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Form of workSchool 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.voc.gov.au.
SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
SC2 Demonstrated capacity to work and collaborate with others in a team environment.
SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
SC4 Possess the technical knowledge and expertise relevant to the position.
SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
SC6 A commitment to professional learning and growth for both self and others.
[Attendance requirement for this position]
An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.
An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.
Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).
A role at this range may include:
- Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
- Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
- Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
- Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.
An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.
- Provides routine support for teachers including assisting with planning of student routines
- Supports communication between teachers and parents
- Communicates with teachers on routine matters related to students and/or other responsibilities
- Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
- Communicating with student/s to support comprehension of basic tasks and information
- Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
- Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
- Supports teachers in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly definEd Support needs and resources, assisting teachers with the communication of student outcomes and educational programs
- Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
- Provides specialised communication support for students and teachers in areas such as AUSLAN and braille
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of 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
- 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
