School Profile
Newlands Primary School's motto is 'Through relationships we build success'. The school provides a caring and challenging learning environment for all students. The school values of Care, Curiosity, Creativity & Responsibility are central to our whole school learning culture. Our students are drawn from a wide catchment within the Preston and Moreland areas. The Student Family Occupation (SFO) index for 2025 was classified as `High. This index reflects the general parent educational level and their occupational status. Newlands Primary School is in the residential area of Preston West in the City of Darebin and is directly opposite the new housing development 'Coburg Hill'. The school is located on a large allotment comprising two open grassed areas and landscaped garden areas for passive student activities, reading or games.
After the completion of our brand-new build the school has 2 learning worlds containing 6 new classrooms to support our bilingual approach as well as our main school building which contains 10 hexagonal-shaped classrooms. The school also has two DET portables on site to support our growing numbers. There are additional buildings to house the Music, Visual Art, STEAM, library and Inquiry specialist rooms.
The re-development of Newlands has allowed the school to have a brand-new gymnasium, an administration complex and an upgraded staff room. The school enrolments for 2027 are expected to be around 503 students.
In 2020, the school became officially recognised by the Department of Education and Training as a Spanish bilingual school. Our current grade structure are 4 x Foundation grades [2 x Spanish & 2 x English], 6 x 1/2 grades [3 x Spanish & 3 x English] and 6 x 3/4 grades [3 x Spanish & 3 x English] and 4 x 5/6 grades [2 x English & 2 x Spanish].
Our Specialist Programs include: 1 x Music (Spanish), 1 x Visual Arts (Spanish), 1 x Physical Education (Spanish), 1 x P.E (Spanish) and 1 x STEAM (English).
Our administration team comprises a 1 x full-time Business Manager, 1 x full-time Senior Office Manager and 1 x full-time office administration.
Our dedicated and diverse teaching staff, plan and teach collaboratively in teams, sharing strategies, resources and expertise. While the school does have limited access to resources staff are fully committed to providing the best possible programs for their students. The school enjoys the support of its community; parents regularly assist in the classrooms as helpers supporting the learning of all children. As well as assisting in the classroom, our parent community share their talents and skills to support the creative aspects of learning, music, visual arts, gardening and cooking. Parents are encouraged to participate in the school's School Council, Parents and Friends Association (PFA) or join any of our sub-committees of school council.
Newlands Primary School has seen its enrolments steadily increase over the past five years. We believe this reflects the continued regeneration of the area and the positive attitudes the community has for their local neighbourhood primary school.
SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of literacy and numeracy skills across the curriculum.
SC2 Demonstrated ability to lead the planning and implementation 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 monitor and assess student learning at a class, cohort or whole-school level and use this data to lead improvement initiatives. 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 leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school professional learning.
SC6 Demonstrates a high-level knowledge and understanding required to effectively lead and enhance the bilingual model at Newlands Primary School.
Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. The role of leading teachers is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school.
Typically, leading teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others.
Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school's education program.
Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A leading teacher has a direct impact and influence on the achievement of the school goals.
Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan.
In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:
- Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities
- Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;
- Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;
- Leading and managing staff performance and development (review of staff);
- Teaching demonstration lessons;
- Leading and managing the development of the school's assessment and reporting policies and practices;
- Leading and managing the implementation of the school operations and policies related to student welfare and discipline;
- Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;
- Responsibility for general discipline matters beyond the management of classroom teachers;
- Contributing to the overall leadership and management of the school;
- Contributing to the development of proposals for school council consideration;
- Developing and managing the school code of conduct.
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
- 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:
- The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
- 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
- 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.
