Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Learning Specialist - Range 3

Occupation: Learning specialist

Location: Melbourne - Southern suburbs

Reference: 1544714

Selection Criteria

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.

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 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.

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

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.

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 (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.

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

Other Information

- 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

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

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.

Location Profile

Mount Eliza North Primary School strives to create a community of learners who are empowered to inquire, achieve and contribute to the world around them.

Mount Eliza North Primary School is located in the picturesque Mornington Peninsula suburb of Mount Eliza, approximately 5 kilometres from Frankston and 45 kilometres from central Melbourne. The school is situated on a large, hilly site bordered by an extensive nature reserve, providing a unique bushland setting for learning, play and recreation.

Established in November 1979, the school was purpose-built to an architecturally designed plan incorporating open plan teaching and learning spaces. Thirteen contemporary portable classrooms have since been added to accommodate the growing school population. The school is currently capped at 650 students, with the majority of families living within the local neighbourhood.

The extensive grounds provide students with a diverse range of opportunities for outdoor learning, physical activity and play. Facilities include a large oval, synthetic turf soccer pitch and games area, outdoor basketball and netball courts, additional asphalt play spaces and purpose-built play equipment across each sub-school. The school also has a full-size gymnasium and adjoining music and band complex.

Teaching and Learning

Mount Eliza North Primary School is committed to continuous improvement and excellence in teaching and learning. We value knowledge that is meaningful and relevant and explicitly develop the knowledge,



skills and dispositions students need to become confident, capable and lifelong learners.

Our approach to teaching and learning is informed by contemporary research and a commitment to high-impact teaching practices. Students are supported to develop curiosity, critical thinking, creativity, collaboration and a strong sense of responsibility for their learning and contribution to the community.

Our RISE values: Respect, Integrity, Strive for Excellence and Empathy underpin the way we learn, work and interact with one another. Students are encouraged to demonstrate respect for themselves, others and their environment; act with integrity and make responsible choices; strive for excellence by embracing challenge and pursuing their personal best; and demonstrate empathy by understanding, supporting and valuing others.

Teachers work collaboratively to understand and respond to the individual learning needs of every student. A range of classroom organisational structures, targeted intervention programs and learning technologies support differentiated and responsive teaching.

Students participate in a rich and engaging curriculum, complemented by an extensive specialist program including Physical Education and Outdoor Education, Perceptual Motor Program, Performing and Visual Arts, Languages and STEM. Students can also access private instrumental music tuition across a range of instruments, including flute, clarinet, trumpet, saxophone, drums, guitar, violin, keyboard and singing.

Student Leadership and Agency

Student voice, agency and leadership are important aspects of school life. An extensive leadership program provides students with opportunities to develop confidence, initiative, organisation and responsibility.

Our Student Representative Council includes representatives from each year level and provides a meaningful avenue for students to contribute ideas, represent their peers and make a positive difference within the school. Year 6 students undertake additional leadership responsibilities and are encouraged to model the RISE values and demonstrate care, responsibility and positive leadership within the school community.

Students are supported to understand that leadership is not simply a position or title, but an opportunity to contribute, serve others and make a positive difference.

Community and Wellbeing

We believe that students learn best when they feel safe, known, valued and connected. Our approach to wellbeing is grounded in positive relationships, inclusion and a shared commitment to the RISE values.

Respect, Integrity, Strive for Excellence and Empathy provide a common language for building positive relationships, making responsible choices, responding to challenges and contributing to a safe and inclusive school environment. We work in partnership with students and families to support wellbeing, celebrate individual strengths and ensure every student has the opportunity to belong and thrive.

Community Partnerships

Mount Eliza North Primary School is supported by a highly engaged and positive school community. Robust partnerships between families, staff and students contribute significantly to the life of the school.

Parents and carers contribute in many ways, including through School Council, the Parents and Friends Association (PFA), classroom support, student mentoring, excursions, camps, fundraising and community events. Both School Council and the PFA are active and supportive partners in school improvement and community life.

The school also maintains strong relationships with local early childhood settings, primary schools and secondary schools to support students through key educational transitions. These include partnerships with Walkers Road Kindergarten, Mount Eliza Secondary College and other local schools and kindergartens.

Staff and Leadership The school is led by the Principal and two Assistant Principals, with leadership portfolios encompassing wellbeing, school organisation and facilities, and curriculum and pedagogy. Our staff bring a broad range of experience, expertise and perspectives to their work.

A dedicated team of education support staff, including office staff, a first aid officer and integration aides, works alongside teachers and leaders to support student learning, wellbeing and inclusion. Staff are committed to collaboration, professional growth, continuous improvement and providing the best possible learning experiences for every student.

The RISE values are also reflected in the way our staff work together, through respectful relationships, professional integrity, a commitment to excellence and empathy for the experiences and perspectives of others.

Special Features

- Year 6 Leadership Program
- Student Representative Council
- Learning Intervention programs
- Additional Speech Therapist support and Phonological Awareness Program
- Languages: French (Foundation¿Year 4) and Japanese (Years 5¿6)
- Instrumental Music Program with a range of specialist instructors and instruments
- School Band and Ensemble Groups
- School Choir (Years 3¿6)
- Camps and outdoor education experiences (Years 2¿6)
- Active and supportive School Council
- Active and supportive Parents and Friends Association
- Parent Class Representatives

Special Events

- Performing and Visual Arts Showcase
- Year 6 Exhibition
- Annual Mount Eliza Art & Design Show

Applications close Wednesday 30 September 2026 at 11.59pm Posted 17 September 2026

📌 Learning Specialist 3 - Curriculum and Assessment (Melbourne)
🏢 Victorian Government
📍 Melbourne