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 capacity to lead, coach and mentor staff to build instructional capability through evidence¿based coaching, targeted professional learning and collaborative inquiry ¿ including effective implementation of VTLM 2.0 and delivery of rigorous, purposeful professional learning ¿ driving measurable improvement in teaching practice and student outcomes.
About the Role
The Learning Specialist plays a pivotal role in strengthening instructional practice and lifting student achievement across the school. Working alongside teachers and leaders, the successful applicant will drive consistent, high¿quality teaching aligned with the Victorian Curriculum 2.0 and current evidence¿based research.
A central focus of the role is building teacher capability through coaching, professional learning and collaborative inquiry. The Learning Specialist models exemplary practice, uses data to drive improvement, and helps cultivate a culture of collective efficacy where every teacher is supported to continually refine and elevate their practice.
Leadership Structure
Binap Primary School uses a distributed leadership model to maximise impact across teaching, learning, wellbeing and school improvement. The Learning Specialist works with Principal Class and middle leaders to strengthen practice, lift student outcomes and build staff capability through coaching, mentoring and modelling exemplary instruction, while driving evidence¿informed teaching, curriculum development and professional learning within a culture of collaboration, high expectations and continuous improvement.
Key Responsibilities
- Lead and model exemplary classroom teaching practice across the school.
- Support the implementation and continuous improvement of high-impact teaching strategies.
- Coach, mentor and build teacher capability through observation, feedback and professional dialogue.
- Lead collaborative team planning, moderation and professional learning communities.
- Analyse student learning data to inform teaching, intervention and curriculum planning.
- Support the implementation of the Victorian Curriculum 2.0 across all learning areas.
- Research, implement and evaluate evidence-informed teaching practices that improve student outcomes.
- Work collaboratively with leaders to develop consistent instructional practices across the school.
- Build teacher confidence and expertise through coaching cycles and instructional support.
- Support graduate and early career teachers through mentoring and professional guidance.
- Contribute to whole-school improvement priorities outlined in the School Strategic Plan and Annual Implementation Plan.
- Lead curriculum development, assessment and moderation processes.
- Support differentiated teaching practices that meet the diverse learning needs of students.
- Promote inclusive practices that maximise learning growth for every student.
- Foster a culture of reflective practice, collaboration and continuous professional learning.
- Contribute to the development of professional learning aligned with school improvement priorities.
- Build strong partnerships with staff, students and families to support learning success.
- Undertake other responsibilities aligned with the Learning Specialist role and school priorities.
The Learning Specialist is a visible, approachable and highly collaborative instructional leader who actively supports teachers in classrooms and professional learning environments. Through targeted coaching, purposeful modelling and sustained professional dialogue, the successful applicant will build a culture where teachers are supported, challenged and empowered to deliver consistently high¿quality instruction. By strengthening collective teacher efficacy and driving high¿impact instructional practice, the Learning Specialist will play a significant role in improving student learning outcomes and ensuring every child is challenged, engaged and successful.
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
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.
Are you looking for a rewarding and challenging professional opportunity? Would you like to be a part of a team that values a positive, supportive and inclusive environment? Do you have high expectations for yourself, your team, your school and your students? Are you ready to contribute to a dynamic school that is building the future of education in the Brookfield area?
Are you willing to give your best, every day, to our school community?
If this sounds like you then Binap Primary School, Brookfield may have a role for you!
Location Profile
Located on Wurundjeri land, Binap Primary School is a new school in Melbourne's western growth corridor. The school opened in January 2024 and is located in the suburb of Brookfield which is within the City of Melton.
Binap Primary School is within 30 minutes¿ drive of Bacchus Marsh, Sunbury and Melbourne's western suburbs.
Our current enrolment is 440 students.
We are a Supported Inclusion School (SIS), which is a mainstream school with additional professional capabilities and facilities designed to cater for a higher than usual proportion of students with disability.
