Job Title

Lyndhurst Primary School (LPS) is located in the outer-south eastern suburb of Lyndhurst in the City of Casey. LPS is a Public/Private Partnership (PPP) School where theprivate sector will maintain the school over a 25-year period and the State will retain school ownership and responsibility for delivering educational services.At LPS, we foster a vibrant, inclusive learning community where wellbeing, engagement, and achievement go hand in hand. With a strong foundation in our core values - Optimism, Respect, Empathy, Responsibility, and Integrity - we empower students and staff to thrive.Our rich cultural diversity, with over 50 language groups represented, nurtures global understanding and a deep sense of belonging. This diverse mix enhances the learning environment, fostering cultural understanding, global perspectives, and an inclusive mindset.Student enrolment is approximately 900 students with a school structure of single line classes, with 5 or 6 classes at each year level, equating to 37 to 38 classes. LPS distributive leadership structure includes 1 Principal, 3 Assistant Principals, 3 Learning Specialists and 8 PLT leaders. The specialist subjects offered at LPS include Arts, Digital Technologies, Music, Spanish, Physical Education and Science.LPS is more than a school, location, buildings and resources. It is a dynamic space that supports collaboration, curiosity, and excellence. LPS is more than just a place of learning - it is a community where students feel safe, inspired, and supported to reach their potential.We recognise the vital role that families, support services and the wider community play in education and encourage participation in school life. Our facilities are available for service and community use, reinforcing our commitment to shared learning, wellbeing and development.Together, we foster a culture of high expectations, respect, and lifelong learning, ensuring that LPS continues to grow as a school that our students, staff, and families are proud of.Selection CriteriaSC1Demonstrated 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.SC2Demonstrated 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 growthSC3Demonstrated 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.SC4Demonstrated 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.SC5Demonstrated 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.Diversity and InclusionThe 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 (seeWorkplace adjustment guidelines ).Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) [email protected] 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 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.Please ensure that your application includes:Aresume including relevant experience as well as personal details (name, address and contact numbers, business and home)Asection addressing the selection criteria and the requirements for application under the Who May Apply sectionNames and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.Qualification RequirementsTo be eligible for employment, transfer or promotion in the principal or teacher class:The person must have provisional or full registration approved by the Victorian Institute of Teaching; andif the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership ''Accreditation of initial teacher education programs in Australia: Standards and Procedures''; anda person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).Applications close Sunday 16 November 2025 at 11.59pm #J-18808-Ljbffr