|Location||The Lakes South Morang College|
|Department||The Lakes South Morang College|
|Role Type||Primary Teacher|
|Ongoing/Fixed Term||Fixed Term|
|Contact Name||Marcus Abney- Hastings|
The Lakes South Morang College is a vibrant learning environment with an innovative approach to curriculum. Opening in January 2007 the school enjoys facilities purpose built for 21st century learning. The Learning Street is a focal point for curriculum delivery and educators work collectively in Learning Teams to deliver specific literacy and numeracy skills while promoting curiosity and inquiry learning.
Located in the City of Whittlesea the Secondary campus is situated on Jardier Terrace and Gordons Road this site currently caters for Years 7 to 11 students while the Primary Campus on the Lakes Boulevard and Gordons Road has Prep to Year 6 students. The two areas are separated by a nature reserve administered by the City of Whittlesea. The students may be able to use the reserve for learning activities. Our student population is 750. The school will be expanding to Year 12 in 2022.
Secondary – Jardier Terrace site. This site includes the main administration area and school business hub. Learning facilities include a resource centre, 20 general purpose classroom spaces opening onto a flexible, common learning area, an arts precinct, gymnasium, performing arts spaces, dance, music and drama, food technology, a canteen and a STEM centre.
Primary - The Lakes Boulevard site. This site has an administration, general purpose classrooms, art room, resource centre, multi purpose room and a canteen. Merriang SDS -The Lakes campus is co-located on this site.
The design of the school is innovative and makes great use of flexible learning spaces, indoor and outdoor learning opportunities, and ICT capability throughout the buildings. The Primary to Secondary concept takes into account the latest research about the best learning environments for students and will provide for seamless transition between the primary and secondary years.
Why The Lakes matters, why we exist. We do things differently, to prepare our students with the skills they need to succeed in the future. At The Lakes, we create an environment that gives our students the problem solving and critical thinking skills they need for the future, while also building resilience and leadership:
We use our cutting edge facilities and state-of-the-art technology to support our approach to learning and teaching:
Building on our success and model of teaching we are responding to community needs and driving a bid to extend our offering to year 12. Leadership, collaboration, relationships and community underpin all programs operating at the Lakes. Examples of these are:
The Lakes mode of learning is through inquiry and we work to engage our culturally diverse community in an inclusive learning environment.
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:
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-curricular activities.
The role of classroom teacher may include but is not limited to:
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.
A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position
The Victoria State Government is the executive administrative authority of the Australian state of Victoria.
As a parliamentary constitutional monarchy, the State Government was first formed in 1851 when Victoria first gained the right to responsible government. Since the federation of Australia in 1901, Victoria has been a state, to which the Constitution of Australia regulates its relationship with the Australian Government. Under the Constitution, all states ceded legislative and judicial supremacy to the federal government but retain powers in matters not in conflict with federal law.