AddressSchool Profile
Lalor Gardens is a vibrant, collaborative school in the northwest of Lalor, on Wurundjeri country.
With a current population of 382 students and 44 staff, we have a strong team and a supportive culture within the school. Our student population is expected to grow as new housing estates are established nearby.
Our community is diverse, and we embrace the wide range of cultures within our school. We pride ourselves on our inclusive and diverse culture, with a high proportion of students learning English as a Second Language and many families joining us from overseas. We welcome all new families into our school as part of our LGPS family and remain committed to giving them the best opportunities for success we can offer. We are proud to provide a first-language supported EAL program for our English Language Learners in our school.
Our staff team demonstrates the highest professional standards in all interactions with students, families and the wider community. We are all proud of our school, our community and our school achievements both academically and in relation to inclusion and wellbeing.
WELLBEING
Our motto of `Learn, Grow, Achieve; Together anything is possible¿ underpins our work. We aim to develop our students as active learners, respectful, responsible, empathetic, resilient young people. As a proud, `Gold¿ Standard School-Wide Positive Behaviour Support school, we live by the following values statements:
We are learners
We are respectful
We are responsible
We care for others and the environment
We are positive and we bounce back
We are a Trauma Informed school, following the Berry Street Education Model (BSEM). We see this represented daily, such as through our calm, predictable environments, Circle Time, Zones of Regulation, sensory and brain breaks, and restorative practices.
We have a strong investment in staff wellbeing. Positive Culture is pivotal to all of our successes, and we work on this through PERMAH, external consultants and in our day-to-day interactions.
TEACHING & LEARNING
At LGPS, our key priorities are in improving Literacy and Numeracy outcomes for all students. Our teachers participate in Professional Learning Communities (PLCs) to drive school improvement at the team level. We are committed to identifying and supporting students¿ needs at the individual, team and cohort level, and using our data to drive growth.
Our embedded collaborative planning model enables staff to work together to plan highly engaging teaching and learning opportunities at the point of need of their cohort.
Our specialist programs are Performing Arts, Physical Education, Visual Arts and Wellbeing. We are very fortunate to have dedicated and passionate staff in these curriculum areas. We teach Auslan within the classroom program. As an inclusive and diverse school, we remain committed to promoting Auslan as our community language.
Our open spaces support a team-teaching model, and teachers and classes to work together often.
Some key features of our curriculum model include:
· Common collaboration planning time for teaching teams
· An Oral Language program in P-2
· Language Experiences across P-4
· Daily Literacy and Numeracy
· Reading Conferencing
· Synthetic Phonics teaching across P-2 (with all teaching staff across the school trained in Little Learners Love Literacy) shifting towards a Science of Reading approach schoolwide
· Seesaw for Digital Portfolios
· Dedicated Auslan lesson partnered with Auslan Education Services
· Digital Technologies using iPads and Laptops
· LIFT (Literacy Intervention Program)
· EAL (English as an Additional Language Program)
· Buddies
· Student Leadership
· Special Event Days and Celebration Days
SUSTAINABILITY
Lalor Gardens has benefited from a recent installation of solar technology which has enabled us to decrease our financial and environmental footprint significantly. It has also allowed us to fully air-condition the school classrooms to ensure optimum learning conditions all year long.
We also have:
- Vegetable gardens
- Mini orchard
- Frog pond
- Rabbits and Chickens
- Indigenous Flora Garden (currently under development)
FACILITIES
We are extremely lucky to have modern, spacious buildings and grounds at Lalor Gardens.
We have beautiful and well-designed classroom, specialist, library and outdoor spaces for learning, as well as breakout rooms and meeting spaces for staff and the community. We are extremely lucky to have a full-sized indoor basketball court, performance stage and custom designed art room to ensure our Specialist programs run to their best capacity.
Each learning area contains Smartboard/Smart TVs technology and the most modern student furniture that allows for flexibility in delivering a range of learning activities. We are well equipped with a range of digital technology devices (laptops, iPads) that cater for the learning needs of students at each stage of schooling.
Other key features include:
- Kitchen for daily Breakfast Club and other school events
- BBQ area for school events
- Three playgrounds (P-2, 3/4 and 5/6)
- Covered Outdoor Learning Areas (COLAs)
- Extensive seating for more passive recreation.
- Designated areas for Soccer, basketball, bat tennis, volleyball, netball and down ball
- a range of fun learning line marking activities for the students to engage in
- fully fenced surroundings ensuring the safety of all students.
Please see our virtual tour on our website, (https://lalorgardensps.vic.edu.au/our-school/#tour) we know you will be impressed.
INTERESTED IN WORKING WITH US?
If you have strong teamwork skills, a growth mindset, passion for education and dedication to inclusive practices, we encourage you to apply for this position.
Please call or email the school to arrange a tour with our Principal. Any questions about the position advertised can be directed to our Principal Frazer Thomas by calling the school on 9465 1351 or emailing ***************@education.vic.gov.au.
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.
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.
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
This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.
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.
