Learning Specialist: Numeracy Leader

Job posted: 10/03/2023
Applications close: 23/03/2023 (Midnight)
4 days remaining

4 days remaining

Job Description

Location: Melbourne | Western Metropolitan

Job type: Full time / From 24/04/2023 - 28/01/2026

Organisation: Education and Training

Salary: Salary not specified

Occupation: Education and Training

Reference: 1336173

Reference: 1336173

Occupation: Education and Training

Salary Range: Salary not specified

Work location: Melbourne | Western 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.


All Learning Specialists at Taylors Lakes Secondary College are instructional leaders responsible for the professional growth of all staff and for the growth and achievement of all students. They are highly skilled classroom practitioners and undertake roles commensurate with their salary range.   They work with staff both in and out of the classroom to build their capacity to consistently apply the College’s Curriculum, Instruction and Assessment and Wellbeing models. They engage with the wider system, looking outside of the school for best practice as they design and implement initiatives to meet the goals of the College Strategic Plan. Our Learning Specialists set high expectations for themselves as they do for all staff and students at the College and are committed to their own ongoing professional growth. 

The Numeracy Leader is responsible for implementing a teacher professional learning and coaching program to build teacher capacity to measure and identify the numeracy needs of their students and embed explicit strategies in their classrooms to support the growth of all students, in line with the College Curriculum, Instruction and Assessment Framework and DET priorities. It is expected that the Numeracy Leader will work collaboratively and ensure they also personally model the qualities of a good learner. The Numeracy Leader will work as a member of the Curriculum and Instruction Team (CIT) with the Curriculum and Assessment Leader and the Instructional Practice Leaders. They will also liaise with the Sub-School Leaders to provide the key numeracy data needed to identify students at risks and to support pathways planning as students move through the College. Over the period of the appointment the focus may need to change in line with emerging priorities and data trends. The Numeracy Leader will be expected to support the practice of teachers, through peer observations, team teaching, coaching, and learning walks. The role statement below outlines the key focus areas and accountabilities as well as the more generic responsibilities associated with the position.


Key Focus Area:  Building Staff Capacity 

  • To support the implementation of the College’s Learner Model with the Leadership Team 
  • To ensure that all have access to the performance data and numeracy strategies and support them to build their capacity to improve the growth and achievement of every student 
  • To lead, in consultation with the Instructional Practice Leaders, a consistent coaching program for all teachers to access in improving instructional practices and student outcomes by working within other teachers’ classrooms and modelling their own high quality teaching practices in their own classes for teachers to observe 
  • To manage, document and evaluate numeracy improvement strategies and programs (e.g., Middle Years Literacy and Numeracy Support (MYLNS) and Group Numeracy Support (GNS) within the College, in response to the needs identified in PAT and NAPLAN data and embedded in research of best practice 
  • To develop, implement and document the numeracy instruction component as part of the induction program for all new staff 
  • To promote the importance of numeracy through enhancing the visibility of numeracy and numeracy practices in classrooms and across both the College and College Community 
  • To be responsible for the overview of students in any Numeracy Support Programs, and other intervention programs, including the identification of students requiring assessment and the monitoring of their progress

Key Focus Area:  Collection and use of student achievement and growth data 

  • To coordinate, in conjunction with the Literacy Leader, the development and implementation of the PAT and NAPLAN testing schedule ensuring that all relevant data is uploaded to Compass in a timely manner 
  • To ensure all new students to the College are PAT tested and that any data gathered is communicated to the relevant members of the College, including the Sub-School and any relevant programs such as Inclusion, VHAP, LEAP, etc.  
  • To provide an overview of key data sets to the leadership team and other groups within the College, including relevant transition data 
  • To compile key data to support the College’s Course Planning process to assist course advisors to support students and their families to make informed decisions about student pathways through and beyond the College 
  • To improve student learning through liaison with: 
  • Principal Class and Sub-School Leaders in development and implementation of strategies to enhance student engagement in their learning 
  • Instructional Practice Leaders to ensure integration of numeracy strategies across all Learning Areas 
  • Curriculum and Assessment Leader in development and implementation of strategies to enhance literacy across the College 
  • Learning Area Leaders to ensure high impact teaching strategies are implemented and practiced across learning areas  
  • Time Allowance, Special Payment and Organisational Duties position holders in curriculum and instruction related areas 
  • Other stakeholders, groups, and critical friends beyond the College 

