SC1 Demonstrated expertise in implementing a whole school approach to mental health and wellbeing for students, based on a broad knowledge of the needs of the school community.
SC2 Demonstrated exemplary ability to build capacity of the whole school about mental health and wellbeing through the implementation of multi-tiered support strategies (identification, promotion and prevention).
SC3 Demonstrated high level of interpersonal communication skills. Demonstrated high level of ability to establish and maintain collaborative relationships with students, parents, colleagues and the broader community to support student learning, agency, wellbeing and engagement.
SC4 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated high level of ability to reflect upon practice and engage in professional learning to continually improve the quality of teaching.
SC5 Demonstrated high level of ability to lead SWPBS and RRRR and othe school wide wellbeing initatives. Demonstrated high level of ability to work closely with school leadership to support student wellbeing.
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:
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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
Other Information:
First Aid Certificate required.
Important information for Applicants
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Applications MUST address the specified selection criteria. A limit of one page of standard 12 point text is suggested for each selection criterion.
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Personal and other information should not exceed 2-3 pages.
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Applicants must make every attempt to lodge applications through Recruitment Online. In the rare case that applicants are unable to access Recruitment Online, e-mail applications received prior to the closing date will be accepted. Please email to: [email protected]
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Hard copy applications are not required or encouraged.
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The applicant¿s name, contact details and the position number for which they are applying should be clearly displayed on the front page of any attachment.
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Application attachments are preferred in PDF format.
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Microsoft Word (.doc or .docx) format is also acceptable.
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Compressed files such as .zip files are not compatible with the Recruitment Online system.
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Graphics and artwork are not encouraged and should be kept to a minimum.
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Multiple attachments should not be used. Cover letters, references and other items, if included, should be incorporated into the one application attachment.
The names and contact details of up to three referees must be provided with the application.
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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.
Lalor East Primary School opened in 1972 in an established residential area of Thomastown, approximately 30 kilometres north from Melbourne Central Business District. It serves a diverse multicultural community, with over 70% of parents born overseas and 50% of students for whom English is an Additional Language (EAL). The school currently has an enrolment of 204 students in nine classes currently.
The school's mission is to make good people with every child being literate, numerate, happy and healthy and to reflect its values through their individual actions and active participation in their local and global community. The school believes that every child can learn and is committed to ensuring that students develop to their full capacity. The school values are Respect, Kindness and Responsibility. These values underpin decision making and interactions with each other and the broader school community.
A co-teaching approach is utilised across the school with a group of teaching staff and aides working with several classes. Staff come from a range of diverse cultural backgrounds with most teachers having taught more than seven years.
Teaching teams meet weekly in Professional Learning Communities (PLCs) to plan lessons and to assess, monitor and review student progress. Programs operate across the school to extend students and to identify and address any learning concerns.
Lalor East Primary School implements the School Wide Positive Behaviours Program and is a Lead School for the Resilience Rights and Respectful Relationships Program.
Student voice and agency is valued at our school through our Junior School Council, Cyber Action Team and Gardening Leaders program. Students work in partnership with staff and members of the broader community on school improvement initiatives.
Specialist programs include physical education, visual arts, STEAM and music. The language taught is Spanish, integrated through the music program for students in Prep to Year 6. A one-hour play based oral language program is implemented weekly for students in Prep to Year 2 as part of the literacy program. Classroom teachers deliver lessons in digital technologies and library. Cross-age student electives are implemented through weekly wellbeing clubs.
The school's facilities consist of an administration building, Prep to Year 2 learning community (Azure building) and Years 3 to 6 learning community (Octane building). A multipurpose centre provides additional flexible learning spaces for physical education, music and class/whole school activities. It also contains a kitchen that delivers a breakfast program. The oral language centre supports play-based learning and language development. A separate relocatable is used by a provider for out of school hours care and houses a weekly playgroup run by an outside provider. Another building is used by a not-for-profit organisation focusing on helping young Australians overcome educational inequality caused by poverty.
The school has worked hard to build strong connections with families and community organisations as it believes these relationships and opportunities help to improve educational expectations and support student engagement and achievement. Its strong partnerships with several agencies and organisations are integral to the school's work to support students and their families.
