▷ [3 Days Left] Learning Specialist Range 3 - Teaching & Learning- new school commencing Term 1 2026 - Truganina

Learning Specialist Range 3 - Teaching & Learning- new school commencing Term 1 2026 - Truganina

Location Profile

Mindalk Primary School will be established in 2026 to meet the growing educational and enrolment need within Truganina. Our school anticipates 300 enrolments in our inaugural year 2026, from Prep to Year 6 and will be situated within a growing housing estate with neighbouring grasslands, parklands, walkways and a proposed shopping precinct only 25km west of Melbourne’s CBD.

If you are drawn to contributing a vibrant and outstanding learning community with:

- modern and sophisticated resources and facilities

- a positive working environment of support

- a learner‑centred collegiate community

- the opportunity to develop a new school culture with like‑minded professionals

When open in Term 1, 2026 our school will include:

- 3 learning neighbourhoods

- an administration and library building

- specialist spaces including food technology and science

- a community hub with indoor multi‑use court, canteen and arts/music spaces

- a sports field

- several outdoor learning spaces with shade and landscape gardening

- a car park with bus access

Overview

Mindalk Primary School will work to develop a calm and supportive learning community for all that attend. We will do this with evidence‑based instruction, inclusive practices and a focus on excellence and equity in learning alongside leadership opportunities for eager professionals. We will offer a variety of curricular experiences centred in high‑level Literacy and Numeracy practices.

Mindalk Primary School will be a Supported Inclusion School (SIS) which will enable us to provide extra support for students with a disability within a mainstream setting.

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.

SC6 Demonstrated ability to support colleagues through mentoring, team teaching and instructional coaching partnerships to foster a culture of continuous learning and improvement of learning outcomes for all learners.

Role

The role of the LS Teaching & Learning is to work collaboratively with all Prep‑Year 6 teachers and school leaders to guide, direct and facilitate the high‑level curriculum, instruction and assessment of our student population. This role supports the development and implementation of rigorous teaching practices to ensure the learning growth of all learners at Mindalk Primary School (MPS). The LS Teaching & Learning reports to the Assistant Principal and Principal.

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

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.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms – gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au.

Qualification Requirements

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016 must 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 Initial Teacher Education program completed by the person.

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