Learning Specialist 3

St Kilda Primary School is a vibrant and inclusive inner-city school of approximately 440 students where life and learning is happy, energetic, evolving and engaging. Our school embraces diversity, reflecting the multicultural, creative and socio-economically varied nature of our local community.

At St Kilda Primary School, we take immense pride in delivering high-quality educational programs that respond to the diverse needs, interests, and strengths of every child. Our dedicated staff are deeply committed to ensuring that each student is both challenged and supported to achieve their personal best. We place a strong emphasis on building solid foundational learning that enables true curiosity, creativity, and critical thinking to flourish. Our rich, evidence-based learning experiences nurture a genuine love of learning and empower students to explore with confidence and purpose. Our programs are continuously refined through reflection, collaboration, and the use of data to ensure relevance and impact. Grounded in our belief that every child can succeed, we strive to create an environment where students feel valued, inspired, and empowered to reach their full potential - academically, socially, and emotionally. This commitment to excellence and equity sits at the heart of everything we do.

Our dedicated staff foster strong, respectful relationships with students and are deeply committed to helping them become responsible, active and compassionate members of society. We believe that these outcomes are best achieved through meaningful partnerships between home, school and the wider community.

St Kilda Primary School proudly reflects the rich cultural diversity of both our local and national community. Through our programs, students develop appreciation and respect for different cultures, deepening their understanding of others through shared learning and friendship. We teach our children about Australia¿s history, acknowledging and paying greatest respect to Aboriginal and Torres Strait Islander peoples.

Our Guiding Principles, Relationships, Inclusivity, Growth, Heart and Thinkers, define who we are and underpin all that we do. They guide our actions, our teaching and our aspirations for every child at St Kilda Primary School.

St Kilda Primary School is a vibrant inner-city school of approximately 440 students where life is happy, colourful, energetic, evolving and engaging.

We truly believe St Kilda Primary is a magnificent school full of wonderful, enthusiastic, caring people. At our school every child is valued as a special person with extraordinary abilities. Our school embraces diversity and reflects the multi-cultural, artistic and varying socio-economic nature of our local community. Students are provided with a safe, supportive, challenging and nurturing environment enabling them to reach their full potential in becoming life-long learners. Teaching and learning programs reflect the holistic needs of students, recognising and catering for different learning styles and celebrating student achievement.

Staff are committed to developing strong relationships with our students and play an active role in assisting them to be responsible and active members of their community. We believe that this is best achieved through strong partnerships between home, school and links with the wider community.

Our school truly reflects the cultural diversity of our local and, indeed, our Australian community. Through classroom programs children learn to develop an appreciation of different cultures and deepen their understanding of, and respect for, differences through their friendships with other children. We teach our children about our environment, Australia and its past, inclusive of our indigenous people. Children learn about the importance of behaviours that demonstrate acceptance, respect and understanding of all people who inhabit our land and our planet.

Our school¿s Guiding Principles of: Relationships, Inclusivity, Growth, Heart and Thinkers underpin our identity and beliefs that are important to us at St Kilda Primary School. 

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 ability to lead Literacy Prep-Year 6.

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.

In recognition of the importance of exemplary practice for improved student learning outcomes, the key roles of the Learning Specialists may include but are not limited to:

• Demonstrating high-level expertise in teaching and learning practice
• Modelling exemplary classroom practice including through teaching demonstration lessons
• Working with the school leadership team to develop a shared view of highly effective teacher practice
• Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
• Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration
• Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
• Providing evidence-based feedback to teaching staff to inform their effectiveness and development
• Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
• Supervising and training one or more student teachers and mentoring and/or coaching teachers
• Modelling exemplary use of student data to inform teaching approaches
• Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
• Modelling exemplary professional learning practice included through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice

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.

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 *******@education.vic.gov.au

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.

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

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

• 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

Please ensure that your application includes:

• A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
• A section addressing the selection criteria and the requirements for application under the Who May Apply section
• Names and contact numbers (telephone and email if possible) of two 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 policy, we shall advise you if we will take this action.

No job description available

No job description available

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.