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 Profile Caulfield 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.

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 Education Languages 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 Programs Australian Girls' Choir Alliance Francais At CJC, we are committed to nurturing a vibrant, inclusive, and academically enriching environment for all students, preparing them to excel as global citizens.

Selection Criteria Please 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 permission to teach with the VIT. Learning Specialist SC1 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.

Role 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.

Responsibilities 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:

Demonstrating high-level expertise in teaching and learning practice Modelling exemplary classroom practice including through teaching demonstration lessons Working with the school leadership team to develop a shared view of highly effective teacher practice Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice Providing evidence-based feedback to teaching staff to inform their effectiveness and development Providing expert advice about the context, processes and strategies that will shape individual and school professional learning Supervising and training one or more student teachers and mentoring and/or coaching teachers Modelling exemplary use of student data to inform teaching approaches Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities Modelling 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 practice Who May Apply 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.

EEO AND OHS Commitment 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.

Child Safe Standards 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.

The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights.

Information on the department values is available at:

All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check. A probationary period may apply during the first year of employment and induction and support programs provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website. VIT LANTITE 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.

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