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 capacity to lead the development and implementation of a key strategic planning area.

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:

• Lead the implementation of the school¿s PBiS framework
• Lead the school¿s transition from PSD to Disability Inclusion including:

o   review school processes for student support groups, personalised goal setting and IEPs

o   Oversee individual education plans (IEPs) across the school, and ensure the school meets obligations for students who are required to have an IEP

o   Prioritise resources and time to identify and consider the needs of students with disability and additional needs

• build staff capacity to understand, develop and implement IEPs
• collaborate with services working in the school to deliver adjustments to students
• embed inclusion and disability expertise in strategic planning and recruitment practices of the school
• embed evidence-based inclusive education and human rights obligations into school policies and plans
• act as a source of advice for staff about differentiated teaching strategies appropriate for individual students with disability and with additional needs
• Support and broader school wellbeing and allied health team
• 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
• 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
• Modelling exemplary use of student data to inform teaching approaches
• 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.

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).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: brett.west@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:

 Child Safe Standards: Policy | education.vic.gov.au

The Department’s employees commit to upholding DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:

http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

Applications must include: 

1. A cover sheet providing contact information including home address, email and phone number. 

2. A CV with a summary of experience and qualifications. 

3. Specific Key Selection Criteria response. 

4. The names, email addresses and contact details for three referees. 

For ease of handling by the school, all documents (cover letter, cv and key selection criteria responses) can be¿saved as one pdf and uploaded to Recruitment on Line.¿ Please also ensure that your name is included in the header of each document. 

All applicants should ensure that their personal profile on Recruitment Online is up to date

Applicants seeking further information about the position or a tour of the school are encouraged to contact the principal, Mr Phillip Coloca.  Please contact reception on 8015 2900 or email Eynesbury.ps@education.vic.gov.au

• 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

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.

Background

Eynesbury Primary School is located in Melbourne's outer west, presently catering for an enrolment base of 374 students with a projected capacity of 400. The school occupies modern and architecturally designed facilities including two Learning Communities, a STEAM building, performing arts space and a competition-grade gymnasium.

The school was founded in January of 2021 and caters for students and families living within the Eynesbury Township. Predicated on a foundation of high expectations for all members of our school community, Eynesbury Primary School aims to guarantee an outstanding education for every child in our care and does so through an emphasis on explicit and direct instruction across all learning areas, supported by a commitment to a literacy framework informed by the Science of Learning and Reading and the ongoing development and implementation of a knowledge-rich curriculum.

Educational Vision

Eynesbury Primary School¿s objective is to ensure that all students will attain the knowledge and learning traits that will enable a lifelong love of learning and the disposition and capacity to engage critically and confidently within Australian society.

 Our mission during this foundation period is to create a school that will ensure the learning and achievement of every child and to empower young people and their community to work together in this pursuit.

Students at Eynesbury Primary School will become creative and critical thinkers, empowered to positively impact both their school and their community.

They will work in partnership with their teachers to monitor their progress, identify their next point of challenge and collaborate positively with their peers.

Eynesbury Primary School will maintain high expectations for all students, underpinned by an aspirational learning culture based on evidence, best practice and inclusion.

Our founding values are Excellence, Integrity, Community and Kindness:

 We will embrace high expectations for ourselves and our community and strive for excellence in all endeavours

We will act according to our values, demonstrating integrity through honesty and trust in each other

We will come together as a learning community of students, teachers and families in a way that represents the hopes and aspirations of the Eynesbury township

We will demonstrate kindness towards each other and to ourselves.