Learning Specialist 3 - English

Location: Melbourne | Northern Metropolitan
Job type: Full time / From 27/01/2025 - 27/01/2028
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1439834
Location ProfileAn exciting opportunity presents for a new Learning Specialist – English, at Reservoir Views Primary School commencing in 2025.
Over the last 5 years at Reservoir Views Primary School, we have transitioned to a structured literacy approach from Foundation to 6. The evidence-based method focuses on explicit, systematic instruction in the 'Big 6' of reading: oral language, phonemic awareness, phonics, vocabulary, fluency, and comprehension. Phonics instruction is central, emphasising the relationship between sounds and letters, supported by daily practice with decodable texts. Students engage in knowledge-rich reading units, focusing on building background knowledge, vocabulary and comprehension skills. Writing is taught explicitly, progressing from sentence-level work in F-2 to paragraph and whole-text level in 3-6. As we enter a new strategic plan, we remain committed to strengthening our approaches to cater for all students.
Reservoir Views Primary School was established in 2009, the result of the merger between Keon Park Primary School and Burbank Primary School. The school is situated in Reservoir, 11kms north of Melbourne's CBD.
The school buildings are designed to promote collaborative learning and teaching, with flexible learning areas enabling teachers and students to work together and separately as needed. Our school grounds offer a number of opportunities for students to engage with each other in active and passive play areas. The Vegetable Garden and garden to plate program provides students with the opportunity to learn a range of practical skills whilst the sensory play space is an inclusive play space that promotes both passive, restful areas and accessible active play areas. Students also have access to 4 playgrounds, a running track, vast sports field and a basketball and netball court.
Our Vision: To provide excellent educational opportunities in a stimulating, safe, nurturing environment and to instil a love of learning, celebrating effort and achievement in the belief that all students can thrive and lead productive and fulfilling lives.
Our school values are Courage, Curiosity and Connection and these provide the framework for our positive learning environment. Student, parent and staff relationships are highly valued, encouraging all to feel engaged and connected as a community of learners. Students who feel safe, challenged and supported by a positive school environment are able to aspire to be the best they can.
There are currently 270 students enrolled at the school and our 2025 enrolment is expected to be 290. The school operates specialist programs in Visual Art, Physical Education, Auslan and Music.
We believe in improving student learning through teacher collaboration and in partnership with parents. All of our teachers collaborate in teams – planning, teaching, moderating and assessing. We have beautiful, flexible learning spaces that support collaboration for teachers and students alike.
Reservoir Views Primary School embraces diversity and reflects the multicultural and varying socio-economic nature of its local community, with a large cohort of students with a language background other than English. We look for opportunities to build and strengthen community connections, such as through our annual Welcome Picnic, Harmony Day, School Concert and Assembly Performances, Learning Expos, English Language Learning for parents, and Classroom Helpers Program.
We are committed to providing our students with the skills and attitudes that will be needed in their future. We have a strong focus on developing their literacy and numeracy skills as well as deepening their curiosity, knowledge and understanding of the world around them.
Reservoir Views Primary School is seeking an enthusiastic educationalist who is committed to contributing towards the achievement of high standards in learning (for students and themselves), is a hands-on team-player, is actively involved in developing personal skills, is flexible and adaptable, and is passionate about education.
Advice to Applicants Applicants are free to structure applications in any manner they choose, but must ensure that the following are included:
A specific response to all of the Key Selection Criteria and position details. It is suggested that applicants limit their responses to no more than 1 - 1.5 pages for each of the 5 criteria.A Cover Letter introducing yourself and providing your name, record number (if currently employed by DET), home address, telephone numbers (home, work and mobile) and the vacancy number of the position.A summary of experience and qualifications.The names and contact details of three referees who can provide information regarding the applicant in relation to the Key Selection Criteria.Please note: The selection panel may contact referees other than those listed.
Selection Panel Principal NomineeStaff representativeThe Selection Process will involve the following steps: Receipt of application by the closing dateShort listing of applicantsInterview process (applicants may be invited back for a second interview)Referee Checks (these may occur prior and/or after the interviews).Note: The panel reserves the right to contact others outside of the list of referees provided by the applicant.
On making a decision to appoint, a job offer will be made to the successful applicant.Further Information All applicants or interested parties are encouraged to contact the school, principal Steve Stafford, on 9460 6995. School tours can be arranged.
Selection CriteriaSC1 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.
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. 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.
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via ******
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. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
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:
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 at http://www.education.vic.gov.au/hrweb/Pages/default.aspxVIT 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. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
Full time / From 27/01/2025 - 27/01/2028

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