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Form of workLara Secondary College will be in its twentieth year of operation in 2023. We have built the school with a clear vision for continuous improvement with the student at the centre of all that we do. Our vision and direction is guided by our values of EXCELLENCE, TEAMWORK, COMMITMENT AND RESPECT which is centred on our College Motto ¿ Realise Your Potential.
Our agreed purpose is to ensure that all students are successful in reaching their potential in the shared knowledge that all students can learn. The College offers a rich and broad curriculum across all year levels. Students in Years 7/8 work in ¿pods¿ of two classes enabling high levels of monitoring, learning and differentiation with two core teachers to ensure that strong relationships are built as student¿s transition to the secondary setting We also have a broad range of elective-based subjects at Year 10, and we offer many opportunities for students to select their VCE or VCE Vocational Major/VET subjects according to their academic passions.
Lara Secondary College is committed to work as a Professional Learning Community (Defour and Defour) and we are committed to working collaboratively to establish a guaranteed and viable Curriculum as well as closely monitoring student learning and ensuring that a structured process of intervention is in place to ensure that ¿all students learn¿.
At Lara Secondary College every student is supported to be their best and learn to their full potential in an environment where teachers are passionate about their work and their students.
The College has a strong focus on delivering high quality teacher practice via the implementation of a Common Instructional Model, which focuses on the 9 High Yield Teaching Strategies outlined in Dr. Jane Pollock's book ¿Classroom Instruction that Works¿ (Marzano, Pickering & Pollock).
School Wide Positive Behaviours is our framework for the ongoing support and development of student wellbeing. These priorities are embedded in our practice and enable the school to be clearly focused on the work that is critical to student success. We know that relationships between students and teachers have a large impact on student learning and our work. We understand that students learn best when they relate well to their teachers, when they feel safe and secure.
Our intensive pastoral care curriculum across Years 7 - 12 includes a structured program to support the development of academic success, individual self-esteem, learning confidence, resilience and persistence, as well as the essential ability to relate positively to others. We pride ourselves on strong and positive relationships between staff and students and work with passion and enthusiasm to ensure that every student gains the maximum benefit from their secondary education at Lara Secondary College.
Lara Secondary College has a very strong focus on the five main areas listed below:
Common Instructional Teaching Model
All teachers at the College deliver their lessons in an agreed Common Instructional Model based on the implementation of 9 evidence based High Yield Teaching strategies. Such teaching strategies are implemented in order to gain high level achievement growth for all students across Years 7 ¿ 12. Teaching staff regularly collaborate to ensure high quality teaching strategies are implemented across every class within the College.
Student Engagement Policy
The College implements very clear guidelines in relation to student management and health and Wellbeing. Such clear and concise documentation enables all people involved with our College to develop a real sense of pride and belonging to the College. Respect of oneself and each other is a strong focus of the College.
School Improvement Policy
We believe that all students learn at different rates. It is for this reason that all students from Year 7 ¿ 10 have the opportunity to improve their first result on a Common Assessment Task, if they believe with an extra week of study and more effort, they will fully understand the topic being studied and therefore obtain a better grade. We provide opportunities for all students to understand that the amount of effort they place into their studies will ultimately determine their level of academic success. `Attitude not Aptitude, will determine your Altitude¿
Academic Scholarships at Year 7 and Year 10
The College offers Academic Scholarships at Year 7 and Year 10 to the value of $500 each year for 3 years duration. The Academic Scholarships help support those students who are academically talented and ensure they are financially supported in reaching their high academic potential throughout their years in secondary school. Such students are also able to access our Year 7 ¿ 9 Enrichment Classes where they will undertake more challenging curriculum work, amongst students of similar abilities.
Extra ¿ Curricula Programs
The College offers a wide range of Extra ¿Curricula Programs including Performing Arts Evenings, Senior and Junior Music Evenings, Inter School Sports, Youth Parliament, Homework Club, SRC Leadership Involvement, School for Student Leadership Program, Year 9 Connections Program, International Exchange Programs, Upstart Business Ideas Program and many more.
SC1: Educational leadership
a: Outstanding capacity for visionary and exemplary educational leadership of a school.
b: Highly developed skills in leading and managing change including the leadership of others in the process of change.
SC2: Financial, managerial and administrative ability
Outstanding financial, organisational and resource management skills.
SC3: Planning, policy and program development and review
a: Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.
b: Demonstrated ability to implement Department policies to a high level.
c: An understanding of and a commitment to the use of learning technologies to improve teaching and learning.
SC4: Leadership of staff and students
a: A highly developed capacity to motivate staff, develop their talents and build an effective team.
b: A clear capacity to foster a learning environment that takes account of the individual needs of students and develop their special abilities and talents.
SC5: Interpersonal and communication skills
a: Highly developed interpersonal and communication skills in individual, small group and community contexts.
b: Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
SC6: Wellbeing and Inclusion
a. Demonstrated capacity to lead, monitor and evaluate student wellbeing, inclusion and engagement initiatives.
The assistant principal reports directly to the principal.
Assistant principals have a primary responsibility for the management of significant areas or functions within the school to ensure the effective development, provision and evaluation of the school's education program. In exercising the responsibility, assistant principals will have the authority to make all significant decisions relating to the program, budget and staff relating to their area of designated responsibility within the framework of the school's strategic plan, policies and budget. Assistant principals will contribute to the overall management of the school through involvement in policy formulation and decision making.
The management of significant school program or functional areas in schools involve assistant principals in the analysis of the needs of students and the translation of state educational policy and frameworks into appropriate education programs to meet the needs of all students.
Typically assistant principals will be responsible for the effective use of the teaching staff and program budget of a defined area of the school's operation and for the oversight and leadership of the educational programs provided utilising these resources.
Typically, assistant principals perform one or more of the following functions:
- supervision and coordination of the work of senior curriculum or level coordinators;
- allocation of budgets, positions of responsibility and other resources within the area of responsibility;
- supervision of the delivery of teaching programs;
- management of programs to improve the knowledge and experience of staff;
- responsibility for general discipline matters beyond the management of classroom teachers and year level coordinators;
- contribute to the overall management of the school;
Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department'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 department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
- 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
- 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
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.
