Learning Specialist - Data, Reporting & Digital Platforms

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.

Responsibilities

The role of Learning Specialist - Data, Reporting and Digital Platforms is to ensure that accurate, timely and meaningful data is collected, managed and made visible to appropriate leaders and staff to inform school improvement decision-making for student learning outcomes. Alongside this, the role leads the college's digital platforms strategy, driving the integration and effective use of technology systems to increase staff capability, and increase engagement for students, families and the broader community.

This leader will demonstrate exceptional organisational skills and a proactive, solutions-focused approach to both data management and digital innovation. They will be a key driver of the college's transition to an integrated suite of platforms - including Toddle (LMS), Compass (SiS), and school AI tools - ensuring these systems work coherently together in support of the college's strategic priorities.

 

Role-Specific Responsibilities

Data Collection & Reporting

• Coordinate the organisation and management of whole-school improvement data including NAPLAN, PAT, VCE, AtoSS and attendance data.
• Develop and maintain whole-school data dashboards and performance reports through Panorama, ensuring systems support monitoring of progress towards AIP and SSP targets.
• Make data visible and accessible to appropriate stakeholders (including Principal Class, SALs and Domain Leaders) in a timely and usable format to support data-informed decision making.
• In conjunction with the Principal Team, collect and compile accurate data from the Attitudes to School Survey (AtoSS) and Staff Opinion Survey (SSS), and distribute this to relevant leaders.
• Manage the college assessment and reporting calendar, coordinating and overseeing the administration of progress reports, semester reports and assessment timelines across the college in liaison with the Leader of Learning and Teaching, ensuring consistency and quality in reporting practices.
• Liaise with the Leader of Learning and Teaching and Domain Leaders to ensure data is provided in a format that supports curriculum planning and improvement decisions
• Build staff capacity to interpret and act on data, providing targeted support and professional learning to embed data-informed practice across teams.
• Provide updates to college council on data and reporting matters when appropriate.

 

Digital Platforms Strategy

• Lead the development and implementation of a whole-college digital platforms strategy that integrates systems to reduce work duplication and improve curriculum quality
• Lead the development and implementation of Toddle as the college's Learning Management System (LMS), including onboarding staff, building internal capability, and managing the ongoing rollout
• Work with the ICT Manager to manage and maintain Compass as the college's Student Information System, ensuring accurate and consistent use across the college community
• Lead the strategic development of the college's approach to Artificial Intelligence, including building staff capability, developing college AI policies and usage guidelines, and identifying opportunities for AI to increase staff capability
• Identify and lead the integration of digital platforms across the college suite to ensure systems communicate effectively and data is not duplicated across platforms
• Drive the use of digital platforms to increase student and community engagement, including parent-facing communication and student-facing learning tools
• Build staff capacity to effectively and confidently use college digital platforms through professional learning, induction and ongoing support
• Maintain awareness of emerging educational technology and make recommendations to the Principal Class on platform development and investment
• Work collaboratively with the ICT Manager to ensure platform strategy and technical implementation are aligned
• Develop and manage an annual budget in accordance with college financial processes

 

General Leadership Responsibilities

• Use College policies, systems and processes to respond to minor and major behaviours, and wellbeing behaviours of concern
• Perform other duties as may be required by the Principal or Assistant Principals

Link to the SPP and AIP

• Embed a culture of high expectations across the whole college community
• Strengthen the instructional model to ensure precision in teacher practice
• Develop and implement a guaranteed and viable skills-based curriculum
• Build teacher capacity to effectively use data, a range of assessment and feedback strategies
• Strengthen the implementation of the tiered approach to inclusive education
• Embed the SWPBS Framework

 

Key Performance Indicators

Data & Reporting

• All whole-school data sets (NAPLAN, PAT, VCE, AtoSS, SSS, attendance) are collected, organised and distributed to relevant stakeholders within agreed timelines each year
• College data dashboards are developed and maintained, enabling Principal Class and Leading Teachers to monitor SSP targets in real time

 

Digital Platforms

• Toddle (LMS) is successfully launched and embedded across the college, with measurable staff adoption and student engagement, in line with agreed implementation timelines
• A documented digital platforms integration strategy is developed and endorsed by the Principal Class
• College AI tools and usage policy is developed and endorsed by the Principal Class

 

SSP Targets (shared)

• By 2027, increase the percentage of positive responses on AtoSS Years 7¿12 for: Stimulated learning from 43% (2022) to 48%; Effective teaching time from 53% (2022) to 58%; High expectations for success from 62% (2022) to 67%
• By 2027, increase the percentage of positive responses in SSS for: Monitor effectiveness using data from 52% (2022) to 57%; Understand formative assessment from 52% (2022) to 58%
• By 2027, decrease the percentage of students with 30 or more days absence from 32% (2022) to 25%

