Job Description
Job Description
Location: Melbourne | Southern Metropolitan
Job type: Full time / From 28/01/2026 - 26/01/2027
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1433307
Location Profile
LEARNING SPECIALIST - WELLBEING
Valkstone Primary School Vision Statement: We are curious learners, preparing ourselves to thrive in tomorrow's world.
Valkstone Primary School is seeking an individual to inspire within all students a commitment to personal, social and academic growth as individuals and members of an inclusive learning community. We celebrate integrity, curiosity, inclusiveness and respect and aim to develop students' responsibility as global citizens.
2026 is a School Review year for Valkstone Primary School, so the successful applicant will have a unique opportunity to help participate in the review, leading to the development of a new School Strategic Plan. Through their active participation and contributions to the School Improvement Team, they will also help lead the annual monitoring of the School Strategic Plan and Annual Implementation Plan goals.
The successful applicant in this role will:
Demonstrate comprehensive understanding of Berry Street Educational Model and High Impact Wellbeing Strategies. Lead the development and implementation of these approaches school-wide through effective staff professional learning and change management.
Coaching, mentoring, modelling and co-teaching with teachers to build BSEM and HIWS content knowledge and instructional practice, with a focus on improving Tier 1 wellbeing instruction across the whole school
Model exemplary wellbeing classroom practice and foster positive classroom relationships through teaching demonstration lessons.
Work with the Valkstone Primary School Principal Class team and student team leaders to develop a shared view of student engagement and wellbeing within the classroom.
Work with Valkstone Primary School's broader wellbeing programs, such as Respectful Relationships, to facilitate and lead continuous school improvement, including the provision of professional learning
Analyse the Attitudes to School data and develop, in consultation with the Assistant Principal of Wellbeing and Community Engagement, an action plan for improvement
Model exemplary professional learning practice (including seeking feedback from other teachers and leaders on their own classroom practice) as part of critical reflection and inquiry to improve practice
Collaborate with the principal class team in the implementation of Valkstone Primary School's Wellbeing/Student Voice priorities as set out in the School Strategic Plan and to provide feedback to the School Improvement Team as required.
Work with student team leaders and the wellbeing team to enhance and lead initiatives that improve student wellbeing within our school community.
Work with and support the teacher responsible for student leadership to identify opportunities to embed student voice and continue to make it visible throughout our school community.
Who is Valkstone Primary?
We are an East Bentleigh based primary school with an anticipated 2026 student population of approximately 630 students.
Outside of traditional subjects where we have above average performance levels (check out our NAPLAN results!) we also have a fantastic range of specialist subjects including Japanese, Music, PE, Art & STEM in our brand new STEM classroom ¿ with a fish pond, chickens & vegie patch included!
For the sporting enthusiasts amongst you we have full indoor and outdoor basketball courts, outdoor netball court, full grassed school oval with cricket, football & soccer facilities, tennis rebound ball, five playgrounds across the school, an outdoor chess board & we are lucky enough to have the excellent swimming facilities of GESAC across the road. We are upgrading our outdoor courts currently, and they will be amazing when they are finished!
If sport is not your thing we have lots of things happening in art, music programs, choir, maths olympiads, coding club, robotics club and even a passionate Pokémon club!
We have a school-run onsite OSHC & holiday program offering.
Why us:
We are growth mindset focussed, which is embedded in our school¿s daily activities.
We have buddy programs¿for new teachers! We will match you up with someone to support you when you join our school.
Our community is supportive of the hard work of our staff and the direction of our school.
We also have an engaged and supportive parent group with a community driven approach second to none.
We have teacher learning & development days.
If you are looking for a change and a role in the inner south-east would suit from a location perspective, if you are looking for a school that is driven, passionate and genuinely engaged in their students¿ needs and development, then look no further, we could be the work home for you.
If you are looking for more information before you reach out to us, see below, otherwise give us a call!
https://valkstoneps.vic.edu.au/
https://www.instagram.com/explore/locations/1565XXXXXX/valkstone-primary-school/
Selection Criteria
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.
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. 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]
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values
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
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: Melbourne | Southern Metropolitan
Job type: Full time / From 28/01/2026 - 26/01/2027
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1433307
Location Profile
LEARNING SPECIALIST - WELLBEING
Valkstone Primary School Vision Statement: We are curious learners, preparing ourselves to thrive in tomorrow's world.
