Learning Specialist 3- Inclusion

Overview

Work Type: Fixed-term - Full-time

Salary: Salary not specified

Grade: Learning Specialist - Range 3

Occupation: Learning specialist

Location: Melbourne - Eastern suburbs

Reference:

Location Profile

Knox Gardens Primary School provides a challenging and engaging environment for all children. Our current enrolment for 2025 is 457 students and our numbers are expected to increase over the coming years. Our dedicated staff are passionate about delivering high-quality teaching and learning, fostering creativity, and building strong foundations for lifelong success, as our motto states "Learning for Life". We are committed to nurturing a love of learning in every student, while also encouraging kindness, resilience, and respect for others through our school values of Respect, Honesty, Responsibility and Fairness.

Our curriculum places a strong emphasis on literacy and numeracy including additional assistance for students where English is an Additional Language or extension / challenge programs for high abilities students. Our specialist programs in Performing Arts, Visual Arts, Science, Physical Education, and LOTE (Mandarin) enrich the educational experience while building confidence and unlocking hidden talents. Our BYOD Program for Years 3-6 combined with other digital technologies such as robotics, coding and 3D Printing ensures students are engaged while being equipped to be 21st-century learners. Students with disabilities and impairments are also integrated into an inclusive curriculum, offered from Foundation to Year Six. Parent and community participation complements and extends the programs provided by the staff, as we believe in the power of strong partnerships between school and families.

At Knox Gardens Primary School, you will be joining a community with a strong commitment for high expectations and a priority to maximise the learning growth for all students. You will be a valued member of our school who ensures that our students feel safe, inspired, and empowered every day.

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 Proven capacity to lead and coordinate the Disability Inclusion Profile (DIP) process, ensuring accurate data gathering, collaborative meetings, and high quality documentation that informs effective adjustments and resourcing.

Role

In recognition of the importance of exemplary teaching practice for improved student learning outcomes, the key roles of the Inclusion and Wellbeing Learning Specialist will also include:

• providing support to staff as the Mental Health and Wellbeing Leader, to better identify and support students with mental health needs.
• proactively working with wellbeing and leadership teams, teachers, parents/carers and other external agencies to coordinate clear referral pathways internally and externally for students identified as requiring further assessment and targeted intervention.
• monitoring Respectful Relationships curriculum development and implementation and review current wellbeing programmes across the school.
• This position will be 3 days out of the classroom and 2 days in. Year level TBC

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.

EEO AND OHS Commitment

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. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. 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

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:

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:

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

VIT LANTITE

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.

Applications close Monday 15 September 2025 at 11.59pm

Posted

3 September 2025

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