Department of Education Victoria – Werribee VIC

17h ago , from Department of Education & Training Victoria

Werribee Primary School has a long, proud history, originally established in 1855. It has provided education to the local community from its present site since 1919. It is situated on a compact site, in close proximity to Werribee's retail and commercial centre and approximately 35km south west of Melbourne. The school is in the South West Victorian Region of the Department of Education and Training (DET) and the Wyndham Network of schools.

The school’s vision is that we are an inclusive community that strives for excellence. The three values of Respect, Responsibility and Resilience underpin everything that the school does.

– Respect: we care for ourselves, others and the environment.

– Responsibility: we are accountable for our actions and our learning.

– Resilience: we learn from our challenges and maintain a positive attitude.

The school’s physical spaces are attractive and well maintained and provide safe and supportive learning environments including; administration, classrooms, gymnasium, multipurpose spaces and a well-resourced library. The grounds encompass attractive gardens, play spaces, synthetic grass games areas and play equipment.

The school enrolment numbers are around 500 in 2026 and we will be operating classes from Foundation to Year 6. A well-attended before and after school care program operates during school terms and is run by Camp Australia.

The school is proud of its community involvement as parents provide valuable assistance to the school in the classroom and whole school events. The School Council is active in supporting many improvement initiatives. The Werribee Friends group works towards fundraising for the school needs.

Werribee Primary School has a committed and professional staff with a balanced mixture of age and experience. Teachers plan and work in Professional Learning Communities in a collaborative environment with a collective responsibility for all students. The school offers six specialist curriculum areas being: Visual Art, Music, Physical Education, STEM, Spanish and EAL. The school’s curriculum framework is based on the Victorian Curriculum. Classroom Instruction that Works forms the basis of our whole school instructional model. Strong links and the implementation of DET’s, Framework for Improving Student Outcomes (FISO) enhance our school improvement journey and planning. The school has embedded the use of data and evidence to ensure growth for all students by the continued development of a guaranteed and viable, differentiated curriculum, targeted at student point of need.

Information, Communication Technology (ICT) is used to support teaching and learning with notebook computers, iPads and large flat screen TVs in all teaching spaces. The school’s ICT network, servers and Wi‑Fi connectivity has been extensively resourced to ensure a robust platform for our future ICT requirements. A 1:1 BYO iPad Program is in place for students in Years 4, 5 & 6. Extensive resourcing has occurred to enable a rigorous Digital Technologies program for example; BeeBots, OzoBots, Lego WeDo and EV3 Robotics. The school is proud of our Robotics teams, which have made it to the State Finals in every year of competition.

Students are offered a range of extracurricular activities to support their learning, engagement and wellbeing. The school provides a breakfast program and many activities during the lunch break. We value the opportunity to develop student leaders and student voice and agency across the school and this is achieved through our student leadership program. The School Wide Positive Behaviours System, Restorative Practices and the Berry Street Education Model are established in the school to support students in their engagement and wellbeing.

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 (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 protected 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

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.

#J-18808-Ljbffr

📌 Learning Specialist 3 - Wellbeing & Inclusion (Williamstown)
🏢 Department of Education Victoria
📍 Williamstown