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:
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Foundation - Year 4: Redan Campus
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Years 5 - 6: Sebastopol Campus
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Years 7 - 10: Sebastopol Campus
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Years 11 - 12: Sebastopol Campus
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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.
SC1 - Curriculum Knowledge and Teaching Practice
Expert knowledge of the Victorian Curriculum especially as it relates to the senior years. Demonstrated ability to model exemplary teaching practice that improves student learning, including explicit literacy and numeracy instruction across the curriculum and implementation of school priorities.
SC2 - High Impact Teaching and Learning Growth
Expertise in modelling responsive teaching that respond to diverse learner needs. Ability to support teachers to evaluate the impact of their practice on student learning growth, engagement and achievement.
SC3 - Assessment, Data and Feedback
Ability to model effective assessment and monitoring of student learning. Capacity to support staff to use data to inform teaching and provide meaningful feedback to students and families that improves learning outcomes.
SC4 - Collaboration and Coaching
Highly developed interpersonal and communication skills with the ability to build collaborative relationships across staff, students and families. Capacity to support student learning and wellbeing through coaching and contribution to professional learning communities.
SC5 - Professional Practice and Capability Building
Ability to model professional behaviours aligned with Department values. Capacity to support reflective practice and lead school-based professional learning to improve teaching quality and student outcomes
Role
The Learning Specialist is an instructional leader and expert classroom practitioner who builds teacher capability to improve student learning, engagement and wellbeing in the Senior Years.
Working within a School Improvement Team and under the direction of the Assistant Principal ¿ Senior School, the Learning Specialist plays a key role in strengthening teaching practice, assessment consistency and student outcomes, with a strong focus on academic excellence and successful student pathways.
The role contributes to whole-school improvement through coaching, collaboration and evidence-based practice aligned to PLC processes and College priorities.
Key Responsibilities
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Lead and strengthen the College's Professional Learning Communities (PLCs) with a focus on Responsive Teaching and improved student learning outcomes
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Support the implementation, compliance and continuous improvement of senior secondary programs (VCE, VM and VET), ensuring consistency with VCAA requirements
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Build teacher capability in high-impact teaching, assessment and moderation practices to improve student learning growth, engagement and achievement
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Use data and evidence (including VASS, SAC and cohort data) to identify learning needs and support targeted teaching, intervention and extension
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Support the development of effective student learning strategies, including study skills, revision practices, tutoring and study centre engagement
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Strengthen communication and collaboration between students, staff and families to support learning, wellbeing and pathway readiness
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Develop and maintain partnerships with external providers (universities, TAFE and industry) to broaden student pathways and aspirations
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Contribute to the design and implementation of programs that support senior student success, including mentoring, MIPS and exam preparation
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Work collaboratively with leadership to strengthen consistent professional practice and collective teacher efficacy through agreed College protocols
Learning Specialist - Practice Expectations
The Learning Specialist will:
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Model high-impact teaching and assessment practice through open classrooms, observation and feedback
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Identify and support high-achieving students through targeted extension and individual learning plans where appropriate
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Support the effective implementation of assessment, reporting and VASS processes
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Contribute to student engagement and wellbeing through participation in student support processes and interventions
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Work collaboratively with other Learning Specialists and Leading Teachers to build a Community of Practice focused on improving teaching and learning
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Contribute to the implementation of the College's staff performance and development processes (PDP)
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Support consistent implementation of student support structures in collaboration with Middle Years Learning Specialists
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Undertake other duties as delegated by the Principal
Key Improvement Focus
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Improved senior student learning growth, achievement and completion outcomes
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Strengthened teacher practice through PLCs, coaching and moderation
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Increased academic excellence, engagement and wellbeing outcomes for senior students
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Improved collaboration and collective teacher efficacy across teams
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Enhanced student pathways, aspiration and post-school transition outcomes
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:
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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
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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.