Valkstone Primary School is seeking an individual to inspire within all students a commitment to personal, social and academic growth as individuals and members of an inclusive learning community. We celebrate integrity, curiosity, inclusiveness and respect and aim to develop students' responsibility as global citizens.
2026 is a School Review year for Valkstone Primary School, so the successful applicant will have a unique opportunity to help participate in the review, leading to the development of a new School Strategic Plan. Through their active participation and contributions to the School Improvement Team, they will also help lead the annual monitoring of the School Strategic Plan and Annual Implementation Plan goals.
The successful applicant in this role will:
Demonstrate comprehensive understanding of Berry Street Educational Model and High Impact Wellbeing Strategies. Lead the development and implementation of these approaches school-wide through effective staff professional learning and change management.
Coaching, mentoring, modelling and co-teaching with teachers to build BSEM and HIWS content knowledge and instructional practice, with a focus on improving Tier 1 wellbeing instruction across the whole school
Model exemplary wellbeing classroom practice and foster positive classroom relationships through teaching demonstration lessons.
Work with the Valkstone Primary School Principal Class team and student team leaders to develop a shared view of student engagement and wellbeing within the classroom.
Work with Valkstone Primary School's broader wellbeing programs, such as Respectful Relationships, to facilitate and lead continuous school improvement, including the provision of professional learning
Analyse the Attitudes to School data and develop, in consultation with the Assistant Principal of Wellbeing and Community Engagement, an action plan for improvement
Model exemplary professional learning practice (including seeking feedback from other teachers and leaders on their own classroom practice) as part of critical reflection and inquiry to improve practice
Collaborate with the principal class team in the implementation of Valkstone Primary School's Wellbeing/Student Voice priorities as set out in the School Strategic Plan and to provide feedback to the School Improvement Team as required.
Work with student team leaders and the wellbeing team to enhance and lead initiatives that improve student wellbeing within our school community.
Work with and support the teacher responsible for student leadership to identify opportunities to embed student voice and continue to make it visible throughout our school community.
Who is Valkstone Primary?
We are an East Bentleigh based primary school with an anticipated 2026 student population of approximately 630 students.
Outside of traditional subjects where we have above average performance levels (check out our NAPLAN results!) we also have a fantastic range of specialist subjects including Japanese, Music, PE, Art & STEM in our brand new STEM classroom ¿ with a fish pond, chickens & vegie patch included!
For the sporting enthusiasts amongst you we have full indoor and outdoor basketball courts, outdoor netball court, full grassed school oval with cricket, football & soccer facilities, tennis rebound ball, five playgrounds across the school, an outdoor chess board & we are lucky enough to have the excellent swimming facilities of GESAC across the road. We are upgrading our outdoor courts currently, and they will be amazing when they are finished!
If sport is not your thing we have lots of things happening in art, music programs, choir, maths olympiads, coding club, robotics club and even a passionate Pokémon club!
We have a school-run onsite OSHC & holiday program offering.
Why us:
We are growth mindset focussed, which is embedded in our school¿s daily activities.
We have buddy programs¿for new teachers! We will match you up with someone to support you when you join our school.
Our community is supportive of the hard work of our staff and the direction of our school.
We also have an engaged and supportive parent group with a community driven approach second to none.
We have teacher learning & development days.
If you are looking for a change and a role in the inner south-east would suit from a location perspective, if you are looking for a school that is driven, passionate and genuinely engaged in their students¿ needs and development, then look no further, we could be the work home for you.
If you are looking for more information before you reach out to us, see below, otherwise give us a call!
https://valkstoneps.vic.edu.au/
https://www.instagram.com/explore/locations/1565XXXXXX/valkstone-primary-school/
Selection Criteria
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.
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. 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]
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values
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
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.
💡 Quick Summary
Seeking a career-building opportunity? The Learning Specialist | Wellbeing position is now open for candidates interested in the Government Job Alert sector. This role in Melbourne offers a professional environment and growth potential.
Requirement Snapshot: Candidates should possess basic communication skills, a proactive attitude, and the ability to work in a team. Experience in Government Job Alert is a plus.
