Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - Southern suburbs
Reference: 1490074
Dear Applicant,
Thank you for your interest in the Learning Specialist position at Chandler Park Primary School.
We are seeking an Instructional Leader to support the roll-out of our new School Strategic Plan. If you are looking for a vibrant, innovative and supportive environment, join our thriving leadership and teaching team at CPPS! We foster collaborative planning and teaching, maintain a positive mindset and provide ongoing professional development. Our commitment to the social, emotional and academic growth of every student underpins everything we do.
The successful applicant will:
At Chandler Park Primary School, our leaders and teachers appreciate their vital role in overall school improvement. They are dedicated to developing themselves as high-quality educators while maintaining a relentless focus on student learning growth. If you share these qualities, we warmly welcome your application.
Please apply via the Department of Education & Training¿s Recruitment-On-Line system and also email a copy directly to the Acting Principal at [email protected] by the closing date.
For any enquiries or to arrange a tour, please contact Steve Gammon on (03) 9798 2228.
We wish you well with your application.
Regards,
Steve Gammon
Acting Principal
Chandler Park Primary School
Chandler Park Primary School - School Profile
Chandler Park Primary School is located close to Parkmore Shopping Centre in Keysborough and is situated in an established suburb. The school is committed to enhancing quality teaching practice through its PLC structures, as a way to provide an education that prepares students to be successful, resilient, innovative learners within a rapidly changing world. Our focus is on developing a shared vision of the future in our new 21st century designed school and to develop a pedagogy and culture of personalised learning utilising inquiry and collaborative teaching that puts the child at the centre of the learning program.
Our whole school Teaching and Learning Model, identifies key strategies to improve student learning outcomes across the curriculum. The Model provides teachers with a well-researched structure that supports the implementation of the Victorian Curriculum. It is specifically designed to meet the needs of the children at Chandler Park. A distributed leadership model is used to create strong professional learning teams that work together to observe, reflect, and support each other¿s practice whilst building strong connections with the community.
The enrolment figure is currently 421. Organisationally 21 classes are structured in 2025 as follows: -
In 2025, the school has the following specialist programs: - Visual Arts, LOTE, Performing Arts, STEAM and PE
The overall socio-economic index, which is based on the school's Family Occupation Index, is ranked as Low and the proportion of students with English as an additional language is high. The average level of parent satisfaction which is derived from the annual Parent Opinion Survey was above the median of all Victorian Government schools.
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
This Learning Specialist Position is for 3 year:
January 27th 2026 to January 29th 2029
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.