Department of Education Victoria – Deakin University VIC

1d ago , from Department of Education & Training Victoria

Location: 170 Coastside Drive, Armstrong Creek, 3217

Biyala Primary School is a growing school in the heart of the Armstrong Creek community. Having opened in Term 1, 2026, Biyala has established robust foundations in its first year, with a clear focus on high expectations, strong relationships, student wellbeing and excellence in learning .

As we enter our second year, our school community continues to grow. We are seeking passionate and committed teachers who are excited to join a positive, high-performing school.

Our School

Biyala provides contemporary, purpose-built learning environments designed to support high-quality teaching, student engagement and collaboration. The school is designed to grow to approximately 650 students from Prep to Year 6 and includes a co-located kindergarten, creating strong early learning connections for local families.

Our Vision and Values

Our vision is to create a thriving learning community where every child feels seen, supported and inspired to succeed .

We aim to empower learners to grow academically, socially and emotionally through high expectations, strong relationships and a culture of gratitude and care .

Our values of Gratitude, Kindness and Excellence underpin everything we do:

- Gratitude We acknowledge and appreciate the opportunities, people and community around us.
- Kindness We treat ourselves and others with care, empathy and respect.
- Excellence We strive for our personal best in learning, behaviour and contribution.

Grow with Gratitude, Lead with Kindness, Succeed with Excellence

Teaching and Learning

At Biyala, we believe that great teaching is built on high expectations and strong relationships .

Our approach is underpinned by the Victorian Teaching and Learning Model 2.0, Victorian Curriculum 2.0 and the Biyala Instructional Model. We place a robust emphasis on explicit teaching, effective planning and assessment, evidence-informed practice and consistent routines.

We value the Art of Teaching knowing students well, exercising professional judgement and making purposeful decisions that respond to the needs of every learner.

Our staff work collaboratively and are supported to develop their practice through professional learning, feedback and continuous improvement.

Our Culture

Our first year has focused on establishing a positive, connected and predictable school culture. We believe students thrive when expectations are clear, routines are consistent and relationships are strong.

We are looking for teachers who:

- Hold high expectations for every student
- Build strong, positive relationships with students and families
- Are committed to student engagement, wellbeing and achievement
- Value consistent routines and evidence-informed practice
- Recognise the importance of professional judgement and the Art of Teaching
- Are committed to skilled growth and collaborative practice
- Contribute positively to our school culture and take collective responsibility for student success

Join Biyala in 2027

Joining Biyala in 2027 is an opportunity to become part of a school with robust foundations, a clear sense of purpose and an exciting future.

As our school continues to grow, we are looking for teachers who want to contribute to our culture, strengthen their own practice and make a genuine difference to the learning and wellbeing of our students.

If you share our commitment to high expectations, strong relationships and excellence in learning , we would love to hear from you.

For further information about the role, please contact Shannon Cormack Principal on ***.

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 qualified 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 (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

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:

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:

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

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 atRecruitment in Schools.

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📌 Learning Specialist - Wellbeing & Engagement (Geelong)
🏢 Department of Education Victoria
📍 Geelong