Learning Specialist 3

Findon Primary School is a government Foundation to Year 6 school with an enrolment of approximately 300 students. Our school strives to provide the best learning opportunities for all its students. Findon Primary's students, staff, and community work together to support all the students to grow, develop and flourish in an engaging and student-centred environment.

At Findon Primary School, our educational philosophy is based on `developing the whole child'. Our vision is that our students become life‑long learners with positive feelings of self-worth and a sense of belonging. As young adults, we aim for our students to be role models of the values they have consolidated at Findon. These values promote our students to become confident, tolerant, resilient and effective team members within the larger global community.

Findon Primary School promotes a school environment that is a welcoming, diverse and safe place for all students, parents, teachers, and staff. We work together to create a school environment that is inclusive of all nationalities and cultures. At Findon, we refer to our school community as a family and we celebrate all that brings our students together.

The following values are pivotal to the life of our school and the school community

Be Respectful

Be Responsible

Do Your Best

Show Care and Compassion

Findon Primary has a dedicated team of teachers who deliver a high-quality education providing students with solid foundations for their secondary education and are committed to the schools motto of `Learning for Life¿. We incorporate all areas of learning including, English, Maths, STEM, Digital Learning and specialist areas such as Physical Education, Performing Arts, Visual Arts and LOTE, Auslan. We provide Intervention and Extension programs according to key learning areas and student need such as Literacy Intervention and Numeracy Extension. To support our students with an EAL background we have a dedicated EAL program as well as a Koorie program to support students with an Indigenous background. We have a strong belief in student voice and agency and are proud of our ongoing commitment to promote this through our student leadership group SRC and school leaders.

Teachers work together in teams with a strong focus on PLC and data Literacy. Our teachers provide a learning environment that has high expectations, develops the full potential of each child, and supports their overall health and wellbeing. Students are actively supported to take responsibility for their learning and behaviour. We assist students to form friendships, seek solutions to problems and understand the importance of good citizenship. A consistent approach through our School Wide Positive Behaviour System framework, enables all students to flourish at their own pace and achieve further.

Findon Primary School has a commitment to building a learning community where all stakeholders are involved in the education of students. We encourage parents to take an active interest in their childs learning and to take advantage of the numerous forums and opportunities that support this. The partnership between home and school is highly valued and underlines the importance parents have in all aspects of their childs education.

The atmosphere of our school is supportive and friendly with students, staff and parents working together to achieve the best learning outcomes for all children in a caring, compassionate and inclusive environment.

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 (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) viamarrung@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:

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).

Applications close Wednesday 5 November 2025 at 11.59pm

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