Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - Eastern suburbs
Reference: 1486365
Cranbourne East Primary School (CEPS) is located in the Hunt Club Estate in one of the fastest growth areas in the Southeastern growth corridor. The school is located at No 2 Bowyer Avenue, Cranbourne East and is co-located with Cranbourne East Secondary College, whom we enjoy and value a strong partnership with. Adjacent to the school site is a three-room kindergarten and maternal health centre, City of Casey sports oval and pavilion as well as Marnebek School (Corrigans Road Campus).
The school is an exciting state of the art facility built under the Partnerships Victoria in Schools Project (PViS), which opened at the start of 2011. The school is built for a long-term student enrolment of 450 students, however due to early rapid enrolment growth and long-term stabilised enrolments, this figure has been surpassed with current enrolment at 1000 students. 64.6% of these students speak a language other than English at home.
The dedicated staff of CEPS comprises of 6 Principal Class (full-time and part-time), 4 Learning Specialists (Literacy, Numeracy and Inclusion), 1 Leading Teacher (Numeracy), 61 teaching staff (full and part time), 1 Psychologist, 1 Student Counsellor, 1 Engagement Officer, 1 Mental Health in Primary Schools teacher, 4 Tutor Learning Initiative teachers, 15 Classroom Education Support Staff, 1 Business Manager, 7 Office Administration staff including a First Aid Officer. The current SFOE Index is 0.3934.
The school undertook their School Review in Term 2 2024 and has a new Strategic Plan. In line with recommendations from the School Review, CEPS undertook a review of our co-teaching model, involving extensive staff collaborative research of best practice, broad community consultation with parents, and consultative engagement with students. Drawing on what was heard and learned through this process, the decision was made to change the learning structure to a single-teacher/single-class model, which commenced in 2025.
Employing similar consultative practices, and guided by the review, SIT has also changed the structure of the day from a split timetable to a single timetable, employing 4 sessions and 3 breaks in the timetable.
CEPS is undergoing an exciting phase of growth and development of learning and teaching, guided by the Victorian Teaching and Learning Model 2.0 (VTLM 2.0) and is grounded in the latest research from the Science of Learning. At CEPS, this means creating learning environments that prioritise explicit teaching, cognitive load management, regular review and deep content knowledge.
CEPS is committed to evidence-based practices that support every student to succeed. A key element of this work is the implementation of Phonics Plus, a structured synthetic phonics program designed to build strong foundations in early reading. Instructional Practices aligned with Explicit Instruction, a strong emphasis on high-impact teaching strategies, professional collaboration and reflective practice support the schools teaching and learning programs.
In addition to core curriculum areas, students at CEPS benefit from a broad and enriching specialist program. Specialist areas include Science, Physical Education, AUSLAN, Performing Arts, Visual Arts, and STEM. These subjects offer students opportunities to explore creativity, develop physical and scientific skills, express themselves, and engage with real-world problem-solving in innovative ways. At CEPS, we are proud to be building a future-focused learning culture where every student is supported, challenged, and inspired to reach their full potential.
Cranbourne East Primary School is a place of vibrant learning and professional practice. It is a happy, exciting and engaging learning environment where student centred learning occurs. CEPS offers a comprehensive curriculum with a strong focus placed on literacy, numeracy and wellbeing. Using the School Wide Positive Behaviour Framework (SWPBS), teachers place greater emphasis on enhancing student engagement and improving attendance using relevant data to create ambitious yet achievable learning goals. Our staff work collaboratively to ensure each student is supported and nurtured individually.
At Cranbourne East Primary School, we believe that every child deserves access to high-quality teaching, strong relationships, and the opportunity to thrive. Our passionate and skilled staff are committed to continuous improvement, working collaboratively to deliver excellence in education. With a clear vision aligned to our Strategic Plan, and grounded in the values of inclusion, respect and academic growth, we are building a culture where curiosity is encouraged, progress is celebrated, and each learner is empowered to succeed. CEPS is not just a place of learning¿it is a community where students, staff and families grow together with purpose, pride and passion.
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 capacity to lead and contribute to whole-school improvement initiatives. Proven ability to build teacher capacity to improve student wellbeing outcomes through the use of evidence-based practices and to work collaboratively with colleagues to strengthen teaching practices and support staff professional growth.
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:
Role specific -
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.