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 work collaboratively as part of a highly effective school improvement team, impacting student engagement, wellbeing and learning.
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
Banyan Fields Primary School¿is seeking an experienced, passionate and relational educator to join our leadership team in the new role of¿Learning Specialist ¿ Wellbeing & Inclusion. This is an exciting opportunity for an educator who is passionate about student wellbeing, inclusion and engagement and who wants to play a key role in shaping a whole-school approach where¿every learner feels safe, respected and ready to thrive.
Guided by our vision of¿creating a bright and connected future for every learner, our work is grounded in our values of¿Tenacity, Equity, Synergy and Stewardship (TESS). We are committed to building a school where students, staff and families work together to thrive.
About the Role
Learning Specialists are highly skilled classroom practitioners who 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.
The classroom-based element of this role will involve developing Tier 2 and Tier 3 programs for students through our Learn to Thrive program. Demonstration lessons will be carried out in generalist classrooms to support the implementation of high impact strategies that maximise engagement and wellbeing, leading to improved student learning outcomes.
The¿Learning Specialist ¿ Wellbeing & Inclusion¿will provide strategic and practical leadership across our wellbeing and inclusion practices. Working closely with teachers, leaders, students, families and external professionals, the successful applicant will help ensure that our systems and practices enable every student to access the support and adjustments they need to succeed.
As a member of the¿School Improvement Team (SIT)¿and a¿School Improvement Leader (SIL), the successful applicant will contribute to whole-school improvement while also providing hands-on support to staff and students. In 2027, the School Improvement Team will comprise:
This role provides an opportunity to work across:
Student wellbeing and engagement
Disability inclusion and reasonable adjustments
Behaviour support and positive classroom management
Student Support Group processes
Individual Education Plans and Behaviour Support Plans
Integration aide coordination
Student case management and care teams
Foundation transition and school readiness
Learn to Thrive
Teacher and education support staff capacity building
Whole-school wellbeing improvement
As a School Improvement Leader, the successful candidate will:
Contribute to the implementation and communication of whole-school improvement priorities
Support classroom practice through our on-call roster
Attend one SIT meeting and one Principal check-in meeting each fortnight
Support teachers through Student Support Group meetings and the development of Individual Education Plans and Behaviour Support Plans
Contribute to our student support case study process as required
Work collaboratively with the School Improvement Team to strengthen consistency and collective practice across the school.
Your Wellbeing & Inclusion Leadership Journey
The role will evolve across the first three terms, allowing the successful applicant to build relationships, develop a deep understanding of our existing systems and progressively take on greater leadership responsibility.
Term 4, 2026 ¿ Connect, understand and build
The initial focus will be on building relationships and developing a strong understanding of wellbeing and inclusion at Banyan Fields Primary School.
Key responsibilities will include:
Leading the completion of current Disability Inclusion Profiles
Working within the¿Learn to Thrive¿space and developing strong relationships with students and staff
Building a comprehensive understanding of the Banyan Fields wellbeing model
Leading our Wellbeing Working Party, meeting twice each term
Supporting the Foundation team with transition activities and working with families to ensure appropriate supports and adjustments are in place
Coordinating the administration of the Bracken School Readiness Assessment
Supporting teachers and integration aides to implement consistent, schoolwide positive classroom management strategies
Coordinating the integration aide timetable to ensure appropriate and equitable coverage across class time and playtime
Working closely with the Health and Wellbeing Key Contact from Student Support Services
Attending care team meetings for key students and coordinating appropriate supports
Organising and coordinating Student Support Group meetings
Term 1, 2027 ¿ Lead, support and strengthen
With relationships and systems established, the role will increasingly focus on building staff capability and strengthening our whole-school approach.
Key responsibilities will include:
Preparing for Disability Inclusion Profiles for new students, particularly Foundation students
Working directly with students through the Learn to Thrive program
Collaborating with the school chaplain to maximise support for students and families
Supporting teachers and integration aides to embed:
schoolwide positive classroom management strategies
Berry Street Education Model practices
Schoolwide Positive Behaviour Supports (SWPBS)
Coordinating the integration aide timetable to ensure balanced and equitable coverage
Working with the Health and Wellbeing Key Contact from Student Support Services
Attending care team meetings and coordinating supports for key students
Organising and coordinating Student Support Group meetings
Term 2, 2027 ¿ Focus and flourish
From Term 2, the particular focus of the role will shift to the¿junior school, with the return of the Learning Specialist ¿ Senior School | Wellbeing & Inclusion from leave.
The specific responsibilities will be collaboratively determined by the Principal and the two Learning Specialists with responsibility for wellbeing and inclusion. A key priority will be working alongside the Learning Specialist¿¿ Junior School | Teaching & Learning to ensure that every student in the junior school has the support, adjustments and opportunities they need to succeed. This will be an opportunity for the successful applicant to shape the ongoing development of the wellbeing model and contribute to a sustainable and coherent whole-school approach.
We are seeking an educator who:
is an experienced and highly relational practitioner who places student wellbeing and learning at the centre of their work
has a strong understanding of inclusive education and supporting diverse learners
builds positive and trusting relationships with students, staff and families
is confident working collaboratively with teachers, education support staff, leadership and external professionals
has strong organisational skills and can coordinate complex support processes effectively
is committed to building the capacity of others as well as providing individual student support
has knowledge and/or experience with Disability Inclusion, Student Support Groups, Individual Education Plans and Behaviour Support Plans
understands the importance of consistent, evidence-informed approaches to wellbeing and behaviour
is willing to contribute to whole-school improvement and professional learning
demonstrates the values of¿Tenacity, Equity, Synergy and Stewardship¿in their professional practice.
