The Professional Learning Developer supports GGSA's capacity to drive education reform in Australia through the development of training modules for school leaders and teaching team. The main functions of the role are writing scripts for modules using a standard format and writing formula, mapping standards to professional learning content and related documentation to support training materials. This also includes participating in the writing, development, and completion of professional learning lessons and modules in effective teaching, positive high-expectations behaviour and professional development for school improvement through the Mastery Teaching Pathway.

The Curriculum Developer is responsible for the design and implementation of curriculum. This includes using the Australian Curriculum and GGSA research priorities to ascertain the content descriptors, elaborations and skills/concepts, drafting unit overviews, achievement standards, assessments and sequenced learning objectives and writing lessons, assessment books, teacher guides, student workbooks and additional learning resources using set templates. The role is also responsible for preparing resources for peer and leadership reviews, including action recommendations, entering updates in system, and improving writing to avoid the need for repetitive feedback on writing errors, adhering to the GGSA Weekly Work Cycle to deliver their weekly output as per the planned commitment, adhering to the curriculum framework, processes and systems and using the approved tools and templates and participating in improving practices, systems and tools to support the team's effectiveness and efficiency.

The School Improvement Coach works closely with principals in schools to support their delivery of the tailored implementation plan. The School Improvement Coach reports to the Manager of School Partnerships. The role is responsible for providing principals with training and coaching to successfully deliver their tailored implementation plan, developing tailored implementation plans with school leaders and participating with the project team in improving school implementations. Other key functions include training and coaching principals in being Instructional Leaders, mentoring and advising principals on issues they are struggling to resolve and supporting Teaching Coaches through non-technical issues and dealing with principals’ program outcomes.