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.
SC Demonstrated ability to contribute to whole-school improvement by aligning exemplary classroom practice with the school's strategic priorities. Demonstrated capacity to build teacher collective efficacy, foster inclusive practices, and ensure consistent, high-quality teaching that meets the diverse learning needs of all students.
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.
The responsibilities of this position will be:
Exemplary Classroom Practice
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Model outstanding classroom teaching that reflects evidence-based practice and high expectations for all learners.
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Demonstrate effective planning, explicit instruction, assessment and differentiation that supports improved student outcomes.
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Model Positive Classroom Management Strategies to create safe, inclusive and engaging learning environments.
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Showcase effective classroom routines, instructional strategies and student engagement practices through demonstration lessons and collaborative teaching.
Instructional Coaching and Staff Development
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Coach and mentor teachers to strengthen their classroom practice through observation, modelling, feedback and reflective conversations.
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Support teachers to implement high-impact teaching strategies aligned with the school's teaching and learning framework.
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Build teacher capability in curriculum planning, assessment and responsive teaching practices.
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Facilitate professional learning, collaborative planning and moderation processes that strengthen teacher practice and consistency across the school.
Data-Informed Practice
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Work alongside teachers to evaluate the impact of teaching practices and adjust instruction based on evidence.
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Promote consistent assessment and moderation practices to improve teacher judgement and student outcomes.
School Improvement Leadership
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Support the implementation of whole-school teaching and learning priorities identified in the School Strategic Plan and Annual Implementation Plan.
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Contribute to the development of a culture of professional collaboration, continuous improvement and collective efficacy.
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Promote consistent instructional practices, classroom expectations and student wellbeing approaches across the school.
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Work collaboratively with the Principal Class, Leading Teachers and Learning Specialists to implement and monitor whole-school improvement initiatives.
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
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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:
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The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
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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
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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.
Meadow Heights Primary School
Achieving the potential of all learners
School Values: Respect, Responsibility, Pride & Excellence
Meadow Heights Primary School was established in 1992 and is located approximately four kilometres north of Broadmeadows on over three hectares of attractive grounds. The school features expansive grassed play areas, basketball courts, open courtyards, covered outdoor learning spaces and recently redeveloped play areas that provide engaging environments for learning and play.
In 2026, the school has an enrolment of 358 students. Our community is culturally rich and diverse, with many students coming from multilingual backgrounds. A high proportion of students speak English as an Additional Language (EAL), and approximately three per cent of students identify as Aboriginal or Torres Strait Islander. Meadow Heights Primary School is a school of which its community is proud.
At Meadow Heights Primary School we believe in providing a secure learning environment that inspires and challenges students to reach their full potential. We aim to enable students to grow as responsible and respectful individuals who can make a positive contribution to the community.
Our mantra is:
Achieving the Potential of All Learners
Our Values
Respect - Be Respectful
Showing care and consideration for the feelings, rights and needs of others.
Responsibility - Be Responsible
Taking responsibility for your actions, making good choices and being someone others can trust.
Excellence - Be Excellent
Setting high standards, striving for continuous improvement and always doing your personal best.
Pride - Be Proud
Taking pride in yourself, your learning and your contribution to the Meadow Heights Primary School community.
Meadow Heights Primary School has recently completed an Intensive School Support (ISS) Alignment Review and is currently developing its 2027-2030 School Strategic Plan. This marks an exciting period of improvement as we strengthen our instructional model, build teacher capability and further enhance outcomes for every learner.
We are seeking educators who:
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Demonstrate unconditional positive regard for all students and understand the impact of trauma on learning, engagement and wellbeing.
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Are committed to inclusive education and ensuring every student can experience success through high-quality teaching and appropriate adjustments.
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Thrive in a collaborative culture focused on continuous improvement and evidence-informed practice.
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Value strong relationships with students, families and colleagues.
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Contribute positively to a school culture built on respect, responsibility, pride and excellence.
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Are excited to be part of a school on a clear improvement journey with high expectations for all learners.
A Webex information session with the principal for prospective applicants will be held on Wednesday 29 July 2026 at 4.00 pm.
