Learning Specialist Range 3

Lysterfield Primary School values people, relationships and learning over all else. We believe school culture underpins our successes and creates opportunities to build trust and care amongst our school community.

We are passionate about providing explicit direct instruction and a knowledge rich curriculum, to develop students who are curious about the world around them and confident in their knowledge and skills to be successful in the future.

We are guided by the following principles:

- Children are at the centre of everything we do

- Curiosity and a growth mindset fosters lifelong learning

- Social and emotional learning are important to develop the whole child

- The pursuit of excellence drives personal success

Lysterfield PS is located in a relatively quiet residential area on the outskirts of Melbourne¿s eastern suburbs between Rowville and Ferntree Gully. Our enrolment is currently 487 students in straight grades across the school. We offer a comprehensive curriculum driven by our values of Teamwork, Respect, Aspire, Community & Kindness. There is a strong focus on Literacy and Numeracy, underpinned by evidence-based practices, as well as effective development of the Whole Child which includes social and emotional learning and positive mental health.

Our programs include:

- Whole school English and Maths programs, taught through the use of Explicit Direct Instruction and daily review

- Visual Arts, Performing Arts, Physical Education, Mandarin, STEM

- The Pegasus Way (explicit teaching of behaviour routines)

- Head Start program

- Whole school wellbeing approach, including Friendology and RRRR

Extra-curricular Programs

- Dance Club, Art Club, Choir, Rubrik's Cube Club, Robotics, Sustainability Club

- Sports training and events

- Whole school Intervention Program (Maths and English)

- John Monash Science School

- Student Voice Council

- Australian Maths Competition

There is a wide range of interesting outdoor spaces with shade for students in grounds that have been designed with active and passive areas to cater for the needs of all students. We also have a synthetic turf play area and a soccer ground. The school has the use of the adjacent Lakesfield Reserve for lunchtime and sport activities.

We promote student wellbeing through programmes such as: Resilience, Rights and Respectful Relationships, Values, Student Leadership, Friendology and the PERMAH framework. Our student leaders across the school have a strong sense of community and take responsibility for assemblies, Circles groups, Student Voice Council along with other leadership opportunities.

We offer specialist classes in Visual Arts, Performing Arts, Mandarin, STEM and Physical Education. We also have literacy and maths support and intervention teachers for Junior, Middle and Senior school students. We currently have 35 teaching staff and 18 non-teaching staff, including administration and integration aides/first aid assistants.

We have an active and engaged parent community that supports the school through fundraising, support with student activities and being actively engaged with their child’s education.

Our staff are committed to improving student outcomes through working in cohesive and collaborative level teams and ensuring our students are fully engaged with their learning through the principles of Science of Learning. Our school values of Teamwork, Respect, Aspire, Community & Kindness are embedded across the school and influence the way we work and the expectations of staff. We have a strong commitment to professional learning for staff and encourage leadership growth at all stages of a staff members career. Staff wellbeing is a priority at Lysterfield Primary School with time allocated to the development of teaching practices, relationships and ensuring a supportive workplace.

Selection Criteria

SC1 Demonstrated expert knowledge of the relevant curriculum, focusing on Wellbeing and Mental Health. Demonstrated ability to model exemplary teaching practice, including the Personal and Social Capabilities across the curriculum, and implement school priorities.

SC2 Demonstrated expertise in the implementation and modelling of classroom management strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student wellbeing.

SC3 Demonstrated exemplary ability to model the monitoring and assessment of student learning in relation to Wellbeing. 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.

SC6 Preferred experience in leading and coordinating the Disability Inclusion Profile (DIP) process with proven success, ensuring accuracy, timeliness, and meaningful collaboration with staff, families, and external professionals to secure appropriate supports and resources. Demonstrated success in building staff capacity by delivering ongoing, evidence-based professional development, complemented by practical advice and resources, to support the effective implementation of adjustments and inclusive practices for all students with additional needs.

Role

The Learning Specialist (Wellbeing) will be a highly skilled classroom practitioner and undertake leadership and management roles commensurate with their salary range. The role of the Learning Specialist (Wellbeing) is to improve the skill, knowledge and performance of the teaching workforce in the school and to improve the curriculum programs of the school.

They will be responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others.

The Learning Specialist (Wellbeing) is expected to lead and manage a significant area or function within the school (Disability Inclusion) with a high degree of independence to ensure the effective development, provision and evaluation of the program.

The Learning Specialist (Wellbeing) will be expected to make a significant contribution to policy development relating to wellbeing in the school. Their work will have a direct impact and influence on the achievement of the school goals.

The Learning Specialist (Wellbeing) will be responsible for the implementation of one or more priorities contained in the school strategic plan.

Responsibilities

Operating in collaboration with their school, leadership and wellbeing team where relevant, the Mental Health and Wellbeing Leader will:

- Promote a whole school approach to mental health and wellbeing to students, staff and families

- Support teachers and school staff to expand their capacity to embed evidence-based mental health strategies, interventions and programs and build mental health literacy to identify and support primary school students with mental health concerns.

- Collaborate with school staff to inform, influence and provide input into teaching and learning relating to mental health and wellbeing. Provide support to schools staff and classroom teachers to build their capabilities to embed mental health into the classroom.

- Work with school leadership and wellbeing teams to embed whole school approaches to mental health into school planning and strategic processes. Coordinate clear referral pathways internally (within school) and externally (to community services) for students identified as requiring further assessment and intervention.

- Proactively work with and support regional staff, school wellbeing and leadership teams, teachers, parents/carers and other external agencies to coordinate targeted mental health support for primary school students.

- Contribute to the school's existing wellbeing team.

- Leading and managing the Disability Inclusion profile process

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 marrung@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:

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:

- 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 part of the Victorian ITE program completed by the person).

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