Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - Northern suburbs
Reference: 1546843
Would you like to be part of our collaborative team that values a positive, supportive and inclusive environment for students and staff?
Then ........ Ashley Park Primary School is the place for you!
Ashley Park Primary School is located at 105 Orchard Road, Doreen. We are in our eighth year, opening in January 2019 and will have an enrolment of 545 students in 2027. Our staffing profile consists of Principal, 2 x Assistant Principals, Business Manager, 3 x Learning Specialists, 1 Leading Teacher, 28 Community teachers, 1 teacher who provides graduate and mentor release each week, a team of 5 specialists delivering PE, Spanish/Drama, Creative Arts and Music/Dance and 19 ES (at varying EFT) who support students, first aid, grounds & facilities maintenance and the office.
The school design is state of the art consisting of our Silver Gum Centre - admin, library and staff facilities and the Eucalypt and Wattle Learning Spaces which are open plan, flexible and adaptive sharing an outdoor learning street. Our Ironbark Sports and Arts Centre includes a full size competition grade basketball stadium and performing arts space. We also have three double storey portables that house up to 300 students. The school site is large with ample play areas for the students including an AFL oval, outdoor multi courts, nature play area, sandpit, cubby zone and three playgrounds. Our local community utilise these school facilities outside of school hours. We outsource a before and after school care program that also offers curriculum day and vacation care.
The vision for Ashley Park Primary School is to be `all we can be'; a collaborative school community formed through strong partnerships that contribute to the engagement, wellbeing and achievement of all students. Our mission is to provide a comprehensive education that empowers our students to contribute to their world, shape their desired future and develop the understandings, skills, capabilities and dispositions that will enable them to be the best they can be.
Our school values are:- Be kind. Be ambitious. Be responsible. Be all we can be.
The school will be organised into seven learning communities in 2027- Foundation, Junior 1, Junior 2, Middle 3, Middle 4, Senior 5 and Senior 6. Our teachers work in collaborative teams to plan, implement and evaluate a highly effective literacy, numeracy and inquiry focussed, teaching and learning program for the cohort of learners in their learning community. Each community teacher has a group of students for which they are the contact teacher for parents and families. They also begin and end the day with this group while working with many students across the cohort utilising our like needs groupings approach, throughout the school day.
This is a fabulous opportunity to work in a 21st century learning environment that places the student at the centre, the family at the fore and capitalises on the creativity and expertise of the teaching and education support staff to realise the potential of all.
For more information please contact Keren Barro on
IMPORTANT: When uploading your application please ensure you upload it as one document that includes your cover letter (optional), response to selection criteria (SC) and resume/CV. Please include your name in the FILE NAME.
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 ability to build teacher capacity through instructional coaching and collaborative planning to successfully embed the Victorian Teaching and Learning Model 2.0 to improve student learning and wellbeing outcomes.
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.
Role outline for Ashley Park Primary School
In 2027 the role will include
(0.4 = 2 days ) Teaching - Effectively implementing the VTLM 2.0 through exemplary planning and delivery that models differentiated practice and reasonable adjustments which are informed by data to meet the diverse learning and wellbeing needs of the cohort.
(0.6 = 3 days)
Undertaking and/or supporting the Community Leader role in the teams you plan with.
Conducting learning walks, observing in learning spaces, coaching teachers and facilitating peer observation.
Planning for and leading weekly collaborative planning with two to three community teams, likely to be (P-2) or (3-4) or (5-6) with specialist teachers allocated across the teams, supporting the design of challenging, rigorous tasks.
Designing and delivering targeted professional learning to achieve the goals and targets of SSP and related AIPs.
Actively contributing to the School Improvement Team, ensuring progress and achievement of the students in the cohorts you lead, is monitored and utilised to drive improvement in student learning and wellbeing outcomes.
Depending on the needs of the school the teaching allocation may increase during the time of the tenure.
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.