Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - Western suburbs
Reference: 1488219
Murrum Primary School is a new government school opening in 2026, located on wurundjeri country at 90 Elpis Rd, Weir Views, 3338. Murrum is the indigenous wurundjeri word for 'joeys'. The establishment of this new school in the Melton community will support the increasing enrolment demand from a growing local population. Our location is unique in that the suburb has been developing over several years prior to the school opening, and is relatively close to the bustling CBD of Melton and therefore provides easy access to local community services.
Murrum Primary School will open with places for up to 715 students with enrolments open from Foundation to Year 6. Murrum PS is a Supported Inclusion School providing up to 65 place for students with a diagnosis of Intellectual Disability within the total enrolment. This provides a unique opportunity to open another local school in the Melton community that provides high-quality education for local students, strengthening the already established education provision in this growth area.
When open for Term 1, 2026, the school will include:
Murrum Primary School will be co-located with an Early Learning Centre that will provide long day and Three-and Four-Year Old Kindergarten programs, supporting families with care needs and a smoother transition to primary school. The Victorian Government-owned centre will be run by Early Learning Victoria and will provide another unique opportunity of building a professional relationship that strengthens the learning of all students.
At Murrum Primary School we pride ourselves on being an inclusive and progressive school community. Our staff are our most valuable resource and we will provide support & recognition accordingly. Our Administration, Learning, Wellbeing and Principal Class teams will be visible and working together with staff to support the best outcomes for students. We will open as a government Supported Inclusion School with specific places for students with an Intellectual Disability diagnosis, this unique opportunity will create a community of learners with a collective approach and commitment to building exemplary practice and pride in growth and achievement for all. Our staff will demonstrate strong values in offering Safe, Calm and Dignified educational environment. Our staff with show care, act with integrity through honesty, celebrate achievement, encourage motivation and build persistence for all students and each other. You are a MPS CHAMPion!
The founding Leadership Team will be integral to shaping and creating the culture, philosophy and strategic intent for our new school. Our leaders' commitment to growth, reflection and responsive behaviour with a high-level ability to remain adaptable, flexible and positive in approach will be critical in forming our desired culture of learning and growth.
Our new school presents an exciting opportunity for educators to partner with all members of our community in the creation of a contemporary school that will have significant influence in future learning outcomes of the students.
Further information regarding the founding defining elements of culture, philosophy and teaching and learning approach at Murrum Primary School can be accessed by contacting Principal Sam Fleming at [email protected], Assistant Principal Allision Chircop [email protected] or Assistant Principal Kerrie Cull [email protected] or the school mobile phone 0469 825 767 (school phone manned Monday to Friday 8.30am-3.30pm).
Please note that there will be 2 information sessions run.
For any interested candidates who are unable to attend an information session please email Sam or Allison to receive an information pack to peruse so that you can determine if Murrum pedagogy aligns with your pedagogy.
Please submit Cover Letter, CV and SC as one PDF document.
*Providing 3 professional references and their contact details in your documents as they may be contacted prior to shortlisting*
SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of literacy and numeracy skills across the curriculum.
SC2 Demonstrated ability to lead the planning and implementation 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 monitor and assess student learning at a class, cohort or whole-school level and use this data to lead improvement initiatives. 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 leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school professional learning and culture in a new school setting.
SC6 Demonstrated exemplary practice commitment to continuous professional learning, grounded in the Science of Learning, to build teacher expertise and improve student outcomes. This includes leading evidence-informed professional learning communities, providing instructional coaching to support teacher growth, and guiding others to deepen their understanding of how students learn and retain knowledge.
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.