Learning Specialist Range 3 - Disability Inclusion Leader

SC1Demonstrated 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.

SC2Demonstrated 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

SC3Demonstrated 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.

SC4Demonstrated 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.

SC5Demonstrated 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.

Selection Criteria

SC1Demonstrated 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.

SC2Demonstrated 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

SC3Demonstrated 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.

SC4Demonstrated 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.

SC5Demonstrated 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 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 https://www2.education.vic.gov.au/pal

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.

Location Profile

Skye Primary School is located in the City of Frankston in Melbourne's south‑eastern suburbs, approximately 38 kilometres from the Melbourne CBD. Established in 1873, the school originally served a rural market garden community. Today, it enjoys a unique blend of suburban and rural surroundings, creating a distinctive and welcoming environment.

The school has undergone significant capital works, including the recent opening of a state‑of‑the‑art basketball stadium featuring a music room, stage, and commercial kitchen. Additional refurbishments include a new Administration building, a modern Library, and the transformation of the old library space into a STEAM (Science, Technology, Engineering, Arts, and Mathematics) centre. The extensive school grounds feature a football oval,



soccer pitch, two basketball/netball courts, and three separate playgrounds, including the dedicated 'Prep Backyard.' The campus comprises five main buildings and four portable classrooms, offering a mix of traditional and flexible learning spaces.

In 2026, Skye Primary School had an enrolment of 544 students from Prep to Year 6, with a Student Family Occupation Education (SFOE) index of 0.4422, placing it in the 'medium' socio‑educational band. The staffing profile includes a Principal, two Assistant Principals, a Disability and Inclusion Coordinator, and two Learning Specialists. The teaching team consists of 33.5 teachers (including Principal Class) and 13.2 Education Support (ES) staff, including three office administration staff and a qualified school nurse. The school operates 25 grades. Specialist programs offered include Visual Arts, Physical Education, Music, STEAM, Japanese (LOTE), and Kitchen Garden.

All classrooms are equipped with Interactive TVs, and the school maintains a 1:2 student‑to‑device ratio. iPads are provided for students in Prep to Year 2, while laptops are available for students in Years 2 to 6. This modern infrastructure supports the school's commitment to providing a high‑quality, technology‑enhanced learning environment.

Our Vision

To build a connected community that inspires and empowers learners to be successful in an ever‑changing world.

We believe that every member of our school community plays a role in achieving this vision.

- Teaching Community Our educators foster a high‑impact learning environment, equipping students with the knowledge, skills, and behaviours they need to thrive as literate, numerate, creative, and socially responsible individuals.
- Student Community Students are challenged and supported to reach their full potential, growing into confident, engaged, and responsible members of society.
- Parents & Community Members We encourage families to be active contributors to school life, showing enthusiasm for student growth and supporting the learning journey.

Our Values

Our core values shape our interactions, learning, and school culture.

- Respect We show care for others and act with kindness.
- Relationships We foster positive connections and embrace diversity.
- Resilience We face challenges with determination and a growth mindset.
- Responsibility We take ownership of our actions, learning, and setting

Teaching and Learning

At Skye Primary School, our approach to teaching and learning is purposeful, research‑informed, and designed for success. Every student is entitled to high‑quality instruction that is engaging, structured, and tailored to build both confidence and deep understanding. Our teaching practices are evidence‑based, ensuring that all students develop essential skills and knowledge in a way that maximises their potential.

Enabling Learning

- We create the right conditions for learning by fostering a calm, structured, and predictable environment where every child can succeed. Consistent routines are embedded across all classrooms, ensuring minimal disruptions and maximum instructional time. This approach supports student focus, builds confidence, and strengthens engagement in learning.
- Our teaching is structured, clear, and carefully sequenced, ensuring students develop mastery of essential skills and concepts. Lessons are broken down into manageable steps, with teachers providing explicit modelling, guided practice, and immediate feedback. This approach ensures that all students gain a strong foundation in their learning and feel equipped to succeed.
- Collaboration is at the heart of continuous school improvement. At Skye Primary, our Skilled Learning Communities (PLCs):
- Develop whole‑school teaching and learning programs that carefully sequence knowledge to be taught and assessed.
- Use rigorous data analysis to ensure that instruction is responsive to student needs, allowing for targeted teaching and intervention.
- Work collaboratively to refine instructional strategies, ensuring that all students receive the best possible learning experience.
- By combining structured teaching, a positive learning environment, and a culture of continuous improvement, we ensure that every student at Skye Primary School is set up for success.

Explicit Instruction

Professional Learning Communities (PLCs)

Wellbeing

At Skye Primary School, wellbeing is at the heart of everything we do. We know that when students feel safe, valued, and supported, they are best equipped to learn, grow, and thrive. Our approach is proactive, inclusive, and grounded in evidence‑based, trauma‑informed practices, ensuring the emotional, social, and physical wellbeing of every child.

Wellbeing is a shared responsibility, and we recognise the vital role that families, educators, and the broader community play in supporting students. We work closely with families and external support services to ensure every child receives the care, guidance, and encouragement they need. Through strong relationships, open communication, and a deep understanding of trauma‑informed approaches, we create a school environment where students feel secure, connected, and ready to engage in their learning with confidence.

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📌 Learning Specialist Range 3 - Disability Inclusion Leader (Melbourne)
🏢 Government schools
📍 Melbourne