French Binational Learning Specialist

Location: Melbourne | Southern Metropolitan
Job type: Full time / From 21/07/2025 - 20/07/2027
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1452702
Location ProfileCaulfield Junior College (CJC) is dedicated to fostering a community of global citizens who are empowered to reach their personal best. Our core values, encapsulated in the acronym HERO - Honesty, Empathy, Respect, and Optimism, guide our educational approach and community interactions.
We are a Victorian State School, proudly serving over 560 students from diverse backgrounds. Our campus is situated on Balaclava Road, Caulfield North, just 11km southeast of Melbourne's CBD.
CJC is a distinguished Binational school, offering both the Victorian Curriculum and the French curriculum from Prep to Grade 6. This dual curriculum is meticulously aligned with standards set by the Department of Education and Training (DET) and the French Ministry of Education, with oversight from the Agency for French Education Abroad (AEFE). Our French Binational Program (FBP) includes a significant number of students enrolled in this accredited French program.
Our teaching staff, holding Victorian Institute of Teaching (VIT) qualifications, are not required to possess French language skills, ensuring a broad range of talented educators are available to our students.
Approximately 90 students participate in our Hebrew Immersion Program (HIP) before school, three mornings a week. Many of these students also engage in additional after-school activities provided by the United Jewish Education Board (UJEB). We celebrate the rich diversity of our school community, which includes students from 28 different countries speaking 24 languages.
Student wellbeing is a central focus at CJC. We collaborate with Dogs Connect and have our own Wellbeing Dog. As a School Wide Positive Behaviour (SWPBS) institution, we implement the Peaceful Kids Program and maintain a dedicated wellbeing team to support our students' needs.
Our teaching is grounded in evidence-based practices. Our Literacy Block is inspired by the Reader's and Writer's Workshop Model, with early years instruction using the Little Learners Love Literacy resources for systematic phonics. For Numeracy, we employ the Peter Sullivan model to guide mathematical concept learning.
Students at CJC benefit from six specialist areas:
Performing Arts (supported by the Music in Schools Initiative)Health and Physical EducationLanguages Other Than English (LOTE)Our school boasts excellent outdoor sporting facilities, including a synthetic football pitch, basketball court, running track, and covered play equipment. We also offer an outdoor library for students to enjoy during recess and lunch, along with various activities coordinated by our student leaders.
Beyond regular school hours, we provide a range of external programs:
TeamKids runs a popular Outside School Hours Program.Sporting and Instrumental ProgramsAustralian Girls' ChoirAlliance FrancaisAt CJC, we are committed to nurturing a vibrant, inclusive, and academically enriching environment for all students, preparing them to excel as global citizens.
Selection CriteriaPlease note that to apply for this role, you must have a French Teaching Diploma (CRPE, Master of Education, or Master MEEF) and a minimum of 5 years' experience. We are seeking French native speakers with advanced English language skills (C1 required on the CEFR scale) An IELTS academic test is required to obtain a permission to teach with the VIT. Learning SpecialistSC1 Demonstrated expert knowledge of both the French and the Victorian curriculum. Demonstrated ability to model exemplary teaching practice, including teaching literacy and numeracy skills across the two curricula and implementing school priorities in a binational context.
SC2 Demonstrated expertise in implementing and modelling high-impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers in evaluating 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 in both French and English. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement in a multicultural context.
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.
RoleLearning 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.
ResponsibilitiesIn 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:
Demonstrating high-level expertise in teaching and learning practiceModelling exemplary classroom practice including through teaching demonstration lessonsWorking with the school leadership team to develop a shared view of highly effective teacher practiceLeading and modelling the implementation of whole-school improvement strategies related to curriculum planning and deliveryPlaying a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaborationModelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practiceProviding evidence-based feedback to teaching staff to inform their effectiveness and developmentProviding expert advice about the context, processes and strategies that will shape individual and school professional learningSupervising and training one or more student teachers and mentoring and/or coaching teachersModelling exemplary use of student data to inform teaching approachesDeveloping and promoting school-wide professional learning structures, processes and protocols through Professional Learning CommunitiesModelling exemplary professional learning practice included through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practiceWho May ApplyTeachers 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.
EEO AND OHS CommitmentApplicants 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.
Child Safe StandardsVictorian 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.
VIT LANTITETo 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.

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