The successful candidate will join the teaching staff at Banyan Fields Primary School on an ongoing basis. The Learning Specialist tenure is for 3 years and 1 term, expiring at the end of the 2029 school year.
Why join Banyan Fields?
This is more than a wellbeing coordination role. It is an opportunity to¿help shape how wellbeing, inclusion and student supports are experienced across our school. You will join a collaborative School Improvement Team committed to developing consistent, evidence-informed practice and creating the conditions for both students and staff to thrive.
At Banyan Fields, we believe that our role is to create an environment in which every member of our community ¿ students, staff and families ¿ can thrive together.
If you are an experienced educator who is passionate about wellbeing, inclusion and school improvement and would like to help shape this exciting new role, we would love to hear from you.
All candidates are strongly encouraged to book in for a 30-minute individual tour with the Principal, Patrick Halpin.
- 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
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.
Banyan Fields Primary School is located in Carrum Downs. We have a student population of approximately 500, which is expected to remain stable in 2027. We have an SFOE of 0.4171, which indicates a medium socio-economic profile.
In 2025, a higher proportion of the students reported that they feel connected to the school (78%), they have an advocate at school (93%), and that they haven¿t experienced bullying (92%) than in the previous five years. Approximately 4% of our students identify as Aboriginal, 33% are included on the NCCD, and a Disability Inclusion Profile has been completed for 8%.
Our staffing profile is made up of approximately 70 individuals. We have well maintained physical facilities, which include our recently refurbished STEAM Centre.
At Banyan Fields Primary School, our vision for learning and wellbeing is grounded in our four core values: Tenacity, Equity, Synergy, and Stewardship (TESS). We have a school mascot, TESS the Turtle, who reminds us that Together We Thrive. These values shape every aspect of our teaching, learning, and community connections.
The team at Banyan Fields Primary School embed the balanced approach between learning and wellbeing, as presented in FISO 2.0. We have begun to unpack and implement the Victorian Teaching and Learning Model 2.0 with a continuing focus now on Positive Classroom Management Strategies and the Elements of Learning.
Tenacity ¿ We try, we learn, we never give up.
We empower our students to develop persistence, courage, and determination in their learning. With high expectations for all, students are challenged to set goals, overcome barriers, and celebrate growth. Through the Berry Street Education Model (BSEM), students build stamina, emotional regulation and focus to engage deeply with learning tasks. We believe in setting everybody up for success. Every student has a Ready to Learn plan that are built during our re-engagement fortnight at the beginning of Term 1 and revisited at the beginning of Terms 2, 3, and 4. Every class begins the day with a 15-minute Welcome Circle.
Specialist programs in PE, Auslan, Visual and Media Arts, Performing Arts, Student Empowerment, and STEM extend opportunities for students to pursue passions, build confidence, and develop grit through authentic experiences. Camps, excursions, and incursions further strengthen resilience, as students explore new environments and challenges that demand adaptability and courage.
Equity ¿ We include, we support, we respect.
At Banyan Fields, equity means fairness, access, and opportunity for every learner, staff member, and parent. Our Multi-Tiered System of Supports (MTSS) ensures differentiated teaching and targeted wellbeing strategies that meet diverse student needs. Evidence-based practices underpin all decision-making, ensuring interventions are strategic, timely, and effective.
As well as our in-class differentiation, integration aide support, and tutor learning initiative (TLI), we introduced our Learn to Thrive space in 2024 that provides an opportunity for every student to access what they need to succeed, be that academic, wellbeing or emotional and sensory regulation support.
Equity also extends beyond the classroom. Students engage in lunchtime clubs and leadership initiatives, fostering belonging and inclusion. Staff access professional learning and mentoring to ensure their growth as educators is supported.
Synergy ¿ We listen, we learn, we grow together.
Synergy highlights the power of collaboration across our community. Our Professional Learning Communities (PLCs) provide a structured process for teachers to work together, analyse data, and design effective instruction. Families are valued partners in the learning journey, while students are empowered to use their voice and agency to shape their learning and environment.
Our school is deeply committed to Schoolwide Positive Behaviour Supports (SWPBS), ensuring a consistent and collaborative approach to behaviour expectations across all settings. Students, staff, and parents share responsibility for creating a positive culture where respect, kindness, and teamwork are visible every day.
In 2026, our whole school focus has been on ensuring that every staff member has a strong grasp of spelling and phonics rules, which empowers them to respond appropriately when errors and misunderstandings are identified. As well as engaging in professional learning, we introduced the concept of Rights, Responsibilities and Privileges across the school, and implemented a consistent token economy.
Stewardship ¿ We care for people, places, and possibilities.
Stewardship reflects our role as caretakers of our community and our environment. We are committed to making decisions that prioritise the wellbeing of students, families, staff, and the future of our school. Stewardship also means using our resources wisely, supporting sustainability initiatives, and fostering a culture of care. Parents, carers, and community partners are invited to join in this responsibility, building pride in Banyan Fields as a safe, welcoming, and thriving place for all.
At Banyan Fields, this means nurturing pride in our school, fostering sustainable practices, and ensuring resources are used wisely to benefit all.
In summary, Banyan Fields Primary School is a learning community where Tenacity drives persistence, Equity ensures fairness, Synergy fosters collaboration, and Stewardship safeguards our collective future. Together, through high expectations, evidence-based practices and a shared commitment to PLCs and MTSS, we thrive as learners, educators, and families.
