Curriculum Learning Specialist Curriculum starting 2026

Department of Education Victoria – Truganina VIC 14d ago, from Department of Education & Training Victoria We have an exciting opportunity to join a supportive leadership team. Are you someone with a strong work ethic, a great sense of humour, and a passion for working as part of a team? Do you approach challenges with a mindset of learning and adaptability? At our school, we believe in leadership through listening and the power of flexibility. If you’re ready to contribute your skills in a dynamic, open‑minded environment, we want to hear from you. Welcome to Garrang Wilam Primary School, an exciting new school that opened in 2021, located in Truganina. Garrang Wilam (pronounced: gar‑rang wil‑um) is taken from the Woi‑wurrung language, as spoken by the Wurundjeri people, and means “eucalyptus home”. Our logo means elders and students focused together, and encourages us to “dream big”. Position Overview The Learning Specialist position involves a combination of classroom teaching and an increased level of non‑face‑to‑face teaching time. You will join an existing School Improvement Team which includes Assistant Principals and a number of other Learning Specialists, supporting teams of teachers through coaching and mentoring. Primary Purpose Our learning specialist team models and drives high‑quality teaching and learning programs that support our students and staff. Your role within the leadership team will be to ensure that our students have access to a rich, engaging and safe environment. School Improvement Collaborate with the Principal & Class team to set, monitor and evaluate SSP & AIP targets Support implementation of major curriculum initiatives driven by data analysis to improve literacy & numeracy across the school Support implementation of wellbeing initiatives such as SWPBS, Disability Inclusion, RR, backed by data Lead the implementation of the Garrang Wilam Instructional Model & FISO Inquiry Cycle, including supporting PLC leaders in guiding PLCs Monitor and manage area budgets to ensure teachers and students have adequate resources Drive a culture of trust, quality relationships and individual & collective accountability Teaching and Learning Support in the development and review of all major scope and sequence documents, learning sequences and assessment schedules Provide professional learning and collegial support by building the capacity of others, including mentoring, modelling, coaching and effective feedback in one‑to‑one and group settings Demonstrate high‑level expertise in teaching and learning practice, actively participating in Professional Learning Communities Employ high‑level coaching practices to improve teacher capacity and outcomes Develop the school's vision and implementation of VTLM 2.0 and VC 2.0, through research and learning within the curriculum leaders team, to ensure an agreed approach to best practice and high‑quality teaching Vision Our students excel in the vibrant, positive and connected community we create together. Mission We invite all students to come and learn, to belong and work collaboratively in their pursuit of learning. Our people are invested in deliberate practice to create a community that truly makes a difference. Our community will develop over time through shared experiences and an aligned focus on what matters: learning. Values Together Focus Strength Lead Key Goals & Imperatives Our goals include setting expectations and promoting inclusion. Our imperatives are organisational capacity and capability, and a consistent teaching and learning framework. Metrics Student achievement, voice, goal development and wellbeing outcomes Parent opinion and contribution School Environment & Learning Spaces The school includes an administration building, four learning neighbourhoods (including portable and permanent buildings), a gymnasium complex, outdoor courts and sports fields. The administration building houses a large library, first aid facilities, visual arts space, science/technology space and the Culinary Haven. The gymnasium offers a full‑size basketball/netball court, tiered seating and a music facility. Teaching spaces foster peer‑to‑peer learning and high student voice. Extensive outdoor spaces include hard courts, an oval, an outdoor stage, nature play and an agility playground. Contact For more information please see our website Contact the Principal, Carly Corr at 7301 7000 or at **********@education.vic.gov.au. Selection Criteria SC1: Demonstrated expert knowledge of the relevant curriculum, ability to model exemplary teaching practice, including literacy and numeracy, and implement school priorities. SC2: Expertise in high‑impact teaching strategies responding to student learning needs, ability to support teachers in evaluating learning outcomes. SC3: Ability to model monitoring and assessment of student learning; support use of data for teaching practice; provide feedback to students and parents. SC4: Exemplary interpersonal and communication skills; ability to engage collaboratively with students, colleagues, parents and the broader community. SC5: Consistent behaviour and attitudes aligned with Department values; support others to reflect on their practice and facilitate professional learning. Role of Learning Specialist Learning Specialists are highly skilled classroom practitioners who spend the majority of their time delivering high‑quality teaching. They provide teaching demonstration lessons, observation and feedback, and facilitate school‑based professional learning. The role models excellence in teaching and supports teachers to improve the effectiveness of their practice. Responsibilities Demonstrate high‑level expertise in teaching and learning practice Model exemplary classroom practice, including teaching demonstration lessons Collaborate with the school leadership team to develop a shared view of highly effective teacher practice Lead implementation of whole‑school improvement strategies related to curriculum planning and delivery Provide professional learning, including observation protocols and feedback for teacher practice and peer collaboration Use evidence‑based feedback to inform teacher effectiveness and development Advise on context, processes and strategies shaping professional learning Supervise and train student teachers; mentor and/or coach teachers Use student data to inform teaching approaches Develop and promote school‑wide professional learning structures through PLPs and PLCs Who May Apply Teachers currently registered or eligible for registration with the Victorian Institute of Teaching, and qualified to teach the specified curriculum areas. Diversity and Inclusion The Department is committed to diversity and inclusion, valuing all forms—culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply. The Department promotes flexible work and reasonable adjustments for staff with disability. Child Safe Standards Victorian government schools are child‑safe environments. All staff are committed to protecting students from abuse or harm in accordance with child safe standards. For details, see Department Values The Department’s core values are Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. For more information, see Other Information All staff have access to a broad range of employment conditions and working arrangements. Appointment is subject to satisfactory pre‑employment checks. A probationary period may apply during the first year, with induction and support programs provided. Detailed terms and conditions are available on the Department’s Human Resources website. Conditions of Employment All staff have access to a broad range of employment conditions and work arrangements. Appointment subject to satisfactory pre‑employment checks. Probationary period may apply during the first year, with induction and support programs provided. Detailed terms and conditions are available at the Department’s Human Resources website. Qualification Requirements Provisional or full registration approved by the Victorian Institute of Teaching; and If completed a postgraduate level initial teaching program or course of study on or after 1 January 2024, must prove completion of an accredited programme; and Graduates from a Victorian ITE program after 1 July 2016 must also demonstrate LANTITE requirements. #J-18808-Ljbffr