Primary Accountabilities: 

  • The Numeracy Leader will be required to carry out the responsibilities as outlined in the key areas above, and to take responsibility for progress towards accountability targets with specific reference to: 
  • Student achievement data 
  • VCE data 
  • Student Attitudes to School data 
  • Pivot Student Perception data  
  • To support the implementation of key student learning improvement strategies within the annual implementation plan after consideration of progress towards completion of the strategic plan, relevant school data and school, network, and system priorities 
  • To celebrate and showcase the success of both students and staff 
  • To participate in the Leadership Team, Curriculum Team and Coaching Team meetings as required and to work with Principal Class members 
    In recognition of the importance of exemplary teaching practice for improved student learning outcomes, the key roles Learning Specialists are expected to undertake at Taylors Lakes Secondary College include:  
  • To be participate and be highly active within the coaching program at the College 
  • To contribute to the implementation of a whole-school approach to promoting a performance and development culture that supports quality teaching with the aim of improved student learning outcomes 
  • To communicate regularly with the Leadership Committee, school community and College Council through newsletters, electronically and other means on initiatives, events, and achievement within the area of responsibility 
  • To provide teachers with models of high-quality practice in relation to student achievement and engagement for teachers generally and leaders specifically 
  • To use and monitor usage of the school’s electronic management system for recording and retrieval of information relevant to the position 
  • To model an atmosphere of collegiate support and ensure that positive recognition is made of staff achievement in appropriate forums and publications 
  • To ensure the implementation and monitoring of Occupational Health and Safety issues in the school and particularly in the area of responsibility, including ensuring that any new staff to the program undergo an appropriate induction program. 

 Time Allowance: 3 periods per week

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

Other Information

Please ensure that your application includes:

  • A resume including relevant experience as well as personal details (name, email address and contact numbers: mobile/business/home)
  • A section addressing the selection criteria (no more than 8 A4 pages)
  • Names and contact information (phone and email address) of three referees who are able to attest to the claims made in your application

Please note that the selection panel may seek additional referees beyond those you name.  Consistent with our school policy, should we do this we shall advise you that we have done so.

Prospective candidates can book in for a college tour on request. Please contact Jackie Scodella to book in at jackie.scodella@educaiton.vic.gov.au  

Jackie will also be able to send you a draft of the College’s new Strategic Plan as well as information on the Learner Model and CIA Framework.

For any further enquiries regarding this position, prospective applicants may also contact Jackie Scodella at the email address above or the College Principal, Danny Dedes, on 9390 3130 or at danny.dedes@education.vic.gov.au


Conditions of Employment

  • 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.

Location Profile

Taylors Lakes Secondary College commenced classes in 1992. The 2023 enrolment is expected to be at approximately 1360 students across years 7-12. The College is single campus and is situated on approximately 8 hectares, adjacent to Taylors Lakes Primary School and the Taylors Lakes Recreation Club. The school is located approximately 22 km north west of Melbourne G.P.O. The College is part of a multi-cultural community. There is a small percentage of students born overseas, however many parents of students were born in countries where English is not the main language.

During 2021, we completed our School Review. Our Strategic Plan for the period 2022-2025 has been developed, and the major strategic directions continue to focus on student achievement, student engagement and connectedness and student health and wellbeing. Curriculum and assessment development, together with effective instruction and feedback is a crucial element to further drive improvement and the College has begun implementing a whole school model to support these strategies including a major focus on differentiation and student voice and agency and a culture embedded with academic rigour and growth, effort and high expectations.

