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.

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.

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

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.

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 marrung@education.vic.gov.au

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

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

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.

Skye Primary School is located in the City of Frankston in the south-eastern suburbs of Melbourne, approximately 38 kilometers from the Melbourne CBD. The school was established in 1873. Originally a rural school serving the local market garden community, the present-day surrounds include both suburban and rural aspects that maintain a unique setting and ambiance.

The School has undergone major capital works in recent years including the recent opening of a brand new basketball stadium including a music room, stage and commercial kitchen. Refurbishment of existing buildings have included the opening of the new Administration building and Library. A STEAM centre has replaced the old library space. The extensive grounds include a football oval, soccer pitch, two basketball / netball courts and three separate playground spaces including the `Prep Backyard¿. The school consists of five main buildings and four portable classrooms. The classrooms include flexible learning spaces with central open plan areas. Team Kids operates the school¿s Out of School Care program.

Skye¿s current enrolment is 488 students from Prep to Year 6. The 2023 Student Family Occupation Education (SFOE) index is 0.4290, indicating a downward trend.  

The staffing profile of Skye Primary School includes a Principal, Assistant Principal, Disability Inclusion Coordinator (LT) and 2 Learning Specialists. There are 34.6 teachers and 12.03 Education Support (ES) staff including 3 office administration staff and a qualified school nurse. There are 21 single-age grades and 2 composite grades ¿ a 3/4 grade and a 5/6 grade. Specialist subjects include Visual Arts, PE, Music, STEAM and Japanese (LOTE). All classrooms are fitted with Interactive TVs and a student device ratio of 1:2. I-pads are provided for P-2 students and laptops are available for Grades 2-6.  

Our Vision ensures that we are:

Inspiring successful learners through a connected community, empowering students for the future.

Skye PS has an enthusiastic and motivated staff with an extensive range of teaching experience. Teachers work collaboratively in Professional Learning Communities to analyse student data in order to plan highly effective learning opportunities, using explicit direct instruction to improve student outcomes. A priority for learning and teaching is to identify and understand the entry point of learning for every student, and to plan differentiated tasks that ensure individual success and learning growth for all students. The provision of clear learning intentions and matched co-constructed success criteria supports students to set personalised learning goals and enables teachers to provide targeted feedback.  

Our School Strategic Plan is focused on ensuring that metacognition and learning challenge is inherent for all students. Developing Learner Agency and building a culture of collective efficacy will further enhance the development of an aspirational and high achieving learning community. Clear goals have been set to empower students to be engaged, independent and self-regulating learners. Targets to improve student outcomes in both Reading and Numeracy are set to maximise the learning growth of every student. Professional Learning for staff is focused on evidence-based research and best practice that fosters the development of consistent approaches to whole school planning, assessment and delivery of lessons across the school.   

Skye PS promotes Schoolwide Positive Behaviour and prides itself on the use of restorative approaches to student wellbeing, with a strong emphasis on developing positive relationships, resilience, responsibility and respect. The wellbeing curriculum is focused on embedding the school values, and is supported by initiatives including the Berry St Education Model, Zones of Regulation and Respectful Relationship. All staff and students participate in our fortnightly `Inspire¿ program offering teachers and students the opportunity to engage in passion inspired activities outside of their normal year levels. Programs include Drama, Journalism, AWFL & Cricket, Skye Sports, Yoga, Karate, Edison Bots (Coding), and Gymnastics¿ to name a few.

Skye PS values relationships and partnerships with the wider community. The school has an active PTF Association and a supportive School Council. Skye PS is an Ardoch partner school and through programs such as the Literacy and Numeracy Buddies, involvement with corporate partnerships ensure that students are exposed to opportunities outside of the school setting.