Parktone Primary School opened in 1961 and is situated in a quiet residential street in Parkdale in the City of Kingston. The school is on a 2.5 hectare site. Our buildings consist of 25 classrooms, library and before & after school care area. Our capital works project worth $4 million comprises of a multipurpose hall built with japanese room, visual arts room, canteen, bathroom facilities and a competition size basketball/netball court. It has been in use since the beginning of 2019. The school is set in well maintained grounds and has a variety of outdoor play areas for students.
Enrolments are currently approximately 570.
Our student population has 9% of students with English as an additional language and 0% students who identify as Aboriginal or Torres Strait Islanders. The school has steadily risen in enrolment numbers from 120 students seven years ago. The Student Family Occupation Education (SFOE) band value is high with SFOE index being 0.2523 in 2018. The staffing profile of Parktone PS comprises of 47 equivalent full–time staff including; one Principal class, one Assistant Principal, two Learning Specialist, 32.7 Teaching and 10.8 Educational Support (ES) Staff. Literacy and Numeracy are priority school programs. Specialist programs in Visual Arts, Physical Education, STEAM and Japanese provide students with outstanding opportunities to discover and develop their interests and skills.
Parktone Primary has a sister school, Saikyo Gakuen in Matsumoto Nagano Prefecture, Japan. Parktone hosts approximately 40 Japanese students each year and Saikyo Gakuen hosted 19 Parktone students on our inaugural Japan Tour held in September 2018. The extra–curricular activities available to children include after school sports, guitar, piano, drums, vocal tuition, movie making and film production, Art Club, Japanese Club, Aerobics, Glee Club, Lego Club, Science Club and Robotics which adds to skill development and promotes student confidence.
In a stimulating and challenging teaching and learning environment, individual students are supported and encouraged to develop their talents, leadership skills, build resilience and confidence, and have respect for themselves and others. Stephen Covey’s ‘7 Habits of Highly Effective People’ is a character development approach demonstrated by staff across all teaching and learning experiences as part of The Leader In Me program. Teachers explicitly teach and model the ‘7 Habits’ through lessons, academic and personal goal setting and tracking and celebration of student talents and strengths through Leadership Notebooks. Parktone Primary School is recognised as a Leader In Me Lighthouse School and as such has regular Leadership Days where schools from across the state come to observe best practise.
We have transformed traditional classrooms into 21st century global learning centres. Classrooms have been expanded, painted and re-organised, which caters for a wide range of teaching and learning styles. Teachers and children have continuous access to a world of knowledge through banks of computers, iPod Touch, laptops, iPads and SMARTboards. The learning environment now matches the outstanding quality of our teachers. The children are developing a more sophisticated approach to their learning as teachers lead them through targeted like-needs teaching and learning approaches and inquiry-based learning frameworks, in flexible learning spaces.
It is a privilege to receive encouragement and support from the parent community. We have so many proactive and positive parents who contribute readily to support the school’s values and programs. Parents in the wider community are also showing their support for Parktone, by enrolling their children in record numbers. When parents choose to enrol their children at Parktone Primary, they are declaring their interest, respect and trust in what we do.
The Parktone school community has a powerful synergy and its spirit is radiant!
Parktone Primary School Vision
There is a prosperous path for every child. Each journey is theirs to lead. There is a place in which every child can shine.
Our Mission Statement
Identify the talent, develop the confidence and create the leader.
Always Moving Forward
SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.
Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.
A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.
Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.
Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.
The role of classroom teacher may include but is not limited to:
- Direct teaching of groups of students and individual students;
- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
- Undertaking other non-teaching supervisory duties.
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