As part of this model, there will be an ongoing focus on improvement in student literacy and numeracy and VCE. Our Learning Enhancement and Advancement Program (LEAP) is now operating in its ninth year.  We continue to place continued emphasis on student connectedness to school, particularly looking at attendance, development of student management procedures and the provision of a broad range of student wellbeing and pathways options for students. Digital (BYOD) learning is embedded across the college using netbook computers, accompanied by an expectation of teachers that they will use ICT to enhance teaching and student learning. Our leadership profile is designed to support the accountability framework associated with the Strategic Plan. Accountabilities of Leading Teachers and Learning Specialists within their roles align closely to key improvement foci within the Strategic Plan and Annual Improvement Plans.

The College is committed to a common documented curriculum, based on teachers planning and evaluating together. There is a history of curriculum innovation and a strong culture of promoting and expecting professional learning to enhance student-learning outcomes. Professional Learning Teams support the building of staff capacity. Teacher coaches work alongside other teachers and we have developed a flexible learning centre (the SPACE) where teachers work together in developing and sharing innovative approaches to teaching and learning at Years 7 and 8, particularly, but not limited to English and Mathematics.

Our assessment and reporting policy is consistent across all learning areas. A continuous reporting model is utilised whereby parents receive progress reports every 6 weeks across the semester as well as an end of semester report. In addition to assessing students against the Victorian Curriculum standards, graded assessment tasks are set in all subjects. A Learning Support Program has targeted students experiencing literacy and numeracy deficits. This operates at both an individual and group level, depending on the work to be done. There is a strongly supported Inclusive Program for students with disabilities and access to psychologists, social workers from DET and allied health staff from other agencies.

The co-curricular program is strong across the College with many camps (subject and level based) operating at different levels. There is a strong instrumental music and dance program that utilises the Performing Arts facility as well a strong Football Academy incorporating both AFL and Soccer. The Interschool Sport program is both diverse and comprehensive. An extensive student leadership program operates at all levels along with a school production and a large lunchtime activities program. Applied learning programs have commenced and will be a continued focus over the next few years. Afterschool homework clubs (VCE and Junior) attract high participation. The College has exchange programs with sister schools in Japan and Italy which sees wide College community involvement.

Teachers are central to the provision of a high-quality education. Good quality teaching programs are supported by the provision of quality education support staff. The College recognises it has a responsibility to induct, support, motivate and resource staff at a high level. The College maintains a very strong commitment to the professional development of all staff, as evidenced by the financial commitment within the budget as well as support and encouragement given to staff to undertake professional learning. Staff who teach at Taylors Lakes Secondary College are required to participate in the performance development process as set by the department. This involves a commitment to further develop teaching strategies with a view to continued improvement in student learning outcomes. All staff are expected to be computer literate and to enhance learning technology in their teaching or other duties. Teachers are expected to support the BYOD learning program in their teaching, use their notebook within their classrooms both onsite and online and commitment to ongoing professional learning. All staff will be expected to use the school nominated fully integrated electronic communication and management package (Compass).

The College has been in a position over the last 10 years to complete a range of building projects over the last 10 years, including upgrades to the administration area, staff facilities, and computer service centre. Our Perming Arts area has been expanded with additional instrumental music teaching and facilities as well as a major upgrade to our food technology area. Our school grounds continue to be developed with landscaping, student seating and shade areas as well as an upgrade to all student toilets and change rooms. In 2022, the college had an upgrade to its sporting facilities, including the gymnasium, hardcourts, futsal courts, oval and surrounding areas.


Learning Specialist: Numeracy Leader

Job type:

Full time / From 24/04/2023 - 28/01/2026

Job classification:

Not provided


Jackie Scodella | 9390 3130

Learning Specialist: Numeracy Leader