Lalor North Primary School was established in 1971. It is situated in the North Western Victoria Region and is a member of the Whittlesea network of schools. Currently, the school has a population of 321 students. Approximately 70% of our students come from homes where a language other than English is spoken. We are proud of the linguistic, cultural and social diversity of our community and our learning programs build on this rich heritage.

At Lalor North Primary School our vision is to learn and grow together in an inclusive, safe and caring community. We embrace learning, celebrate success and make a difference for every child and their future. Our mission is to build a culture of high expectations for all that ensures our students experience high levels of social, emotional and academic growth. Our school values are respect, honesty, unity, success and resilience.

Languages are a strength at Lalor North Primary School. Students learn through language and learn about language through our internationally recognised English/Greek or English/Macedonian Bilingual programs. Our school attracts students from beyond our immediate area because of the features of these programs.

Lalor North Primary School provides comprehensive, sequenced, differentiated learning informed by the Victorian Curriculum and enriched by supportive programs including literacy intervention, English as an additional language (EAL), sports, life education, music, school choir and swimming and camping programs.

We believe that every child can learn. High expectations establish standards of learning, cooperation, problem solving and effective work habits. Students are encouraged to be active learners, to think critically and to develop curiosity. They are encouraged to take pride in their academic and personal achievements. Through our SRC and other student leadership initiatives, students have authentic opportunities to make decisions, take action and contribute to the warm, welcoming, engaging and safe environment in our classrooms and playground.

Lalor North Primary School is a PLC school. From early in 2019 every PLC has undertaken an inquiry into an aspect of teaching and learning every term. The school is moving from a strong culture of cooperation to a culture of genuine collaboration, leading to high collective efficacy.

Lalor North Primary School is a SWPBS school. Since 2017 our school has developed a proactive, positive culture that allows us to positively frame our whole-school behaviour support underpinned by our school values. We use these values to prevent unwanted behaviours, to explicitly teach desired behaviours and to reinforce and reward students when they display our school values.

We know that education is a partnership between families and teachers. Parents are always welcome and are encouraged to participate in school activities. Communication between school and home is a high priority and takes many forms.

Our facilities include climate-controlled classrooms, a gymnasium/assembly hall, custom designed art classroom, a canteen, library and music room. The school grounds are extensive and provide a safe and secure space to play with 3 new shaded playgrounds, basketball and bat tennis courts and a large school oval.

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 Demonstrated capacity to lead whole school improvement in one of the following areas: numeracy, literacy, ICT, STEM or bilingual education.


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

This is a newly created Learning Specialist position.

The successful applicant will be an outstanding teacher who will help contribute to a positive, energised and dynamic school culture focused on improving student outcomes.

Conditions of Employment

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.

Eligibility for incentive payments:

  • The successful candidate must be a new employee to this school
  • A minimum commitment of 2 years employment in this position

Retention payments will be paid at the end of the second, third, and fourth year of employment in this position, subject to successful completion of each year respectively.

For information on relocation and removal assistance, refer to ‘Reimbursement of travel and personal expenses - teaching service’ policy available at

Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at

Program Benefits

This position attracts an incentive payment of $9,000 (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment.

A $9,000 (pre-tax) annual retention payment is available at the conclusion of the second, third and fourth year of employment.

More information about Targeted Financial Incentives is available at


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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