Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - Eastern suburbs
Reference: 1504368
Bimbadeen Heights Primary School is committed to providing high quality education and an environment for learning where each child is valued and encouraged to reach their full potential intellectually, socially, and personally.
The Bimbadeen Heights Primary School vision describes the aspirations of our school community and is to provide quality education that establishes the foundation for successful life-long learning.
Our core values reflect the belief that an effective school is one that embeds student safety and wellbeing throughout all school practices. The focus on developing positive, supportive relationships between all members of the school community is a key component in our teaching of these values. Our school values are:
These core values are supported by the School Wide Positive Behaviour Support Framework, the Respectful Relationships program, and the Berry Street Education Model.
We encourage and enjoy family participation in all aspects of school life to foster a positive partnership in learning. The excellence of our reputation is built largely on the quality of the relationships we have built between all stakeholders and our warm and welcoming atmosphere is often commented on.
Bimbadeen Heights Primary School is located in the suburb of Mooroolbark, within the North-Eastern Victoria Region, Outer Eastern Melbourne Area. The school shares close links with neighbouring primary and secondary schools within the Yarra Ranges Network.
In 2025, the school has an enrolment of 542 students with 47 (95) students classified as EAL (English as an Additional Language), 67 (12%) students identified as socially disadvantaged and 5 (1%) students from Aboriginal and Torres Strait Islander backgrounds. The school is structured in single year level classes.
We have a strong inclusion program with a Leading Teacher of Disability Inclusion who provides support for school staff, students, and families, with 25 students supported under the Program for Students with Disabilities or a Disability Inclusion Profile.
The school¿s overall socio-economic profile reflects a Student Family Occupation and Education (SFOE) index of 0.2989 places the school in the `low-medium¿ range for overall socio-economic profile. The school¿s overall socio-economic profile shows an increasing trend over the past 5 years, with overall lower levels of social-economic disadvantage.
The school facilities include 16 permanent and 10 portable classrooms, an Art room, Chinese Language room, Performing Arts room, two instrumental music rooms, a canteen and library. The school¿s hall is used during school hours for assemblies, incursions and specialist physical education classes and outside hours for local sporting groups and associations through established school council hire agreements. An accredited out of school hours care program operates from a large additional portable building. The school grounds include multiple surfaced playing areas as well as a large, grassed oval, running track and three playgrounds for student recreational and sporting activities.
Bimbadeen Heights Primary School is a dynamic learning environment where teachers work in teams, to deliver a guaranteed and viable curriculum utilising evidence-based best practices to ensure every student¿s individual learning needs are met. We maximise the learning potential of students through a data informed, differentiated approach to teaching and learning and the addition of extension, support, and a range of extra-curricular programs, catering for the full range of individual differences. The school curriculum reflects the Victorian Curriculum 2.0 framework, with specialist programs offered in Performing Arts, Physical Education, Visual Art, Languages (Chinese Mandarin) and classroom programs in the Library and Digital Technologies spaces. Programs are enhanced through the delivery of a wide range of enrichment programs including opportunities for students to participate in student excellence programs and develop leadership skills.
Our school is committed to meeting the current and future needs of our students by developing knowledge, skills, and resilience to be successful global citizens. Information technology is well-resourced and incorporated across the curriculum to help broaden and deepen student learning. Our school provides safe, orderly, and structured learning environments for our students where we cater for the different learning styles and needs of each child.
In 2025, our school staffing profile comprises 43 teachers, including part-time and full-time classroom and specialist teachers, two intervention teachers, one Leading Teacher of Disability Inclusion, one Leading Teacher of Mental Health and Wellbeing, three Learning Specialists, and a Principal and two Assistant Principals. Educational Support Staff members including a Business Manager, two administration staff, a First Aid Officer, a school counsellor, one occupational therapist, one maintenance person, one teacher support staff member, and fourteen integration aides.
This in an ongoing position with a 3 year Learning Specialist tenure. 27.01.26 to 26.01.29
Interested applicants are welcome to contact Adele Gregson, Principal, on 9726 9989 to discuss our school in further detail.
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.