional PL sessions and whole Staff meetings
to engage in instructional coaching of colleagues identified by the Director of English and Literacy in conjunction with the wider LS team
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
Please Note:
- The specific focus areas for 2027, in line with the school's Strategic and Annual Implementation Plans, will be discussed with the successful applicant following their appointment.
- Participation in the Balwyn High School annual Leadership Team Retreat (6 and 7 November) is expected.
Instructions:
Applicants are free to structure applications in any manner they choose, but must ensure that the following are included:
- A specific response to all of the key selection criteria. It is suggested that applicants limit their response to not more than 5 pages.
- a CV with a summary of experience and qualifications
- the names and contact details of up to three referees who can provide information regarding the applicant in relation to the key selection criteria. The Selection Panel reserves the right to go outside of these referees and will keep the candidate informed throughout.
Applicants are strongly encouraged to read the BHS Strategic Plan 2026-2028, BHS Annual Report and the 2026 Annual Implementation Plan as well as other key documentation on our website: https://www.balwynhs.vic.edu.au/.
TIMELINE
The timeline for the selection process is:
Position advertised: Thursday 27 August 2026
Applications Due: Wednesday 9 September 2026
Interviews: Last week of Term 3 TBC
Further details are available from:
Deborah Harman, Principal
[email protected]
Ph: 03 9819 7911
or
Laura Burgess-Mckinnon, HR Manager
[email protected]
Ph: 03 9819 7911
- 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.