 

Key skills and attributes of the leader

• Strong understanding of educational data systems and school improvement data cycles
• Experience with or strong aptitude for digital platform management, integration and strategy
• Ability to present and communicate data clearly to a range of audiences
• Coaching approach to building staff capability with digital tools
• Ability to build high-performing mindsets and team culture
• Ability to build positive and effective relationships with the college community
• Ability to effectively communicate and build connection with the College vision, values and strategic plan
• Highly developed listening skills that reflect a growth mindset
• Open to receiving challenging feedback and implementing this feedback to improve performance
• Engage in the use of the Agile School Improvement framework 
• Use a solution focussed coaching approach 
• Build effective relationships 
• Be improvement focussed 
• Engage in a personal professional learning and growth as a leader action plan 
• Be open to adjustments in roles as discussed with the Principal and DET priorities as they arise 

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.

Diversity and Inclusion

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.

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:

 https://www2.education.vic.gov.au/pal/child-safe-standards/policy

DE Values

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

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

Qualification Requirements

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.

Location Profile

Elisabeth Murdoch College (EMC) is a coeducational secondary college, 7-12, located in the southeastern suburb of Langwarrin with a current student population of 1620. We care about developing each of our students as a whole child. We build relationships and offer opportunities that position students for their pathway to success.

Our key priority areas are Literacy, Student Engagement in Learning, and Community Engagement. The College has an instructional model that guides teaching and learning for staff and students. The model provides flexibility to incorporate current department initiatives.  We have a strong focus on literacy through the 3L Literacy for Learning framework, along with school wide Positive Behaviours.

The College adopts evidence-based strategies to support student's social and emotional learning. We offer a learning environment where all students can achieve their best and be positioned for a positive pathway. Respect, Empowerment, Aspiration, Courage, and Honesty are the core values that guide our work. We set high expectations for all students in all aspects of school life.

Elisabeth Murdoch College leads and implements initiatives and strategies to support the wellbeing of students, staff and the wider community. EMC is a lead school for the Department of Education Respectful Relationships initiative. We also have a newly established Inclusive Education team supporting students with additional needs including the new Tier 2 disability inclusion approach and Disability Inclusion Profiles (formerly Program for Students with Disabilities). EMC drives reconciliation in education, and celebrates and supports our Aboriginal and Torres Strait Islander students through our endorsed Reconciliation Action Plan. We are proud to work in partnership with the local Aboriginal and Torres Strait Islander community to support students building strength in cultural identity in engagement activities across the College.

Elisabeth Murdoch College, Langwarrin Primary School, Langwarrin Park Primary School, and Woodlands Primary School have partnered to create the THRIVE positive education network. Together we are using best practice teaching and the science of positive psychology to help every member of our school community to THRIVE.

Elisabeth Murdoch College is proud to offer a diverse set of pathways to cater to every aspiration. We strive to meet the learning needs and passions of every student, while also creating a supportive environment with opportunities for students to develop an individual sense of self and belonging to the community.

Our four Middle School Specialist Programs provide an insight into our unique approach to support students to transform their interests and passions into learning and career pathways in preparation for senior school. These programs are:

• Leaders in Sport - Strong leadership within the community
• The Murdoch Program - Providing strong academic pathways
• The Performing Arts Collective - Inspiring success through a passion to perform
• THRIVE Aspirant Leaders - Empowering students to become change makers

These four Specialist Programs extend our regular curriculum, creating an environment where students can challenge each other, take risks and develop the behaviours and leadership skills that will support their continued learning well beyond secondary school.

We also provide a vast curriculum that caters for the interests and abilities of a diverse range of learning styles and pathways including:

• Extensive VCE TP, VM, VPC and VET offerings
• School Based Apprenticeships with an extensive vocational program
• Many additional opportunities to be involved in further educational experiences, ie. sport, academic, performing arts and community partnerships
• Strong community links with the iCAN challenge and the Royal Children's Hospital, The Salvation Army, Monash University, Lifeblood and Cruden Farm
• EMC Combine - Basketball Academy 

 

EMC College Vision & Values

Vision:

An inclusive environment that supports our community to realise their potential.

• Pathways for every aspiration
• Pathways to success

Purpose:

By creating curious and resilient learners who excel in a connected and global community.

Values:

• R each
• E mpowerment
• A spiration
• C ourage
• H onesty

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.

SC6      Demonstrated knowledge and understanding of the Child Safe Standards

Salary: Salary not specified