Learning Specialist Middle Years - 3-6
Murrum Primary School is a new government school which opened in Term 1, 2026, located on wurundjeri country at 90 Elpis Rd, Weir Views, 3338. Murrum is the indigenous woi wurrung word for 'joeys'.
The establishment of this new school in the Melton community supports the increasing enrolment demand from a growing local population. Our location is unique in that the suburb has been developing over several years prior to the school opening and is relatively close to the bustling CBD of Melton and therefore provides easy access to local community services.
Murrum Primary School opened with places for up to 715 students with enrolments open from Foundation to Year 6. Murrum PS is a Supported Inclusion School providing up to 65 places for students with a diagnosis of Intellectual Disability within the total enrolment. This provides a unique opportunity to open another local school in the Melton community that provides high-quality education for local students, strengthening the already established education provision in this growth area.
Open for Term 1, 2026, the school includes:
- An administration and library building with spaces for art, science and food technology
- 3 learning neighbourhoods (including a 2-storey neighbourhood) and Mod 10
- Hard courts and a sports field
- A gymnasium/performing arts/community hub building
- Straight Year Levels (where able).
Murrum Primary School is co-located with an Early Learning Centre that provides long day and Three-and Four-Year Old Kindergarten programs, supporting families with care needs and a smoother transition to primary school. The Victorian Government-owned centre is run by Early Learning Victoria and provides another unique opportunity of building a professional relationship that strengthens the learning of all students.
At Murrum Primary School we pride ourselves on being an inclusive and progressive school community. Our staff are our most valuable resource and we will providesupport & recognition accordingly. Our Administration, Learning, Wellbeing and Principal Class teams are visible and work together with staff to support the best outcomes for students. We are a government Supported Inclusion School with specific places for students with an Intellectual Disability diagnosis, this unique opportunity creates a community of learners with a collective approach and commitment to building exemplary practice and pride in growth and achievement for all.
Our staff demonstrate strong values in offering Safe, Calm and Dignified educational environment. Our staff show care, act with integrity through honesty, celebrate achievement, encourage motivation and build persistence for all students and each other. You are a MPS CHAMPion!
The Leadership team is integral to shaping and creating the culture, philosophy and strategic intent for our new school. Our teachers' commitment to growth, reflection and responsive behaviour with a high-level ability to remain adaptable, flexible and positive in approach will be critical in forming our desired culture of learning and growth.
Further information regarding the founding defining elements of culture, philosophy and teaching and learning approach and to book a tour at Murrum Primary School can be accessed by contacting Principal Sam Fleming at [email protected] or Assistant Principal Kerrie Cull at [email protected] the school phone 8000 5095 (school phone manned during term Monday to Friday 8.30am-3.30pm).
For any interested candidates who are unable to attend a tour please email Sam to receive an information pack to peruse so that you can determine if Murrum pedagogy aligns with your pedagogy.
Please submit Cover Letter, CV and SC as one PDF document.
*Providing 3 professional references and their contact details in your documents as they may be contacted prior to shortlisting*
SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of literacy and numeracy skills across the curriculum.
SC2 Demonstrated ability to lead the planning and implementation 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 monitor and assess student learning at a class, cohort or whole-school level and use this data to lead improvement initiatives. 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 leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school professional learning.
SC6 Demonstrated commitment to continuous professional learning, grounded in the Science of Learning, to build teacher expertise and improve student outcomes. This includes leading evidence-informed professional learning communities, providing instructional coaching to support teacher growth, and guiding others to deepen their understanding of how students learn and retain knowledge.
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.
Learning Specialists at Murrum are classrrom based roles, with Team Leader respnsiblity for a Year Level cohort as well as LS responsibilities.
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
- 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.
