2025 Classroom Teacher - Ongoing

Lyndhurst Primary School (LPS) is located in the Marriott Waters Estate in Lyndhurst. The school opened for all levels, Prep-6, in 2011. Lyndhurst is a Public/Private Partnership School that lies in the south-eastern growth corridor, in the City of Casey. The school opened with approximately 150 students and rapid growth has occurred in the first few years of its existence. Currently there are 950 students in 2024. Lyndhurst Primary School, like several other schools around the state, is part of a partnership agreement between the Victorian State Government and Axiom Education, a private consortium. Whilst Axiom and its partners are responsible for the construction and on-going maintenance of the school facility, in every other respect, Lyndhurst is a state government primary school. In essence, the Department of Education and Training lease the property from the private consortium over a 25-year lease period. A school for the community More than the location, the facilities and the resources in a school, it is the people that give a school life and define its character. In an environment in which teachers work in a supportive, respectful workplace, where students are engaged in meaningful and relevant learning tasks in safe and encouraging surroundings and where parents can constructively participate in an inclusive, welcoming school, real education can take place, not only for each child but on a broader community level. LPS is a school that includes and embraces its local community. We welcome the contributions that parents and the community make to the education of our children and the facilities and resources of the school are available to the community as a shared resource that benefits all. The Lyndhurst community is highly diverse from both a cultural and socio-economic standpoint. Currently, approximately 60% of our students list English as their second language with families representing 50 language groups and 45 countries of birth. This rich socio-cultural mix is a significant feature of the school. A school of three strong cultures At Lyndhurst, we are building three active cultures that intertwine to create an environment that encourages success in student learning and academic results as well as high standard student interactions and behaviour. The first culture is one of high expectations of the students. High expectations by teachers of their students are translated into high expectations of the school by parents. The Lyndhurst community should have high expectations of our school which reflect their high aspirations for their children. This will be a key ingredient in our success as a school. Building an aspirational community engenders a culture of high expectations and high achievement. The second culture is one of high expectations by teachers of each other. I believe that, to all members of our staff, it means something significant to work at Lyndhurst PS. We strive to engender a community that respects and admires the commitment of the members of staff and this, in turn, builds an environment in which all members of staff feel appreciated and thus more willing to add discretionary effort. In a culture such as this, there is an expectation amongst staff that all will contribute in a significant way to the accomplishments of the school, and all will share in the pride of the resulting success. The third critical culture is one in which students have high expectations of each other. This essential element is crucial in maintaining an orderly learning environment and encouraging high levels of achievement. There is a high standard of behaviour that is not only expected of the students but that students have a right to expect of each other. There are standards of interaction that are respectful and courteous. There will be standards of commitment to their schooling and motivation to learn that will be constantly in evidence. Lyndhurst is a school that provides support, encouragement and growth opportunities for staff and which is characterized by high student motivation to learn and high teacher motivation to teach and to continue to learn. This is a school in which the whole community can participate and of which the whole community can be proud. Who are we looking for? The successful candidate for this position will be expected to support the work of the Principal in establishing a strong and positive culture in the early stages of our developing school. Further, there is an expectation of all newly employed staff at LPS that significant work may be required during the vacation break in January to ensure successful induction. Teaching staff at LPS, regardless of classification or experience, are expected to possess four central and inter-related attributes: Participate in the leading of learning Preparedness to work within a culture of sharing and collaboration Capacity to assist in building a sense of community Strive for continual improvement in professional effectiveness The successful candidate will lead, support and work within this environment. All staff at Lyndhurst PS lead learning by embracing contemporary methods and ideas about teaching and learning. They have a deep understanding of the importance of the relationship that exists between pupil and teacher. These teachers also frequently engage the use of technologies in their teaching and embrace the role that ICT plays in engaging students and enriching learning. Teachers also understand the need for resource flexibility to support educational innovation. All teachers must be prepared to share and collaborate. This includes a commitment to contribute to professional learning teams beginning with, but not limited to, the unit team in which the teacher works. Teachers at LPS lead, share and reflect upon teaching and learning strategies and their own professional practice. They collaborate to implement innovative curriculum programs and share best practice. The alignment of curriculum, teaching and learning strategies, assessment and reporting underpins planning and preparation for all teachers. Beyond the school walls Teachers who are leaders in learning also demonstrate educational and curriculum leadership through their ability to network within and beyond the school. Networks facilitate reflection, planning and learning and revitalize skills. At LPS, teachers build a sense of community through the establishment of a learning culture. They seek to strengthen the teaching community through their sharing and collaboration. They also strengthen the quality of distributed leadership throughout the school by their active involvement across a variety of operational areas. All teachers are active and instrumental in constructing relationships with all stakeholders in the school, local and wider communities. Teacher capabilities impact directly upon the school s level of performance. Teachers and leaders at Lyndhurst need to bring the capabilities listed below to our school community: Possess high levels of energy and enthusiasm Be an effective facilitator Value and respect difference and diversity Have an unwavering commitment to educational excellence Demonstrate and model resilience and optimism Generate feedback and suggestions for improvement Be a visionary thinker, think creatively and big picture. Staff at LPS know how students learn and build on the knowledge their students already have. They have a strong grasp of the content in the core teaching areas of literacy and numeracy. They use an array of teaching strategies matched to the learning styles of their students. They centre their teaching on the experiences and existing knowledge of the students, equipping them with the learning and skills they can use in everyday life. Teachers at LPS expect that every student has the capacity to learn. They endeavour to ensure that every pupil is successful. To maximize opportunities for all students to succeed, teachers adapt their methods to the individual needs of the students, including high potential and under-achieving students. Teachers at LPS establish rigorous systems of accountability, by which student and school performance can be evaluated. They use performance data to monitor student performance and as a means of reflecting upon their teaching and future curriculum directions. At LPS all teachers promote learning and improve learning outcomes by ensuring: The learning environment is supportive and productive The learning environment promotes independence, interdependence and self-motivation Student s needs, backgrounds, perspectives and interests are reflected in the learning program Students are challenged and supported to develop deep levels of thinking and application Assessment practices are an integral component of teaching and learning Learning connects strongly with communities and practices beyond the classroom. Should you have further queries regarding the position, please contact the school on Selection Criteria 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. click apply for full job details