Learning Specialist - Domain Leader Science

Job posted: 03/08/2022
Applications close: 16/08/2022 (Midnight)
7 days remaining

7 days remaining

Job Description

Location: Melbourne | Southern Metropolitan

Job type: Full time / From 27/01/2023 - 26/01/2026

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Education and Training

Reference: 1288971

Reference: 1288971

Occupation: Education and Training

Salary Range: Salary not specified

Work location: Melbourne | Southern Metropolitan

Selection Criteria

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.


The Learning Specialists - Domain Leader role is a significant leadership position within the college and is responsible for ensuring effective Teaching practice is embedded across their Domain and the whole College. Working closely with the principal class team the role includes but is not limited to:

  • Demonstrating high-level expertise in teaching and learning practice within the Domain
  • 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 Teams
  • 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
  • These positions are responsible for leading the college's Domains and whole school literacy and numeracy improvement strategy.


As Domain Leader you will also be responsible for overseeing;

  • the domain’s Performance & Development Plans as part of the overall College Leadership Team.
  • the teaching teams in the design, documentation and evaluation of appropriate courses of study.
  • the teaching teams to ensure courses of study include appropriate learning activities and assessment tasks that cover one or more domains of The Victorian Curriculum Interdisciplinary and/or Physical, Personal and Social strands.
  • the teaching to ensure each team develops processes for identifying,
  • recording and disseminating information on student learning differences and develop appropriate strategies to address these.
  • the teaching teams to ensure effective delivery of courses and units within the Learning Area.
  • the teaching teams with regards to the documentation of curriculum using the Understanding by Design format, google drives, sites and classrooms for the storage and delivery of curriculum.
  • And monitoring the operation of assessment and reporting strategies appropriate to the Domain in consultation with the Assistant Principal – Teaching and Learning.
  • Other duties educational duties as directed by the Principal.

Who May Apply

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.

EEO AND OHS Commitment

The Department of Education and Training 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.

Child Safe Standards

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.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.

Vaccination Requirement

For positions in special settings, a person is not eligible for employment unless they meet the vaccination requirements on commencement in the position.

Location Profile

Cheltenham Secondary College is well reflected in the statement: "Tradition and excellence in a caring, disciplined environment."  

Founded in 1959, Cheltenham Secondary College is a single campus, Year 7 to 12 coeducational college of approximately 900 students. The College motto is 'Health and Learning'. The College is committed to providing comprehensive, relevant and challenging programs that enable all students to work towards achieving their potential and to be responsible and contributing citizens to their community, Australia and the World.  We provide balanced and relevant education in an encouraging and nurturing way.  


The College’s values are Personal Best, Sense of Community, Respect and Responsibility. These values guide us in everything we do from personal growth and responsibility, inclusion and social justice, lifelong learning (to learn, to know, to be and to live together), experiential learning and eLearning.

How do we define or display these values?

  • Development of personal excellence and willingness to participate is encouraged and acknowledged. 
  • By maintaining traditional values linked to the dress code/uniform, strong discipline and a supportive welfare structure.
  • As a unified environment, we advocate honesty, loyalty, courtesy, consideration for all, tolerance and respect for one another.  
  • By fostering a sense of pride in self and a willingness to excel, which in turn encourages team spirit.


The College is bordered by a residential area, a light industrial zone and a large shopping complex (Westfield Southland), with both Monash University and Holmesglen TAFE Moorabbin Campus in close proximity. The College is well serviced by public transport, including bus services and the Cheltenham, Southland and Moorabbin railway stations.

Many enrolments are from outside the College's designated zone. During the last few years, student enrolments have stabilised at around 900. Enrolments also include a cohort of overseas fee paying students, thus adding further to the multicultural nature of the College. Enrolments of boys exceed enrolments of girls at most year levels. The Student Family Occupation Index is reducing slightly.  


Cheltenham Secondary College has a dedicated staff who are committed to the best outcomes for students, who support the ethos of the College and are approachable and receptive. There is low turnover of staff.


Students are grouped horizontally in year levels and managed in three sub-schools: Junior (years 7 and 8), Middle (years 9 and 10) and Senior (years 11 and 12) Schools. The College also runs an Intermediate and a Senior VCAL program.  The Year 12 pass rate is very high and the vast majority of students go on to tertiary study.

The College provides a common and comprehensive program of cross and cocurricular activities to all students across all year levels.  Each sub-school is led by a Director and four Coordinators.

As students move through the school, the opportunities available to sub-school curriculums are:

                Middle School

                Years 9 and 10:

  • Students are provided with the common core curriculum, but are also able to choose elective subjects in their chosen areas, leading to their final choices of a Senior School program that provides them with academic, vocational and traineeship post-secondary needs.

Year 10:

  • Students undertake work placement.
  • Some students take up apprenticeships, traineeships or transfer to a senior campus college after year 10.
  • Students are able to participate in Vocational Education and Training (VETis), in University Enhancement programs.

Senior School

Year 11:

  • Year 11 students undertake work placement.

Years 11 and 12:

  • Students have the option to continue their academic pathway through the VCE and VCE VM programs.
  • Students are able to participate in Vocational Education and Training (VETis), in University Enhancement programs.
  • A significant number of students study a Language other than English (LOTE) outside normal school hours with external providers.


Additional Student Opportunities

  • An extensive cocurricular activities program exists which allows students to develop their talents outside of the classroom.
  • The College takes a very high profile in inter-school competitions (especially sport and debating), has an extensive instrumental music program, a Year 12 Leaders program, a Student Representative Council, Form Captains and an invaluable peer support program.  
  • The Avenues, a sister school interstate exchange program which expands the opportunities for students and focuses on competitive and cooperative programs in sport, culture and the arts.  

Cheltenham Secondary College Community

  • Parents and Friends: The College welcomes and actively encourages parent participation in their children's schooling through the College Council and its range of subcommittees and the Parents and Friends Association.
  • Local Council, Sporting Groups and other key broader community groups: City of Kingston, Kingston and Districts Netball Association, the Local Learning and Employment Network (LLEN), various Rotary Clubs, RSL and welfare organisations.  
Learning Specialist - Domain Leader Science

Job type:

Full time / From 27/01/2023 - 26/01/2026

Job classification:

Not provided


Karl Russell | 03 9555 5955

Learning Specialist - Domain Leader Science