2026 Learning Specialist - Instructional Practice - English/Literacy

Beveridge Primary School is a multi campus school located on the Northern Fringe of Melbourne. From 2026 the campus composition is as follows: Arrowsmith Junior Campus - Foundation & Grade 1 and the Ambrosia Senior Campus - Grade 2 to 6. Beveridge is in the northern growth corridor and it is expected that our school will continue to see significant growth over the next 5 years. Beveridge PS aims to be a safe welcoming and engaging community. We value enquiring minds and encourage the best in all. These values underpin our disciplinary framework that: Everybody has the right to feel safe and comfortable and everybody has the right to learn.

We believe that it is the job of every adult who our students encounter to model these beliefs all day, every day. Our community is committed to nurturing active and caring Australian citizens who support intercultural understanding and can acknowledge and value alternative points of view.

The staff, parents and community of Beveridge Primary are committed to developing the social, emotional and academic needs of our students by promoting resilience, persistence and courage. We motivate each child to strive to achieve their full potential and take risks in an environment which is safe, supporting and nurturing. We have strong parental and community involvement throughout the school which supports our rich curriculum.

The teaching of literacy and numeracy is underpinned by a whole school consistent approach. Our teachers differentiate the curriculum to individualise the learning needs of our students. The Schools planning and assessment practices are a high priority and are used to drive curriculum planning and delivery and are used to track student progress. Our curriculum also offers music, an annual whole school production, fine arts, physical education and Auslan (LOTE) and our wellbeing program includes a literacy intervention and extension program, a numeracy intervention and extension program and a wellbeing coordinator to support students, their families and teachers to enable all to achieve their potential.

We are working towards delivering a greater access to computers program in the school and a sophisticated IT skills program scaffolded into student programs.

Our School Values: Excellence, Respect, Togetherness and Resilience.

Selection Criteria

• SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of literacy and numeracy skills across the curriculum.
• SC2 Demonstrated ability to lead the planning and implementation of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programmes on student learning growth.
• SC3 Demonstrated exemplary ability to monitor and assess student learning at a class, cohort or whole school level and use this data to lead improvement initiatives. 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 leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement.
• SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole school practice and contribute to the provision of whole school professional learning.
• SC6 Demonstrated high level capacity to lead development and classroom application of the English strand of the Victorian Curriculum F 10 via a Structured literacy approach, and to work with teachers to improve their classroom practice through observation, feedback and coaching.

Role The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service.

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
• 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
• Providing evidence based feedback to teaching staff to inform their effectiveness and development
• Leading the development and implementation of the English 2.0 Vic Curriculum and participating in curriculum development in other areas
• Leading the implementation of the BPS Structured Literacy Model
• Leading and modelling the implementation of the Victorian Teaching and Learning Model 2.0
• Building the capacity of year level Team Leaders through pre planning to implement the BPS Structured Literacy Model
• Lead, implement and monitor the English assessment and reporting schedule i.e. NAPLAN, PAT R, Dibels, English Online, Teacher Judgements etc.
• Lead the analysis of whole school and cohort assessment data that supports staff to analyse data at the student, class, year level and whole school
• Supervising and training one or more student teachers, PPT and/or mentoring and 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
• Responsibility for general discipline matters beyond the management of classroom teachers
• Contributing to the overall leadership and management of the school
• Manage assigned budget and resources
• Perform other duties as directed 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:

• 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.

Diversity and Inclusion The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability. Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) . 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.

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.
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