Mount Clear College is a co-educational Years 7¿12 school nestled in a beautiful bush setting adjoining the Woowookarung Regional Park, just six minutes from the heart of Ballarat. Although student enrolments are approximately 1,000,   our focus it to combine the caring, student-centred approach of a small school with the philosophy of providing high-quality educational opportunities, stimulating and challenging every student to achieve personal excellence in their chosen pathways.

Our highly experienced and dedicated staff promote quality education where learning is at the centre of all we do. We are recognised for our strong, positive culture and are proud recipients of the Silver Award for School-Wide Positive Behaviour Support. Guided by the FISO framework, we embed wellbeing and academic achievement together, creating a thriving and positive school community.

Mount Clear College is a great place to work and learn, offering incredible opportunities for students and staff. We are a culturally diverse school with sister school partnerships in Vietnam, Finland, China, Japan, and Turkey. Our purpose-built Language Centre supports global learning and connections.

Students thrive in the many opportunities on offer outside the classroom, including the Sport  and Outdoor Education programs, and our outstanding and widely renowned Performing Arts program, providing students with multiple opportunities to shine. There are multiple international experiences available to students and staff as part of our broad curriculum. 

In our constantly evolving world, we are an innovative school that embraces new technologies, prioritises digital literacy, and equips students with the skills needed for an ever-changing future.

The College is home to one of only six specialist STEM centres in Victoria, providing students with cutting-edge facilities and unique opportunities in science, technology, engineering, and mathematics.

Mount Clear College is committed to inclusivity, ensuring that students of all abilities are supported to thrive. We also proudly acknowledge and celebrate our First Nations programs, embedding respect, culture, and reconciliation as part of our learning community.

We value student and staff voice, alongside strong leadership opportunities, ensuring all members of our community have meaningful input into shaping their learning and workplace journey.

When preparing your application, please address the selection criteria in relation to the role and responsibilities described in this vacancy.

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.

This Learning Specialist role provides instructional leadership to strengthen teacher practice, enhance student engagement, and build a strong culture of learning at Mount Clear College.

This role places learning at the centre of all decision-making, with a relentless focus on improving student outcomes through high-quality teaching, consistent engagement practices, and a strong professional learning culture.

The role combines implementation of VTLM2.0 and Victorian Curriculum 2.0, direct coaching of teachers, leadership of professional learning, and identification and sharing of best practice to ensure that every student is supported, challenged, and engaged in their learning within a safe and inclusive environment.

Role

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.

• Support staff in effectively implementing the Victorian Curriculum 2.0 and the Victorian Teaching and Learning Model 2.0, ensuring curriculum, pedagogy, and assessment are aligned. Promote consistent use of High-Impact Teaching Strategies (HITS) and High-Impact Wellbeing Strategies (HIWS).
• Develop staff understanding in the science of learning and how it informs practice.
• Provide instructional coaching, modelling, and mentoring to build teacher capacity. Facilitate collaborative and co-planning opportunities that support cohort-specific pedagogical approaches. Champion explicit teaching and reflective practice to strengthen collective efficacy and drive continuous improvement.
• Develop staff capacity to proactively identify, document, and share examples of best practice emerging from classrooms. Facilitate professional dialogue and reflection through:
• Monitoring Engagement through SWPBS & Routines - embedding of School-Wide Positive Behaviour Support (SWPBS) strategies, Positive Classroom Management Strategies (PCMS) and consistent routines for learning that foster positive transitions, supportive classrooms, and strong student engagement.
• Data-Informed Instructional Practice ¿ to guide staff in analysing student learning data (Compass, PAT, NAPLAN, NCCD and other sources) to identify student and cohort learning needs. Support the use of data to inform planning, differentiation, and targeted interventions.
• Building Professional Culture - Contribute to a professional culture of collaboration, trust, and accountability. Build staff capacity through coaching, feedback, and opportunities for professional growth, maintaining a strong focus on improving student learning and wellbeing.
• Lead initiatives that strengthen a whole-school learning culture based on the college values of Care, Commitment, Respect, and Responsibility. Model exemplary practice and support staff to embed consistent student engagement and wellbeing strategies that foster inclusion and achievement.
• Lead and contribute to staff professional development in learning and well-being.
• Lead the implementation of Multiple Tiers of Student Support (MTSS).
• Provide specialist recommendations as a part of the DIP process through observations.
• Other duties as directed by the Principal, including those in response to emerging needs and priorities in the school.

Responsibilities of all Learning Specialists

• Exemplify the vision, values, and direction of the school with high expectations to inspire students and staff by always demonstrating a passion for learning and wellbeing.
• Demonstrate exemplary ethical behaviour and exercise informed judgements in all professional dealings with students, colleagues, and the community.
• Lead the implementation of whole-school improvement, including the Victorian Teaching and Learning Model (VTLM 2.0), Victorian Curriculum 2.0, HITS, HIWS, SWPBS, RRRR and Positive Classroom Management Strategies (PCMS).
• Support and lead teams to collaboratively facilitate team-based professional learning that involves engaging with research, evidence, and data, intentionally practising strategies in classrooms, and reflecting on impact.
• Exhibit at all times exemplary classroom practices, mentor and/or coach teachers, and provide focused feedback to teachers.
• Lead in the implementation of AIP goals in collaboration with their relevant AP and other College Executive team members. 
• Lead and contribute to staff induction and mentoring programs, ensuring new and returning teachers are supported to embed VTLM 2.0, inclusive classroom practices from the outset, and literacy/numeracy strategies.

Responsibilities

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:

• 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.

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.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au

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

Enquiries regarding the position can be directed to the Principal, Jenny Bromley on 0408 652 ***. Applications must include: 
1. A specific response to all the key selection criteria 
2. A CV including the names of three referees and contact numbers should be included in the application 
3. Applications must be submitted, AS ONE DOCUMENT, via Recruitment Online.

• 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 a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.