Role
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:
1. Demonstrating high-level expertise in teaching and learning practice
2. Modelling exemplary classroom practice through teaching demonstration lessons
3. Working with the school leadership team to develop a shared view of highly effective teacher practice
4. Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery (Literacy)
5. 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
6. Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
7. Providing evidence-based feedback to teaching staff to inform their effectiveness and development
8. Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
9. Supervising and training one or more student teachers and mentoring and/or coaching teachers
10. Modelling exemplary use of student data to inform teaching approaches
11. Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
12. Modelling exemplary professional learning practice through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice
13. Other duties as assigned by the Principal
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:
14. Demonstrating high-level expertise in teaching and learning practice
15. Modelling exemplary classroom practice including through teaching demonstration lessons
16. Working with the school leadership team to develop a shared view of highly effective teacher practice
17. Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
18. 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
19. Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
20. Providing evidence-based feedback to teaching staff to inform their effectiveness and development
21. Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
22. Supervising and training one or more student teachers and mentoring and/or coaching teachers
23. Modelling exemplary use of student data to inform teaching approaches
24. Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
25. 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
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 ).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on:
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. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at:
DE Values
The Department’s employees commit to upholding DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:
Other Information
This position is a 3 year tenure from 29th January 2024 to 26th January 2027.
Conditions of Employment
26. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
27. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
28. A probationary period may apply during the first year of employment and induction and support programs provided.
29. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
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. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
Location Profile
Kismet Park Primary School currently has an enrolment of 476 students and is located in the leafy green area of Gum Tree Hills estate in an established part of Sunbury. We border developing communities of Sunbury Fields and the upcoming community of Sherwood Rise.
Kismet Park Primary School is proud of the strong reputation our school maintains within the local area. We are renowned for offering high quality programs within a warm and welcoming community. Our highly skilled staff provide a safe, secure and engaging learning environment. We are a school that supports collaboration with a focus on continuous improvement.
Our vision is to ignite a passion for learningin our students and equip them with the skills and mindset to thrive and achieve excellence.
Kismet Park Primary School operates on shared beliefs and understandings of:
30. All children can learn given the right time and the right support.
31. Shared responsibility and accountability – we all own all the FACES!
32. Differentiation through personalised learning, goal setting, conferences and feedback improves student capacity for learning and engagement.
33. High expectations and early and ongoing interventions are essential.
34. Principal as lead learner.
These beliefs and understandings are underpinned by a culture of high trust and respect.
Our teachers are dedicated professionals who value collaboration and work within the PLC Inquiry Model. Our learning and teaching programs follow the school’s Instructional Model that embeds the HITS in all aspects of the learning and teaching programs. English and Maths external consultants support our leaders and teachers to deliver high quality programs in the core subject areas. In 2023 we continued to support and extend our students through DET’s Tutor Learning Initiative model.
We have developed robust student wellbeing practices and implement the School Wide Positive Behaviour framework, with a focus on being proactive when supporting our students to be respectful, responsible and safe learners. We instil respect and an inclusive culture through supporting our students to adopt restorative practices to improve and repair relationships.
The wellbeing of our staff and students is paramount. In 2022 we introduced Martin Seligman’s PERMAH model which steps through five elements that are essential to human wellbeing and flourishing: positive emotion, relationships, meaning, accomplishment and health. Our leaders use this model to encourage others to flourish, and to understand how they can improve their own wellbeing.
Kismet Park Primary School seeks educators who are dedicated, self-reflective, lifelong learners and committed to working collaboratively. Our staff look forward to welcoming a Learning Specialist who has a deep knowledge and expertise in high quality teaching and learning. The successful applicant will be a highly skilled practitioner with the knowledge to further strengthen excellence in teaching and learning. The successful applicant will be part time out of the classroom.
Applicants wishing to find out additional information about our school or the position may contact the Principal, Kathy Cvitkovic, via email on: