How would you like to be a part of a vibrant, enthusiastic and committed team?

Does working in an environment, where the values of respect, trust and care are demonstrated

on a daily basis, appeal to you?

If the answer is “yes” then please read on.

The new primary school Greenvale North West Primary School, GNWPS (interim name)

will open in Jan 2021. GNWPS (interim name) has the motto “Learning Without Limits”. It is a brand

new modern building located in a rapidly growing residential area in the suburb of Greenvale.

The school is located on the corner of Blossom Drive and Greenvale gardens Boulevard, Greenvale.

The school will work in partnership with the community to provide authentic and engaging learning opportunities and best academic and personal outcomes for all students. Greenvale North West Primary School (interim name) is the latest addition of a new primary school in the rapidly growing suburb of Greenvale. GNWPS is expected to grow quickly to meet residents’ demand for excellence in education, consistent with the vision for the Victorian Education State.

GNWPS is a Supported Inclusion School, which will model excellence in inclusive education in its school culture, leadership and teaching practices. Supported Inclusion Schools combine a level of targeted support and built design specifically for students with additional needs, supporting stronger integration than is available in a standalone special school. The school will accommodate a higher proportion of students with a disability than other mainstream schools. The school will have a fully integrated specialist provision that has capacity for 50 students with a disability. Students with disabilities will be provided enhanced support to attend mainstream education classes to the greatest extent possible in a safe, accessible and supportive environment.

GNWPS is a school which will focus on providing an environment which is universally designed for every learner to have every opportunity to lead a successful and fulfilling life.

At GNWPS everyone will be valued and celebrated and have the right to learn, excel and find joy in a safe, accessible and stimulating learning environment in which passion is sparked through authentic experiences, nature, play, and inquiry. Play and interactions with the natural world and purposeful integration of 21st Century technologies will underpin the teaching and learning approach of the school.

Learning will be focused on each child’s zone of proximal development and their interests with student agency being paramount in the learning journey for everyone. Learning will not be done to students at GNWPS but will be co-designed with learners, families and teachers to engage every learning in taking responsibility for themselves and their learning journey. Our comprehensive curriculum will meet the individual needs of all students. It will be implemented through an integrated approach, team teaching, cross age and peer tutoring.

Our universally designed school facilities allow every person regardless of their personal circumstances to access the learning they require at their point of need. We are a school which is physically designed to remove all barriers enabling every learner to learn without limits.

The school values of:

Compassion- care, kindness, empathy

Honesty- be true to self and others, trust

Equity- each learner has what they need to learn, excel and find joy

Encouragement- work together to support and cheer on our peers

Respect- self, others, the environment and learning,

flag that we CHEER for everyone in our community to be the best they can be in all areas of their life.

As a Supported Inclusion School, GNWPS will set a strong culture of inclusion at a whole-of-school level. The innovative and evidence-based schools design is flexible and allows schools to have students with special needs in the classroom with their peers, utilise smaller spaces and/or run stand-alone classes depending on the cohort of students. GNWPS is expected to build the capabilities of staff to deliver excellence by responding to the diverse needs of their students. GNWPS will provide access to a suite of Department educational resources and programs that support exemplary inclusive practice.

Finally, do you think you can make a positive difference to the learning of our community?

If your answer is “yes” to the following statements then we would encourage you to apply:

  • I believe in the potential of all children to succeed.
  • I am able to develop positive relationships that foster growth with diverse individuals.
  • I am able to work well as part of a team.
  • I demonstrate the values of respect, trust and care.

There is no doubt being a member of our foundation school will be a huge challenge for all concerned. Initially, the work demands will probably be far greater than you have experienced before and you need to be aware of that. There is an expectation that due to starting a new school that we will be working over the month of January 2021. However the benefits to you, personally and professionally, will far outweigh the sacrifices you may have to make as we, together, establish a community learning environment we can all be proud of as we support this our students in a positive and caring way.

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.

SC6 - School Specific Criteria

A demonstrated commitment to inclusive education and a capacity to work with staff to develop a school culture which celebrates diversity and inclusivity.


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.


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

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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

DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at

Other Information

In your application please provide the following in this order:

  • PERSONAL INFORMATION (including present position).
  • EDUCATIONAL PHILOSOPHY (no more than half a page).
  • KEY CRITERIA (includes professional standards).

Conditions of Employment

No job description available

Program Benefits

No job description available


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.

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