Psychologist - Learning Specialist

About the role

The Learning Specialist supports high‑quality teaching and learning by collaborating with teachers and school leaders to improve student outcomes. The role focuses on curriculum, pedagogy, assessment and evidence‑based intervention strategies to meet diverse learning needs.

Key responsibilities

• Support teachers in planning, implementing and evaluating effective teaching and learning programs.
• Analyse student achievement data to identify learning needs and inform targeted interventions.
• Design and deliver professional learning for staff aligned with school priorities.
• Model effective teaching strategies and provide coaching and mentoring in the classroom.
• Assist in curriculum development, alignment and implementation.
• Develop and monitor individual learning plans and intervention programmes.
• Collaborate with school leadership on whole‑school improvement initiatives.
• Promote inclusive education practices, including differentiation for diverse learners.
• Monitor and evaluate the impact of teaching strategies and interventions on student outcomes.
• Engage with families and external professionals as appropriate.

Required profile

• Bachelor’s degree in Psychology or equivalent (required).
• Demonstrated experience as an effective classroom teacher.
• Experience supporting teachers through coaching, mentoring or professional learning.
• Experience implementing evidence‑based intervention programmes.
• Experience working with diverse learners, including those with additional learning needs.
• Experience contributing to whole‑school improvement initiatives (desirable).

Required skills

• Strong knowledge of curriculum, pedagogy and assessment.
• Ability to analyse and interpret student data to inform practice.
• Coaching, mentoring and professional learning facilitation skills.
• Strong collaboration and leadership abilities.
• Excellent communication and interpersonal skills.
• Problem‑solving and reflective practice capabilities.
• Organisational and time‑management proficiency.
• Knowledge of inclusive education and intervention strategies.