Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - Southern suburbs
Reference: 1490598
Kilberry Valley Primary School
Kilberry Valley Primary School is an inclusive and diverse school located in Hampton Park, Victoria. We are proud of our culturally rich community, with over 60% of our students identified as having English as an Additional Language and more than 40 language backgrounds represented across the school. Our diversity is a key strength, reflected in our values, practices, and learning environment.
We deliver a comprehensive Prep to Year 6 program using a structured and explicit teaching model across all year levels. Our curriculum is aligned with the Victorian Curriculum and underpinned by evidence-based instructional strategies and responsive teaching practices. In the early years, we implement Little Learners Love Literacy with a strong focus on structured synthetic phonics to build foundational literacy skills. From Years 3 to 6, students are explicitly taught using resources from PHORMES and Ochre to extend their literacy and numeracy skills through structured, targeted instruction.
We use a range of evidence-based assessment tools, including DIBELS, DAL, PAT, and Common Assessment Tasks (CATs) to monitor progress, inform teaching, and ensure each students learning needs are met.
We have a dedicated Intervention team that supports student learning growth through the implementation of programs such as MacqLit and Heggerty.
Kilberry Valley Primary School is committed to building staff capacity and fostering a culture of collaboration and growth. Staff engage in weekly Professional Learning Community (PLC) cycles, focusing on data analysis, instructional improvement, and shared accountability for student outcomes. Our large and diverse leadership team provides high levels of support to staff, while maintaining high expectations to ensure continuous school improvement through professional learning.
Wellbeing is central to our school culture. In 2024, we achieved a HIGH rating in the Wellbeing domain on our school performance report, and we are collectively striving to replicate this success in the Learning domain. We are a School-Wide Positive Behaviour Support (SWPBS) school, with clearly defined whole-school expectations and consistent behaviour frameworks embedded across all classrooms.
Our school values are encapsulated in our motto Kilberry CARES:
These values are explicitly taught, modelled, and reinforced in all aspects of school life. Each classroom is equipped with a Ready to Learn space, a calming area designed to support student regulation and self-management. We also offer a range of targeted wellbeing programs including Peaceful Kids, Social-Emotional Learning Groups, and Art Therapy, coordinated through our wellbeing team.
Our specialist programs in, Performing Arts, Physical Education, STEAM and Values are highly valued.
At Kilberry Valley Primary School, our vision is:
We take pride in our rich diversity, empower students to reach their full potential, and inspire a passion for excellence through high expectations and quality learning experiences.
We are committed to creating a safe, inclusive and dynamic learning community where all students are supported to thrive. Through our high expectations, explicit teaching, strong partnerships, and unwavering focus on student wellbeing, we are making a difference, every day, for every learner.
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:
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 [email protected]
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.