SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.
SC2 Demonstrated expertise in the implementation and modelling of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth
SC3 Demonstrated exemplary ability to model the monitoring and assessment of student learning. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated exemplary interpersonal and communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.
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 Disability Inclusion Specialist is responsible for coordinating the schools Disability Inclusion Model. They will ensure that there are effective arrangements in place for efficient transfer of information between services and schools. They will work collaboratively with services and teams outside of school, which may include Health and Wellbeing Inclusion Workforces, liaising with Student Support Services key contacts and external therapists.
The Disability Inclusion Specialist supports the provision of appropriate personalised programs for students with disabilities and additional needs, designed to accommodate each student's learning, support and engagement needs. They will play a key role in coordinating the team around the learners identified in the program.
Lead the implementation of Disability Inclusion processes across the school in accordance with Department of Education policy, guidelines and timelines.
Identify students who may require assessment and support under the Disability Inclusion model through the analysis of student data, teacher referrals, parent/carer concerns and specialist advice.
Work collaboratively with school leaders, teachers, allied health staff, education support staff and families to determine appropriate referrals for Disability Inclusion supports.
Coordinate and facilitate the Tier 3 Disability Inclusion Profile process, including:
gathering and reviewing relevant evidence and supporting documentation
organising and facilitating required assessments
liaising with regional staff, visiting teachers, allied health professionals and external agencies as required
preparing, documenting and submitting Tier 3 applications using appropriate Department platforms and processes
ensuring all timelines, documentation and compliance requirements are met.
Coordinate Disability Inclusion Profile meetings for identified students and support staff and families to participate effectively in these processes.
Maintain accurate, secure and confidential records relating to Disability Inclusion applications, profiles, assessments, student support plans and associated documentation.
Coordinate the school¿s contribution to the Nationally Consistent Collection of Data (NCCD) for students with disability, ensuring consistent evidence collection and staff understanding of levels of adjustment.
Maintain strong networks with regional Disability Inclusion staff, Student Support Services, visiting teachers and other relevant external professionals to support students and staff.
Model exemplary classroom practice and demonstrate highly effective inclusive teaching strategies that improve learning outcomes for students with disability and additional learning needs.
Support teachers to plan for and implement effective adjustments, modifications and differentiated curriculum programs for students requiring Tier 2 and Tier 3 Disability Inclusion supports.
Provide expert advice and in-class coaching to teachers to strengthen pedagogical practices that enable students with disability to access the curriculum, engage in learning and demonstrate progress.
Work with teachers to develop, monitor and review Individual Education Plans (IEPs), student goals, adjustments and learning pathways for students in the Disability Inclusion program.
Support staff to use student data, assessment information and professional judgement to identify barriers to learning and implement targeted strategies to address student need.
Promote high expectations for students with disability through the use of evidence-based teaching strategies, differentiated assessment practices and inclusive classroom environments.
Support teachers to understand and respond to a range of learner profiles, including neurodiverse learners and students with specific learning disorders, developmental disabilities and complex learning needs.
Build the capacity of teachers and education support staff to implement evidence-based strategies that improve engagement, participation, attendance, wellbeing and learning growth for students with disability.
Provide expert advice to staff on the development of classroom environments and school practices that reflect inclusion, accessibility and reasonable adjustment obligations.
In collaboration with the school¿s transition team, support the successful transition of students with disability and additional learning needs into, through and beyond the school.
As a member of the SIT support all KIS linked to the school¿s strategic plan and AIP
As a member of the SIT actively support the SOE process
As a member of SIT lead data discussions within Professional Learning Communities (PLCs).
Undertake additional duties and responsibilities consistent with the classification and scope of the position as determined by the principal.
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.
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via
[email protected]
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.
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
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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:
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The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
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if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
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a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
Lalor Secondary College is a co-education school for students in Years 7 to 12. The school has provided the communities of Lalor, Thomastown and Epping with educational opportunities that prepare our students for their chosen pathway, be it tertiary study, trade or workforce. Our mission is to provide opportunities in a caring and supportive learning environment so that our students improve their capacity to become socially responsible, caring and confident contributors to the 21st century.
Due to the high demand in our local community, the school will continue to have a ceiling at Year 7 for 170 to 180 students. The schools student population ranges from 1000 to 1050 students The schools core values of Pride, Achievement, Caring, Cooperation and Honesty are embedded in our wellbeing and teaching practices, as well as our Student Code of Behaviour. High expectations and well developed policy and practices ensure a calm teaching environment that allows the focus of the classroom to be centred around the teaching and learning. The high expectations are driven by a student culture where students motivate and inspire each other to achieve excellence in the academic field, applied learning field or through the extra-curricular program.
The extra-curricular program is supported by both student and staff led clubs. Some of these include the Science and Maths clubs, Macedonian Folk Dancing Club, Art Club, Anime Club, Walking Club, Mindfulness Club, Breakfast Club, Horticulture Club, Sports Program, House Program, Music Program, Year 12 Mentor Program and Chess Club. This also includes a unique partnership with ABCN that provides numerous leadership opportunities to our students that supports the student leadership structures of the College. The school has an established and dedicated Wellbeing Team that delivers a coordinated approach to the Student Wellbeing Programs that have been embedded into the school curriculum and culture. Some of these programs include `Yoga Thursdays¿, Peer Support, After School Homework Club, Animal Assisted Therapy and the Pre-Orientation Program. The College also offers distinctive educational programs such as the Years 7 to 10 differentiated Maths program, Years 7 to 9 Literacy Support Program, High Potential Learning Program, Years 7 to 12 language program offering Macedonian, Greek, Italian and French and an extensive elective program in Years 9 and 10.
Our school community acknowledges the ability and the right of all students to learn and to experience success in the classroom. The College delivers a rigorous and comprehensive educational program built around the Victorian Curriculum in Years 7 to 10, where a challenging and diverse curriculum caters for a variety of learning styles. The varying talents of students at years 7 to 10 are recognised and celebrated and excellence and effort are rewarded throughout the College at regular intervals throughout the year. The program offered at Years 11 and 12 provides opportunities for students to excel in VCE, VCAL and VET, which is long established through results that are above state average. The school has a strong pathways program that ensures a high retention from Year 7 to Year 12 and assures all students in Years 9 to 12 receive counselling in choices of study and focuses on providing an individual pathway for every child.
Our most recent building upgrades include a new Science Centre which promotes an open learning environment with the focus on independent and inquiry learning for our junior students, a new senior study centre for Year 12 students and a new administration area offering a formal environment for our administration services to function.
Information about the school, its ethos, programs and the Strategic Plan and Annual Implementation Plan can be obtained at our website www.lalorsc.vic.edu.au
