Learning Specialist

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

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

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.

EEO AND OHS Commitment

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.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see ).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via

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:

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:

Other Information

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

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.

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

VIT LANTITE

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.

Location Profile

Thank you for showing an interest in the Learning Specialist (Literacy) position at Banum Warrik Primary School for 2025.

Banum Warrik Primary School is seeking a highly motivated, positive and innovative teacher who is committed to working in collaboration with the leadership team, teaching and ES staff, students, families and the wider school community, in establishing our new school in Kalkallo.

Banum Warrik Primary School resides within the Cloverton estate in Kalkallo and is on the traditional lands of Woiwurrung People. Kalkallo is located along the Hume Freeway, 50km north of Melbourne and is part of the North-West Victoria Region (NWVR).

Banum Warrik Primary School opened in 2024 with 160 students enrolled from Foundation to Grade 6. Our predicted enrolment in 800 students. Our school is set in a wonderful part of the estate with parks, sporting fields and playgrounds all within walking distance. Most of the students who attend our school live locally. Establishing strong connections with the local community and government services is vital to ensure our school has positive relationships with all stakeholders. This includes the Kalkallo North Community centre operated by Hume City Council. The centre will provide maternal health, playgroup, kindergarten, and other services for the community and sits adjacent to our school.

Banum Warrik Primary School has state of the art facilities with buildings designed to support the learning needs of students. The layout of the school will allow staff and students the opportunity to work in calm and organised classrooms, allowing for connection and belonging. The administration building includes a library, two science/STEM rooms, a food technology room and art room. Performing Arts and canteen have their own rooms positioned within the full-size gymnasium building.

Understanding the culturally diverse needs of the community, we have approximately 70% of students with EAL backgrounds. These languages are primarily Punjabi, Hindi, and Arabic. We are proud of this diversity and celebrating this with our community is a strength of the school.

Banum Warrik Primary School¿s Statement of Values and School Philosophy is integral to the work we do and is the foundation of our school community.

Vision

At Banum Warrik Primary School, every individual has the potential to be their best self and achieve success. We strive to create an environment that fosters a love of learning, encourages personal growth, and inspires excellence in all aspects of school life.

School Motto

Embracing Diversity, Supporting Inclusion, Striving for Excellence

Mission

Banum Warrik Primary School's mission is to provide a safe, caring, and inclusive environment where individuals can achieve their full potential. We are committed to delivering high-quality educational opportunities that foster critical thinking, creativity, curiosity, and a lifelong love of learning.

Objective

Banum Warrik Primary School¿s objective is to empower individuals to become responsible, compassionate, and engaged citizens, who are equipped with the skills, knowledge, and values necessary to succeed in a rapidly changing world.

Values

Respect: We have Respect for ourselves, for others, and for our environment.

Resilience: We are Resilient when faced with challenges and use strategies to keep persevering.

Integrity: We always act with Integrity and do what we know is right.

Authenticity: I am true to my Authentic self and proud of who I am.

Staff at Banum Warrik Primary School employ the principles of inclusive education for all learners and implement evidence-based pedagogies to deliver the Victorian Curriculum Levels F-6 (inclusive of levels A-D) through systematic and scaffolded Science of Learning approaches. To support the implementation of FISO , we embed a tiered response to student learning that focuses on Curriculum and Academic Rigour (learning) and Wellbeing, Safety, and Care (wellbeing) at the universal (tier 1), targeted (tier 2) and individual levels (tier 3). Students are aware of their learning needs, what success looks like and their learning trajectory for improvement and growth.

We will have a strong focus on Professional Learning Communities (PLCs) where teams are supported to drive their own cycles of inquiry based on student data and needs. PLCs are embedded across all teaching teams, with teachers and leadership working collaboratively to address student achievement, growth and next steps for learning. Teaching and learning practices are based on Science of Learning principles, and teachers are supported to teach and assess against a knowledge rich curriculum. There is a strong emphasis on distributed leadership within all teams, focussing on leading from the `middle¿, rather than as a hierarchical, `top down¿ approach.

Staff engage in teaching Expected Behaviours linked to our school values with Diversity and Inclusion being the foundations of creating culturally responsive and safe environments. We use Restorative Practices with a Behaviour Response Framework to address unacceptable behaviours and have targeted and individual supports in place for students requiring additional assistance. All staff share in the collective responsivity for the wellbeing, safety and care of all students.

Collaboration, transparency, inclusion, and belonging is key to effectively building a school culture built on trust and respect. This promotes a culture of collective responsibility so all staff can recognise and support the individual needs of students.

If you have further questions or you are interested in a school tour, please email

If you believe you possess the skills, attributes, and commitment, to be part of a truly unique and career defining opportunity, please apply.

Thank you.

Anthony Potesta

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