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 qualified 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 skilled 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 *******@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 Secure Standards

Victorian government schools are child protected 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

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

Neerim South Primary School was established in 1878 and is located approximately 20 kms from Warragul and Drouin in the rural town of Neerim South, in West Gippsland. We have strong generational ties and are well supported by our School Council, Parents¿ Association and local community. Our vision is to `Provide a nurturing and challenging environment that empowers students to reach their personal best, both academically and socially.¿ Students, staff and members of our school community are encouraged to live and demonstrate our core values of Respect, Learning, Teamwork and Perseverance.

We value our excellent reputation as a caring and inclusive environment.

The school¿s current Strategic Plan runs from 2024-2028.

Neerim South Primary School is committed to building connectedness to school and strengthening positive relationships with students and their families. The school promotes improving students social, emotional, behavioural, and academic outcomes through School Wide Positive Behaviour Support.

Staff have high expectations for every student, and this is reflected in our students¿ positive attitude to learning and belief in themselves. Our Professional Learning Community (PLC) meets regularly to embed a culture of working collaboratively to continuously improve teaching learning and wellbeing at Neerim South Primary School. Our Teaching and Learning is data-informed and aligned to the Victorian Curriculum and the Victorian Teaching and Learning Model 2.0.

Neerim South Primary School offers a range of different opportunities and experiences for our students to engage in across their schooling years. We offer a range of specialist subjects including Art, Science, Digital Technologies, Auslan and Physical Education. Students have access to a range of extracurricular activities including Athletics, Swimming, Basketball, Camps and Excursions, Student Leadership, Junior School Council and student led assemblies.

We encourage the development of independence, active participation, and leadership within the school and wider community. Family involvement and engagement is a vital part of our school community. Our volunteer mentor program, transition programs such as `Fly into Foundation¿, buddy programs and the Berry Street Education Model are all valued by staff, students and families.

Our Student Family Occupation Education Index (SFOE) is 0.4730.

Students, staff and members of our school community are encouraged to live and demonstrate our core values of respect, learning, teamwork and perseverance.

Our school¿s vision is to empower our students to reach their personal best, and fully equip them to contribute positively to society as happy, healthy young people.

We currently have 132 students over seven classes and 19 staff members, including classroom, specialist, inclusive support officers and a wellbeing coordinator.

Our school grounds and buildings, which include a stadium are well maintained and adjoin residential properties, a sporting reserve and farmland. Most of our students live locally, however we also have an extensive bus system that transports students from outlying areas. Neerim South Primary School has developed close ties to the wider local community and enjoys support from our local shops and community services.

We also provide an extensive, accredited School Council run Outside School Hours Care (OSHC) Program in our Orana Centre. This well supported service includes Before, After and Vacation Care programs. The Neerim South Primary School owned bus is used to transport students from other local primary schools to access this service.

📌 Learning Specialist 3 (Gippsland)
🏢 Government schools
📍 Gippsland