The Lakes South Morang College's motto, Aspire to Inspire, along with the values of Learning, Leadership, Teamwork and Respect, underpin all that the College aims to achieve. The College, a dual campus school (primary/secondary) of approximately 700 students, is situated in the outer-northern corridor of the City of Whittlesea, Melbourne, Victoria. Our College recognises the importance of partnership with parents/carers, and through this we acknowledge a shared commitment to, and a responsibility for, supporting student learning, engagement and wellbeing. The College is committed to providing a safe, supportive and inclusive environment for all members of our College community, and our teaching and learning programs promote the principles of tolerance, understanding, democracy and inclusion.
The College vision focusses on four key pillars for success: academic rigor; high expectations; school pride; and, a positive climate for change in our community.
Academic Rigor:
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Commitment to every student making 12 months learning growth annually.
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Provision of Learner Coaches who hold a strategic commitment to explicitly focus on individual student growth with parents/carers as key partners in the learning experience, ensuring that learning as a priority is enabled both at school and at home.
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Provision of student leadership opportunities and formal training, including: SRC; Peer Support; College feedback groups; work experience; further studies through VET and Melbourne Polytechnic; local Council initiatives; future careers forums; and excursions and camps.
High Expectations:
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Key performance data and indicators are shared with the College community and are used to identify improvement strategies for each campus, resourced through funding specific to the targets set in the Annual Improvement Plan.
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Individual Education and Pathway Plans are developed for each student, guiding their learning and progression through each year, supported by continuous reporting methods to both students and families, so that they have real-time information and ownership of learning progress.
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Student learning, wellbeing and engagement initiatives are underpinned by an invested College community that owns and drives the programs, affirmed by an active School Council that is the leading voice of the community, advocating: school pride; a positive climate for change; and, upholding protocols and processes that set the standard of high expectation across the College.
School Pride:
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College facilities are regularly upgraded to support high-quality and contemporary learning environments.
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College communications are curated to provide transparency of purpose and process. These include: Principal Newsletters; Aspire Magazine; social media presence; website; Compass; and, College notice boards.
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Celebration and recognition of learner achievement, which include: student and staff achievement awards; Year 6 and Year 12 College Valedictorians; and Alumni.
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Committed College community aligned to our College goals, that believe in our students and want to make a difference to their education.
Positive Climate for Change in our Community:
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Strategic communication of our changing College narrative within our local community to: strengthen College values; celebrate student success and academic rigor; and, build community connections with business, prominent community members and long-standing College partners.
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Increased involvement opportunities for parents/carers in school voice, fundraising, classroom support, facilities maintenance and curriculum program involvement.
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Enhanced transition programs from K-P and Years 6-7 to ensure students at these levels are well equipped and ready for change.
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Advocacy work to actively engage and present the College journey, vision and successes at key events, conferences and workshops organised by DE.
The College community is diverse, with a representative mix of many cultures, comprising 30 language groups and 180 students from EAL backgrounds. The College Student Family Occupation (SFO) index is 0.4472 and the Student Family Occupation & Education (SFOE) index score is 0.4472. In 2025, the College employs 99 staff members, comprised of: three Principal Class Officers; 62 teachers; and 34 Education Support staff. 20 teachers and 17 Education Support staff members worked in a part time capacity. The College employs one staff member who is of Aboriginal or Torres Strait Islander background.
Leadership has been strategically devised to cater equally for both campuses, embodying consultative and transparent models of shared responsibility and distributive leadership to enable approaches that provide strong foundations for improving student learning across the College. This includes: a College Principal; two Campus Principals; two Leading Teachers - Teaching & Learning; three Learning Specialists - Learner Agency & Engagement; and, one Learning Specialist - Disability Inclusion. Roles are aligned to DE FISO 2.0 dimensions for effective implementation of human and physical resources. Evolution of the staffing mix has led to increasingly experienced teachers with professional maturity - reflected in the number of teachers who are now in the band two classification range.
SC1 Appropriate experience in providing guitar/drum lessons to students.
SC2 Demonstrated ability to work independently in undertaking support for small groups of students.
SC3 Highly developed communication and interpersonal skills and an ability to maintain records/data on students.
SC4 Demonstrated capacity to work as part of a collaborative Arts team.
SC5 Demonstrated commitment to professional learning and growth for both self and others.
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee¿s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
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Provide support to The Arts team.
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Provide drum/guitar lessons for students.
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Use school resources and reference materials for Production, Song, Dance & Drama Night
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of 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
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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
