Aintree North Primary School (interim name)is an exciting and dynamic new school to openin 2027 and islocatedapproximately 35-40 minutes from the Melbourne CBD on the lands of the Wurundjeri Peoples. The school is part of an educational and sporting precinct in the suburb of Aintree in the west of Melbourne.We haveprovisionfor 700 students with many beingable to walk or ride to and from school.

The school will be culturally diverse with over 50% of the Aintreepopulationhavinga languageotherthan English withthelargestimmigrantgroupsbeing Indian, New Zealander, SriLankanandFilipino.This diversityof our school will be a significant strengththatenricheslearningand strengthens relationships. By embracing and valuing our varied cultural backgrounds,experiencesand perspectives within our school, we will foster greaterunderstanding, empathy and respect among the students and staff. The diversitypositivelyshapes our culture, helping to create an inclusiveenvironmentwhere allindividualsfeel seen,respectedand valued andwheredifferences arecelebratedas a source oflearningand connection.

There are key design features or our school which make explicit connections to the land and pay respect to the Wurundjeri people. This will play a significant role in our school culture and ways of working moving forward.

Our school will be supported by a range of high quality fit-for-purpose learning spaces that enhance and enrich student learning. Specialist spaces, including a full size gym, student kitchen, art and performing arts spaces, break out learning areas, sensory rooms, library and STEM spaces surrounded by Indigenous gardens provide diverse and engaging environments where the students can explore, create, collaborate and extend their thinking. These spaces are intentionally designed to support different learning needs and styles fostering deeper engagement and enabling hands on learning that compliment and strengthen classroom programs.

Our school's vision is tonurturechildren who care deeply, act courageously, commit wholeheartedly and contribute meaningfully to their community.

At Aintree North Primary School (interim name) we know that it takes a village to raise a child. Our school¿smission is to empower students through meaningful learning experiences, strong relationships, and opportunities for service. We recognise that raising a child is a shared responsibility, andwe'llwork together as a community to nurture compassion, courage,commitmentand a sense of purpose.

Ourvaluesare:Care, Courage, Commitment and Community.

At the heart of our brand-new school is a rare and exciting opportunity: to shape something from the ground up and the people who join us will define what it becomes. We are seeking individuals who lead with care, value community, show deep commitment, and act with courage. These are the people who will set the tone, model our expectations, and help build a culture where every student and colleague feels supported, challenged, and inspired.

Selection Criteria

Please refer to "other information" below for important information about submitting your video response addressing the following criteria.

Learning Specialist - Literacy

- Demonstrated capacity to design purposeful learning experiences that understand how children learn, build deep understanding and mastery of skills and encourage students to be active in their learning as well as an ability to model exemplary teaching practices across the curriculum, with a strong emphasis on implementing foundational literacy and numeracy skills.
- Demonstrated ability to work collaboratively with others,



value strengthening your content knowledge and instructional practice whilst committed to a shared teaching approach that supports all learners and strengthens relationships across the learning community. Candidates should prove their ability to help other teachers evaluate the impact of their programs on student learning growth and support other educators in using data to tailor teaching practices and providing constructive feedback to students and parents.
- Capacity to model behaviors aligned with school values and facilitate school-based professional learning. Ability to mentor others to reflect on and improve their own pedagogical practices.

Role

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 skilled 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.

Responsibilities

- 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

Who May Apply

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.

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.

Diversity and Inclusion

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 (seeWorkplace 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*******@education.vic.gov.au

Child Safe Standards

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

DE Values

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

Conditions of Employment

- 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

Qualification Requirements

- 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).

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📌 Learning Specialist - Literacy (Melbourne)
🏢 Government schools
📍 Melbourne