Learning Specialist - Wellbeing and Inclusion @ Nearnung PS

Nearnung Primary School opened for the first time in January 2023, and we encourage interested staff to come and join us, as we continue to establish our wonderful new school!

Our school is experiencing incredible success in relation to student learning and wellbeing, and we enjoy wonderfully positive community support. Our staff are thriving, knowing they are supported to teach, to lead and to achieve!

Embracing the values of connection, inclusion, endeavour and care, our teaching and learning team deliver programs that cater for each student's unique needs, ensuring learning is personalised and encouraging student agency. Our disability inclusion focus is well developed, and our students are thriving!

School Wide Positive Behaviour Support (SWPBS) features at our school, along with programs that support positive student wellbeing and our commitment to the delivery of high-quality curriculum. Our students demonstrate exemplary behaviour and consistently work to achieve their very best.

Our school facilities are incredible and include : an administration building with a beautiful library, staff offices and amenities; two learning neighbourhood buildings with general purpose classrooms, and flexible and collaborative teaching spaces; a specialist learning neighbourhood building for subjects such as food technology and science; a community hub with a competition-grade gymnasium, canteen, music and drama space; two outdoor hardcourts and a sports field. The school offers Outside School Hours Care for families of students who attend the school.

The successful applicant will value working and collaborating in teams, to deliver the very best academic and wellbeing outcomes for our students, staff and wider school community.

OUR VISION is the provision of a vibrant, inclusive school with purposeful community partnerships, providing personalised and relevant opportunities for all students to reach their potential and have a voice and choice in their learning and pathway.

OUR MISSION is to actively engage with the school community and share responsibility for empowering one another in the delivery of deliberate practices that maximise student engagement, achievement and wellbeing. Information and communication technology is embedded within our program delivery, providing a voice, choice and / or solution to potential barriers faced by students.

We promote the principles of inclusive education and support personalised learning by embedding the Universal Design for Learning principles and practices in school curriculum planning. We ensure teaching is targeted, consistent and specific, delivered within a tiered response model. Our students are thriving!

WE VALUE connection, inclusion, endeavour and care. We make a deliberate choice to focus on positive learning and healthy relationships, respecting ourselves, our school and each other, and understand that our attitudes and actions have an impact on the people around us. We celebrate and champion everyone to be their whole and most authentic selves. We focus on our goals, give effort and celebrate success. We model and demonstrate kindness and take every opportunity to help others.

All members of the school community are encouraged to be actively involved in the learning partnership to enable children to reach their potential at school and our school teams will contribute significantly to the quality of learning and the smooth operation of the school.

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 capacity to lead implementation of wellbeing and inclusion initiatives that build staff capability, engage families, strengthen student engagement, and promote a culture of belonging and positive behaviour.

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 (seeWorkplace 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 :

Include Staff ID, VIT number with expiry date and Date of Birth on application.

Conditions of Employment

Qualification Requirements

To be eligible for employment, transfer or promotion in the principal or teacher class :

Applications close Thursday 13 November 2025 at 11.59pm

#J-18808-Ljbffr