Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - Eastern suburbs
Reference: 1550857
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.
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 (see Workplace 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) via [email protected]
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.
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:
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
Skye Primary School is located in the City of Frankston in Melbourne's south-eastern suburbs, approximately 38 kilometres from the Melbourne CBD. Established in 1873, the school originally served a rural market garden community. Today, it enjoys a unique blend of suburban and rural surroundings, creating a distinctive and welcoming environment.
The school has undergone significant capital works, including the recent opening of a state-of-the-art basketball stadium featuring a music room, stage, and commercial kitchen. Additional refurbishments include a new Administration building, a modern Library, and the transformation of the old library space into a STEAM (Science, Technology, Engineering, Arts, and Mathematics) centre. The extensive school grounds feature a football oval, soccer pitch, two basketball/netball courts, and three separate playgrounds, including the dedicated 'Prep Backyard.' The campus comprises five main buildings and four portable classrooms, offering a mix of traditional and flexible learning spaces.
In 2026, Skye Primary School had an enrolment of 544 students from Prep to Year 6, with a Student Family Occupation Education (SFOE) index of 0.4422, placing it in the 'medium' socio-educational band. The staffing profile includes a Principal, two Assistant Principals, a Disability and Inclusion Coordinator, and two Learning Specialists. The teaching team consists of 33.5 teachers (including Principal Class) and 13.2 Education Support (ES) staff, including three office administration staff and a qualified school nurse. The school operates 25 grades. Specialist programs offered include Visual Arts, Physical Education, Music, STEAM, Japanese (LOTE), and Kitchen Garden.
All classrooms are equipped with Interactive TVs, and the school maintains a 1:2 student-to-device ratio. iPads are provided for students in Prep to Year 2, while laptops are available for students in Years 2 to 6. This modern infrastructure supports the school's commitment to providing a high-quality, technology-enhanced learning environment.
Our Vision
To build a connected community that inspires and empowers learners to be successful in an ever-changing world.
We believe that every member of our school community plays a role in achieving this vision.
Our Values
Our core values shape our interactions, learning, and school culture.
Teaching and Learning
At Skye Primary School, our approach to teaching and learning is purposeful, research-informed, and designed for success. Every student is entitled to high-quality instruction that is engaging, structured, and tailored to build both confidence and deep understanding. Our teaching practices are evidence-based, ensuring that all students develop essential skills and knowledge in a way that maximises their potential.
Enabling Learning
Explicit Instruction
Professional Learning Communities (PLCs)
Wellbeing
At Skye Primary School, wellbeing is at the heart of everything we do. We know that when students feel safe, valued, and supported, they are best equipped to learn, grow, and thrive. Our approach is proactive, inclusive, and grounded in evidence-based, trauma-informed practices, ensuring the emotional, social, and physical wellbeing of every child.
Wellbeing is a shared responsibility, and we recognise the vital role that families, educators, and the broader community play in supporting students. We work closely with families and external support services to ensure every child receives the care, guidance, and encouragement they need. Through strong relationships, open communication, and a deep understanding of trauma-informed approaches, we create a school environment where students feel secure, connected, and ready to engage in their learning with confidence.