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 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.
This position will focus on:
- Demonstrating high-level expertise in literacy teaching and learning practice.
- Modelling exemplary classroom literacy practice including through demonstration lessons and evidence-based instructional strategies.
- Working with the School Leadership Team to develop a shared understanding of highly effective literacy teaching practice.
- Leading and modelling the implementation of whole-school literacy improvement strategies.
- Playing a key role in professional learning, including classroom observation, coaching and feedback.
- Providing evidence-based feedback to teaching staff to improve literacy teaching practice and student outcomes.
- Providing expert advice about literacy instruction, intervention and assessment.
- Mentoring and coaching teachers to embed explicit literacy instruction across all learning areas.
- Modelling exemplary use of literacy assessment data to inform teaching.
- Developing and promoting school-wide professional learning structures through Best Practice.
Responsibilities
- Lead the development, implementation and evaluation of the College's whole-school literacy strategy.
- Work collaboratively with Executive, Leadership Team, KLA Leaders and teaching staff to improve literacy outcomes for all students.
- Build staff capacity through coaching, mentoring and modelling effective literacy teaching.
- Lead professional learning in evidence-based literacy practices.
- Develop and promote consistent whole-school literacy expectations, routines and instructional practices.
- Work with KLA Leaders to ensure literacy is explicitly planned, taught and assessed across all learning areas.
- Analyse literacy data including NAPLAN, PAT, VCE and school-based assessments to inform practice.
- Support teachers to use literacy assessment data to differentiate instruction.
- Model exemplary literacy teaching through demonstration lessons and instructional coaching.
- Develop and coordinate targeted literacy intervention programs.
- Collaborate with Inclusive Education, Wellbeing and Sub Schools to support students with literacy needs.
- Develop literacy resources, assessment tools and intervention materials.
- Promote evidence-informed teaching practices aligned with HITS, HIWS and PCMS.
- Model behaviour which leads to positive and constructive teamwork.
- Promote literacy achievement across the College and wider community.
- Support staff in their teaching practice and professional responsibilities.
- Undertake professional development to assist you in the role of Learning Specialist.
- Take part in meetings as required.
- Coach and mentor staff to improve literacy teaching and learning.
- Initiate programs and community partnerships that raise student achievement and engagement.
- Monitor and evaluate the impact of whole-school literacy initiatives.
Resources
- You will have the support of the Executive and Leadership Team as required.
- Access to Professional Development and other resources as required.
Accountability
- This Learning Specialist position will be contracted for a period of three years and will include a substantial teaching load. During this period, you will contribute to the College's Strategic Plan.
- Your personal performance plan will document processes used to achieve the desired results listed above.
- You will receive support and feedback on your performance at regular intervals.
- Student performance data, Parent Opinion data and Student Attitudes to School data will show improvements.
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
Applications MUST address the specified Selection Criteria. Applicant responses to the Selection Criteria are requested to be a maximum of one page of standard 12-point text per criteria.
Personal and other information should not exceed 3 pages.
Please include your name in the title of your attachment. Please place your name on each page of the application and combine your CV and your application responses into one PDF document.
Applicants should provide contact details of 3 referees, including email and phone numbers.
Position descriptions are reviewed regularly by the Principal and may change, with consultation, to support the school¿s needs and growth.
Start Date is negotiable
- 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.
Swan Hill College is situated within the CBD of the rural city of Swan Hill. In 2025 756 students are enrolled at the College supported by in excess of 100 teaching and non-teaching staff. There is an equal gender balance and the catchment area includes township primary schools, local private schools and outlying primary schools some of which are 60 kilometres or further from the College. A comprehensive bus system services the College and other schools in the township. Some of our students travel for over 2 hours every day to gain access to the College.
The College has continued to work on facilities development to a point where it now boasts some of the best facilities in the State. A 250 seat theatre, modern technology facilities, outstanding library and extensive sporting arenas including stadium are but a few examples. Swan Hill College continues its focus on information technology the addition of a technology hub based in our library which includes VR, 3D printers, laser cutters/engravers and green screen.
The College Leadership Team currently comprises of the Principal, three Assistant Principals, the Business Manager and six Leading Teachers with specific portfolios.
Positive Behaviour Support (PBS) is well embedded across the college. At Swan Hill College we work together to achieve excellence and have high expectations of behaviour to create an environment which promotes individual academic and social growth. A clear set of behavioural expectations are developed around the school values of Respect, Responsibility, High Expectations and Belonging.
The College has a Flexible Learning Options (FLO) campus. This program offers flexible learning opportunities for students who are disengaged or challenged by structured learning in Years 8 to 12. The program is very successful and has given many students the chance to continue their education through various VET subjects, SBATs and VPC. At our FLO campus, we have also continued to work on improving our facilities, which include outdoor learning and sustainability areas.
The FLO campus also boasts its own gymnasium, indoor pool and commercial size kitchen. The students operate the "FLO Campus Coffee Shop" each week and, as part of their barista studies, sell to the college community and public.
At Swan Hill College, we have a focus on the continued development of our teaching through the implementation of our Professional Learning Community. Our work is guided by the high impact teaching strategies and the inquiry cycle with a current focus on questioning and the high reliability literacy teaching procedures.
Our College enjoys considerable parent and community support in our vibrant rural setting. Student engagement, aspirations and welfare are the key focus for the College and wider community.
The College is an accredited performance and development culture school and professional development will be targeted to address these priorities.
The College's Annual Implementation and Strategic Plans are available on our website www.shc.vic.edu.au
