Our Aspiration. A great school earns a strong reputation as a great school that exceeds expectations with relation to the quality of its outcomes; the effciency and effcacy of its processes; its engagement with its community; the consistency of application of its ethos; and the execution of its strategy across the domains of achievement, relationships communications and initiatives.
Our Aspiration. A great school listens to its community carefully and consistently, connecting and communicating with it by creating a credible narrative of the school that honours the legacy of its past, frames the complexity of its present and projects a compelling rationale for a preferred future that serves 21st century learning needs.
Our Aspiration. A great school invests significant hope, resources and commitment into research and development by planning, conducting and evaluating intentional projects and initiatives that are aligned to the school’s mission, realise the school’s vision and demonstrate the school’s values in action.
Our Aspiration. A great school listens to its community carefully and consistently, connecting and communicating with it by creating a credible narrative of the school that honours the legacy of its past, frames the complexity of its present and projects a compelling rationale for a preferred future that serves 21st century learning needs. Our Aspiration: A great school invests significant hope, resources and commitment into research and development by planning, conducting and evaluating intentional projects and initiatives that are aligned to the school’s mission, realise the school’s vision and demonstrate the school’s values in action.
Our Aspiration. A great school builds robust and resilient learning relationships within supportive environments that inspire learners to grow in knowledge, skills and character so that they are equipped, empowered and enabled to assume responsibility for making a positive contribution to the world.
Our Aspiration. A great school privileges the disciplined pursuit of achievement; encourages challenging individual and collective goals; asserts confidence in the capability of all to be successful and seeks out the best processes by which this might be attained; and measures its effectiveness in attaining the best possible outcomes. ● Relationships Our Aspiration: A great school builds robust and resilient learning relationships within supportive environments that inspire learners to grow in knowledge, skills and character so that they are equipped, empowered and enabled to assume responsibility for making a positive contribution to the world. ● Communication
Our Aspiration. A great school earns a strong reputation as a great school that exceeds expectations with relation to the quality of its outcomes; the efficiency and efficacy of its processes; its engagement with its community; the consistency of application of its ethos; and the execution of its strategy across the domains of achievement, relationships communications and initiatives. The Role The EA to the Head of Senior School/Head of Middle School provides high level support to the Head of Senior School/Head of Middle School exercising discretion and respect for confidentiality. The EA to the Head of Senior School/Head of Middle School makes judgements at times in matters related to this role. A significant aspect of the role is to assist the Head of Senior School/Head of Middle School in the effective and appropriate management of the School. The EA to the Head of Senior School/Head of Middle School is a key person in how the School is perceived through warm, professional and engaging interactions with the School community. Key Responsibilities
Our Aspiration. A great school earns a strong reputation as a great school that exceeds expectations with relation to the quality of its outcomes; the efficiency and efficacy of its processes; its engagement with its community; the consistency of application of its ethos; and the execution of its strategy across the domains of achievement, relationships communications and initiatives.
a) Managing the School’s catering and events,
b) Overseeing the Canteen catering in conjunction with the Canteen Conveners at both the Mahers Lane and Sunshine Avenue Campuses, and
c) Providing practical support for the School’s hospitality and Food Technology programs. The Catering Manager will be expected to be flexible in working hours and ability to work additional hours as required for functions within the School. It is expected that there will be continual growth with the current demands at Lindisfarne Anglican Grammar School.
Our Aspiration. A great school earns a strong reputation as a great school that exceeds expectations with relation to the quality of its outcomes; the efficiency and efficacy of its processes; its engagement with its community; the consistency of application of its ethos; and the execution of its strategy across the domains of achievement, relationships communications and initiatives.
1. Provide information to teachers and leaders that support their understanding of emotional and behavioural problems in students and how it impacts learning. This will include:
2. Provide information to parents that supports their understanding of student mental health
3. Provide support and information to students to assist with mental health challenges
4. Promote mental health and resilience by advising on key programs as appropriate
Our Aspiration. A great school earns a strong reputation as a great school that exceeds expectations with relation to the quality of its outcomes; the efficiency and efficacy of its processes; its engagement with its community; the consistency of application of its ethos; and the execution of its strategy across the domains of achievement, relationships communications and initiatives. The Role The School Psychologist (and School Counsellor under the direction of the School Psychologist) work collaboratively with the School Executive, parents, teachers and any other professionals to positively influence the learning and emotional well-being of students. This involves collaborating with others about learning, social and behavioural problems that students may be experiencing and the development of personalised strategies to enable students to work through their concerns or difficulties. Responsibilities and Accountabilities The School Psychologist / School Counsellor has seven broad roles:
1. Provide information to teachers and leaders that support their understanding of emotional and behavioural problems in students and how it impacts learning. This will include: • Ensuring teachers are informed about the role of the Psychologist / Counsellor and the process for referral • Assist teachers to identify, understand and manage students with emotional and behavioural problems in order to deal effectively with their needs. This may include classroom observations • Facilitate the availability of information regarding emotional and behavioural problems and how it impacts students via resourcing a professional library, in conjunction with the school library • Network within the school and provide counselling and support for staff.
2. Provide information to parents that supports their understanding of student mental health • Liaise with parents regarding referral and ongoing management of their child. • Work to ensure ongoing collaboration between all key stakeholders in the management of students (i.e. parents, school staff, outside agencies).
3. Provide support and information to students to assist with mental health challenges • Ensure that students understand the role of the Psychologist / Counsellor and the process for accessing the Psychologist. / Counsellor. • Provide counselling for students (including those with additional learning needs and those identified as gifted and talented) who are referred for mental health challenges and consult with / refer to internal or external...
