Specialist - Learning Design & Teaching Practice

Specialist – Learning Design & Teaching Practice

Purpose of the Role

Support the design, implementation and continuous improvement of future-ready learning experiences aligned with the school's core purpose, values and definition of learning.

The role is designed for an experienced teacher who wants to extend their impact beyond their own classroom into learning design, curriculum development, professional learning and educational innovation. The Specialist will bring strong classroom understanding into the design process and work with the Centre of Excellence, teachers and school leaders to translate ideas into high-quality, practical learning experiences.

The role focuses on developing capability in programme design, research, facilitation, evaluation and instructional innovation, while remaining strongly grounded in teaching and learning.

Experience in EdTech, curriculum design, publishing, content development or education consulting will be considered complementary, but will not substitute for substantive classroom teaching experience.

Reporting To

Head - Centre of Excellence

Works closely with CoE team members, Subject Leads, Instructional Coaches, Section Heads, teachers and external partners.

Key Responsibilities

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• Learning Design & Program Development

• Support the design and development of curriculum, interdisciplinary programmes and future-ready learning experiences across sections.

• Translate learning outcomes into practical programme structures, lesson frameworks, student experiences, assessments, rubrics and teacher resources.

• Work with CoE team members and teachers to identify gaps in curriculum and instructional practice.

• Contribute to programmes related to inquiry, PBL, student mentoring, entrepreneurship, STEAM, interdisciplinary learning and other school priorities.

• Support the development and refinement of learner progressions and programme frameworks.

• Contribute to pilots, gather feedback and support refinement before programmes are scaled.

• Teaching Practice & Instructional Support

• Bring strong classroom experience and pedagogical understanding into programme design.

• Work with teachers to understand implementation challenges and identify opportunities to improve learning.

• Support educators in translating programme designs into effective classroom practice.

• Review student work, assessments and learning artefacts to understand the impact of programme design.

• Participate in classroom observations, planning conversations and reflective discussions.

• Remain closely connected to classroom practice so that design work responds to teaching and learning realities.

• Research & Innovation

• Research educational approaches, frameworks and practices relevant to identified school needs.

• Synthesise research into practical recommendations for teachers and programme teams.

• Contribute to the design, prototyping and testing of new learning approaches.

• Explore emerging pedagogies, technologies and AI tools where they can meaningfully strengthen learning.

• Develop the ability to distinguish between promising ideas, educational trends and practices supported by stronger evidence.

• Professional Development & Capacity Building

• Support the design of teacher learning experiences related to new programmes and pedagogical shifts.

• Develop training resources, facilitation guides, teacher handbooks and implementation tools.

• Co-facilitate professional development workshops and gradually take responsibility for selected sessions.

• Support teachers through collaborative planning, modelling, reflection and feedback.

• Build capability in adult learning and instructional coaching.

• Stakeholder Collaboration & Implementation

• Work collaboratively with Subject Leads, Section Heads, Instructional Coaches, teachers and programme teams.

• Gather stakeholder perspectives before designing or refining programmes.

• Support implementation by clarifying expectations, resources, timelines and outcomes.

• Build positive working relationships and contribute constructively to cross-functional teams.

• Develop the ability to influence and build consensus without relying on positional authority.

• Evaluation & Continuous Improvement

• Gather quantitative and qualitative feedback from students, teachers and other stakeholders.

• Analyse programme implementation and identify strengths, gaps and areas requiring change.

• Support the development of success indicators for programmes.

• Use evidence to refine learning experiences and implementation processes.

• Contribute to a culture of experimentation, reflection and continuous improvement.

• Execution & Project Management

• Manage assigned components of CoE projects with attention to timelines, quality and follow-through.

• Coordinate resources, documentation and stakeholder inputs.

• Maintain clear programme records and implementation artefacts.

• Work across multiple initiatives while prioritising effectively.

• Develop increasing ownership of defined CoE programmes over time.

• Communication

• Communicate ideas clearly in writing and verbally.

• Develop high-quality learning resources, presentations, programme documents and teacher-facing materials.

• Present research, recommendations and programme learnings clearly to different stakeholders.

• Listen actively and incorporate feedback into programme design.

Skills & Competencies

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• Learning & Pedagogical Expertise

• Strong understanding of how students learn.

• Experience with inquiry-based, constructivist and competency-driven learning.

• Strong understanding of assessment, differentiation and student engagement.

• Ability to connect curriculum design to real classroom practice.

• Ability to analyse student work and identify learning needs.

• Design & Innovation Capability

• Emerging capability in design thinking and problem solving.

• Ability to identify gaps and explore multiple possible solutions.

• Willingness to experiment, prototype, gather feedback and iterate.

• Ability to work with ambiguity rather than immediately seeking predetermined solutions.

• Research & Analytical Thinking

• Strong curiosity and research orientation.

• Ability to locate, synthesise and apply educational research.

• Ability to analyse qualitative and quantitative feedback.

• Emerging ability to conduct needs assessments and evaluate programme effectiveness.

• Adult Learning & Facilitation

• Potential to design and facilitate teacher learning.

• Ability to work respectfully and credibly with experienced teachers.

• Willingness to develop coaching and mentoring capability.

• Ability to translate pedagogical ideas into practical strategies for teachers.

• Collaboration & Influence

• Strong interpersonal and relationship-building skills.

• Ability to work effectively in collaborative teams.

• Openness to multiple perspectives and ability to give and receive constructive feedback.

• Emerging ability to build consensus across stakeholders.

• Execution & Project Management

• Strong planning and organisation.

• Ability to manage timelines and deliver agreed outcomes.

• Attention to detail and quality.

• Strong ownership and follow-through.

• Communication

• Clear and structured written and verbal communication.

• Strong presentation skills.

• Ability to communicate complex educational ideas simply and effectively.

• Technology & Future Readiness

• Comfortable using educational technology and digital tools.

• Curiosity about AI and emerging technologies in education.

• Ability to evaluate technology according to its impact on learning rather than technology for its own sake.

Qualifications and Experience

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• Master's degree in a relevant subject or Education preferred.

• B.Ed or recognised teaching qualification preferred.

• Minimum 5+ years of substantive K-12 classroom teaching experience.

• Strong evidence of effective classroom practice.

• Middle or High School teaching experience is desirable.

• Experience in curriculum development, assessment, inquiry, PBL, interdisciplinary learning or teacher development is an advantage.

• Subject expertise preferably in Computer Science, Mathematics or Humanities.

• Experience across more than one grade level or curriculum is desirable.

• Experience outside the classroom in curriculum development, school projects or professional development will be an advantage.