Lalor Gardens Primary School is comprised of Principal, Assistant Principal, two Leading Teachers, 2 literacy specialists(2019 – 2010 incl.) and 2 mathematics specialists (2018 – 2019 incl.) The total teaching staff is 25.2 teaching staff and 6.33 Educational Support Staff.
There are also five team leaders
- Years 1/2
- Years 3/4
- Years 5/6
whose role is to manage the administrative, curriculum planning and student management within their areas.
Lalor Gardens Primary School is committed to ensuring quality processes and programs are encompassed within the school’s System Map which underpins the school’s philosophy of teaching and learning and all relationships with stake-holders and clients. A whole school Start Up Program, School Wide Positive Behaviours Support program (SWPBS) and a Restorative Approach to Student management are incorporated within this structure.
The school’s core purpose is to ensure students are literate and numerate. The implementation of the Victorian Curriculum is the basis of our school’s curriculum framework. It is implemented through targeted teaching within a flexible grouping model in Reading, Writing and Number and utilising the Early Years and Middle Years approaches to teaching and learning.
The school uses an inquiry model approach to the teaching of Integrated Studies (History, Geography, Science, Civics and Citizenship).
Specialist programs in Physical Education, Visual/Media Arts and Performing Arts are also integral to the school’s success and they provide students with enhanced learning opportunities that build upon students’ expertise, enhancing learning through a focus on student individual learning styles. The teaching of AUSLAN is our community language and is implemented throughout the school from Foundation – 6.
While Lalor Gardens has been shaped by its unique context, the school is dedicated to shaping the education of our students in this highly multicultural and low socio-economic community. The school has a SFO Index of 0.6393 and SFOE Index of 0.5060. As such the school is in receipt of additional funding for:
- EAL students
- Program for Students with Disabilities
- Equity (Social Disadvantage)
- Primary Welfare
- Refugee and Asylum Seeker Wellbeing Supplement
The core building facility and resources enable students to experience multi-modal learning that caters for their specific learning needs. A School Hall encompassing Performing and Visual Arts has been completed and adds a new dimension to teaching and learning at the school.
English as an Additional Language students account for over 70% or the school’s population with increasing numbers of students enrolling at the school with little or no English as well as increasing number of refugee students being enrolled. Within this context, curriculum implementation in Literacy and Numeracy take into account the specific learning needs of EAL students within the targeted approach to teaching and learning.
Student achievement in English and Mathematics has generally been below the state and national benchmarks and in 2019 the school is involved in the Regional DSSI program to support teachers to improve their professional practice.
The school grounds are continuing to be developed to ensure a safe, secure and creative external learning environment for students to play and learn in. The school’s vegetable garden, mini orchard, chook pen and extensive gardens have been developedand add value to the school’s focus on improved sustainability and active learning.
Ongoing and sustained professional learning is provided to ensure all teaching and ES staff have the skills necessary to ensure students make appropriate learning growth each year. Leadership opportunities continue to be provided for all staff to be active leaders and learners within this educational institution.
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 programs 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.
Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. The role of leading teachers is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school.
Typically, leading teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others.
Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school's education program.
Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A leading teacher has a direct impact and influence on the achievement of the school goals.
Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan.
In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:
- Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities
- Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;
- Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;
- Leading and managing staff performance and development (review of staff);
- Teaching demonstration lessons;
- Leading and managing the development of the school's assessment and reporting policies and practices;
- Leading and managing the implementation of the school operations and policies related to student welfare and discipline;
- Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;
- Responsibility for general discipline matters beyond the management of classroom teachers;
- Contributing to the overall leadership and management of the school;
- Contributing to the development of proposals for school council consideration;
- Developing and managing the school code of conduct.
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
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 http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
At Lalor Gardens Primary School the role and responsibility of the Quality Educational Leader is to:
- Oversee the implementation of English and Maths curriculum across the school, consistent with the school’s strategic plan, DET standards, and implement the Victorian Curriculum with high expectations, relevance, challenge and engagement for all students.
- Review, develop and document a whole school instructional framework in collaboration with the school leadership team.
- Employ evidence-based practices built on current research and effective pedagogy.
- Lead staff in the use of data to inform classroom instruction to differentiate learning and improve student outcomes.
- Oversee the work of the Literacy specialists in the school.
- Develop the capacity of teachers by building peer observation and coaching model based on High Impact Teaching Strategies (HITS).
- Lead and manage the provision of professional development.
- Be actively involved in the school’s induction process and parent information evenings.
- Demonstrate integrity, professionalism and build collective efficacy.
- Coach teachers in the areas of English, Maths and data to improve student outcomes
Tours will be available from Monday 16th September to Friday 20th September 2019.
During the second week of the vacancy please contact Cassy Hoggins on (phone hidden) for further information.
Conditions of Employment
No job description available
No job description available
1050 jobs are currently listed for Schools (Government)
Full time / 28/01/2020
Leading Teacher Range 3
Anne Hulett 94651351
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