SC1 Demonstrated expert knowledge of the Victorian Curriculum 2.0, including deep understanding of mathematical progression, curriculum design, and content sequencing across year levels. Demonstrated ability to model exemplary, evidence-based teaching practice including the explicit teaching of numeracy skills across the curriculum and to lead the implementation of school priorities in ways that are responsive to student needs.
SC2 Demonstrated expertise in implementing elements of teaching as referenced in the VTLM 2.0 and modelling responsive teaching techniques that address the identified learning needs of students in mathematics. Demonstrated ability to support and coach teachers in designing, evaluating, and refining learning and teaching programs using evidence of student learning growth to drive continuous improvement.
SC3 Demonstrated exemplary ability to model the systematic monitoring and assessment of student learning, including the use of diagnostic, formative, and summative tools to identify where students are in their learning progression. Demonstrated ability to build teacher capacity in interpreting assessment data to shape instructional decisions, and to communicate clear, actionable feedback on student progress and achievement to students, parents, and carers.
SC4 Demonstrated exemplary interpersonal and communication skills, with the ability to build trust-based, collaborative relationships with students, colleagues, parents, and the broader school community. Demonstrated ability to engage diverse stakeholders in conversations about learning, student agency, and wellbeing communicating complex educational ideas clearly and constructively across a range of contexts.
SC5 Demonstrated ability to model professional behaviours and attitudes consistent with DE values, including a commitment to equity, reflective practice, and respectful collaboration. Demonstrated ability to design and facilitate high-quality, school-based professional learning that is evidence-informed and directly connected to improved classroom practice and student outcomes.
SC6 Demonstrated capacity to lead whole-school improvement in teaching and learning by developing and sustaining a coherent, evidence-based instructional framework for mathematics. This includes coaching and mentoring teachers at all career stages to strengthen their use of high-impact, responsive teaching practices, building a shared understanding of effective mathematics instruction, and using school-wide data to monitor progress and drive measurable improvement in student learning outcomes.
NOTE: Resume and KSC to be saved as one document and limit KSC to one page per criteria
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 [email protected]
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.
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.
Toorak Primary School was founded in 1890 and is committed to providing a holistic approach to learning where the academic, physical, social, emotional and psychological needs of all children are taken into account.
We provide a dynamic learning environment that engages and inspires students to achieve their personal best in an atmosphere of mutual respect and cooperation. We continually improve procedures and practices at Toorak Primary School so that every child has the opportunity to succeed.
The buildings and grounds at Toorak Primary School have been fully refurbished to provide an attractive, inviting learning environment for all students. Wider community members also utilise the array of facilities on offer at Toorak Primary School. Our inner-city school has an enrolment of approximately 440 students with 21 classes. Single levels operate across the school from foundation through to grade 6 where possible. Four specialist classes including French, Physical Education, Music and Visual and Performing Arts are offered to all students throughout the year. Other languages available at Toorak Primary School include German and Swedish through external providers. As part of the Performing and Visual Arts Programs, a school production is staged every second year with a musical production, alternating with a school Art Show.
Teaching at Toorak Primary School is grounded in educational research and cognitive science. We ensure that students make the most of their time on task by maximizing the quality of each learning moment. Our approach focuses on building each learner's brain through explicit direct instruction, repetition, teacher fidelity, and purposeful engagement. Committed to evidence-based decision-making, TPS draws on Rosenshine's research to design and map our curriculum, select effective instructional strategies, and structure lessons with precision.
We employ explicit teaching, delivering new material in manageable steps, along with guided practice, teacher modelling, questioning, and review and retrieval practices. These are whole-school strategies that ensure all students make steady progress in their learning journey.
Our reading instruction is comprehensive, acknowledging that teaching reading goes beyond phonics. It is supported by phonological awareness, reading fluency, vocabulary development, and comprehension, ensuring that our curriculum fosters student fluency in all essential components.
At TPS, instructional routines are crucial. We prioritize teaching first, reducing cognitive load, providing ample opportunities for practice, and focusing on efficient and effective learning. As educators, we recognize that knowledge stored in long-term memory is active and can be applied flexibly and effortlessly across a range of contexts. At TPS, knowledge is what students think with. With this in mind, we are dedicated to a knowledge-rich curriculum, ensuring that foundational, enabling, and problem-solving knowledge is strategically developed as students progress through each stage of their education.
Our professional learning program is designed to build professional practice, knowledge, capacity and understanding of curriculum. We recognise that teaching is an incredibly complex profession and that to meet the needs of students, we require ongoing opportunities for practice improvement. At Toorak Primary School, we are also committed to developing a strong and vibrant professional learning culture, where all teachers are given the opportunity to learn and grow together. Built on a foundation of trust, our teachers have opportunities to observe and coach one another, with the view to provide the best possible education for a diverse student community.
Our school's Behaviour Management approach is based on the School Wide Positive Behaviour framework and Restorative Practices.
School Tours can be arranged upon request, and more information can be found by visiting our website: http://www.toorakps.vic.edu.au/ or by contacting the school on the following: email [email protected] or on 98272959
The successful applicant needs to exemplify the DET values and the school's values of respect, kindness, responsibility, honesty and friendship, and be prepared to be actively involved in a supportive and growth mindset culture.
