Lalor Gardens Primary School - Whittlesea, VIC
The Lalor Gardens Primary School Vision “Learn Grow Achieve. Together Anything is Possible”Lalor Gardens Primary School’s Core Purpose:
Is to prepare all students for a future in which they are confident, capable and active contributors to society. We use collaborative approaches to ensure all students become creative, capable, independent and interdependent learners. We embrace friendships, diversity, and support student wellbeing to create a sense of belonging in our community and a commitment to a sustainable environment.
Lalor Gardens Primary School Values of “Respect, Learning, Empathy, Responsibility and Resilience: demonstrate and are integral to the school’s commitment to the DET School Performance Framework and our school community to ensure a comprehensive curriculum and improved learning outcomes for all students.
The school’s core purpose is to ensure students are literate and numerate. The implementation of the Victorian Curriculum 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.
Specialist programs in Physical Education, Visual 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.
The school has a SFO Index of 0.6793 and SFOE Index of 0.5523. 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 construction is underway and it is anticipated it will be completed during 2019.
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. The school has also implemented a Refugee Education Support Program in conjunction with external agencies.
SC1 Demonstrated ability to successfully lead the implementation and evaluation of learning and teaching programs, inclusive of evidence based pedagogical approaches, curriculum implementation, and effective assessment and reporting, in accordance with the relevant (or equivalent) Victorian Curriculum F–10, Victorian Certificate of Education and Victorian Certificate of Applied Learning.
SC2 Demonstrated outstanding classroom teaching skills and capacity to model high impact classroom teaching strategies and lead colleagues to improve their teaching and learning to enable all students to achieve their full potential.
SC3 Demonstrated outstanding ability to monitor and assess student learning data at the individual, cohort and whole school level and to use this data to inform teaching for improved student learning.
SC4 Demonstrated outstanding written and verbal communication skills and high level interpersonal skills including the ability to establish and maintain collaborative relationships with parents, other employees and the broader school community focused on student learning, wellbeing and engagement.
SC5 Demonstrated capacity to reflect critically upon their own professional practice and apply the knowledge, skills and expertise derived from ongoing professional learning to enable the further development of others’ professional practice.
SC6 Demonstrated outstanding ability to lead teachers to improve their instructional practice through coaching, modelling, observation and feedback using research-based approaches and a range of pedagogical strategies.
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.
The successful applicant will be appointed to one of the following roles:
- Learning Specialist – Literacy F-2 Leader
- Learning Specialist - Literacy 3-6 Leader.
At Lalor Gardens Primary School Learning Specialists will be responsible for the following: implementing literacy consistent with the school's strategic plan, DET standards, and implementing the Victorian Curriculum with high expectations, relevance, challenge and engagement for all students. working with the leadership team to review, develop and document a whole school instructional framework. employing evidence–based practices built on current research and effective pedagogy. coaching and mentoring teachers in the areas of literacy. working with staff to use data to inform classroom instruction and differentiate learning to improve student outcomes. leading a culture of continuous improvement in instructional practice F – 6 and facilitate professional learning sessions related to all areas of Literacy. being actively involved in the school’s induction process and parent information evenings. demonstrating integrity, professionalism and building collective efficacy.
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
DET ValuesThe 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
This position has a .6 teaching component and .4 coaching.
Applicants with a passion for teacher and student improvement, reflective practice and collaboration are actively encouraged to apply, and are advised to include within the one document: a current Curriculum Vitae. a response to the Selection Criteria (no more than 6 pages). the names and phone numbers of three professional referees. Please note the selection panel reserve the right, if required, to contact referees beyond those specifically listed.
For further information or to arrange a tour please contact the school on 9465 1351 or Anne Hulett on 0418 507 074.
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.
Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
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