2017 positions

Lindfield East Public School Classes for 2017

In 2017 we have again formed 28 classes. 

At LEPS, teachers work collaboratively to ensure that each individual student's needs are considered before being assigned to a class and teacher - these factors include; EALD (English as an Additional Language or Dialect), LAT (Learning Assistance Teaching), Integration Funding (Students with Confirmed Disability), High Ability Clusters, parent advice, School Counsellor reports, balancing the academic groupings, male/female gender balance, behavioural and social concerns etc. The effort of all staff in considering this myriad of factors ensures LEPS continues to annually produce the best possible class dynamic that will ensure a quality learning environment for our students.

Due to overall student numbers in certain grades, composite classes exist in 2017. LEPS, for many years, has only created composite (aka multi-age classes) when numbers have dictated their establishment. In many ways though, every class can be considered a composite class. With large age ranges, varied ability levels in literacy and numeracy, gender balance, EALD students, learning difficulties, gifted students etc, our parallel class structures all still exhibit a distinctive composite mix. It is for these reasons that requests for non-composite classes can generally not be fulfilled. It is also possible that your child may be in a number of composite classes during their school years.

• In Years 3 - 6, all students are streamed in Maths groups for 4 lessons each week. This model has proved to be highly favoured by teachers and results are indicative of its effectiveness
• Our certified Gifted and Talented trained teachers in Years 1 - 6 have been allocated an identified small group of 5-6 high achieving students in literacy. Research shows that these students can gain significantly from being around like minded peers and we can also better support them with expertise from G&T training. This model has also proved effective in recent years at LEPS.

Other significant factors in class formation is the way we successfully deliver our EALD program. The LEPS model of cluster grouping EALD students is a widely replicated approach that provides equity to all students. The EALD teacher reviews every class list and carefully assists in producing a timetable that allows English lessons for all qualifying students.

 

Position	Number
Principal: Andrew Stevenson	1
Deputy Principal(s):  Diane Read  Rachel Watkins	2
Assistant Principal(s)	4
Classroom Teachers	28
Science Teacher	1
Physical Education Teacher	1
LOTE Mandarin	1
Community Language Teacher - Mandarin	1
Support Teacher Learning Assistance	3
Teacher Librarian	1
Teacher of EALD	2
Counsellor	1
Support Learning Officers	2

EXECUTIVE STAFF		YEAR 1		YEAR 4		SCHOOL COUNSELLOR
Andrew Stevenson		Emily Gaughan	1EG	Carol Myburgh	4CM	Mimi Kan
Diane Read		Connie Sawyer	1CS	Christinia Elder	4CE
Rachel Watkins		Deanna Sonter	1DS	Fiona Robinson	4FR	SPECIALIST STAFF
SASS STAFF		Nicola Vernon	1NV	Marie Elliott (M-Th)	4ME	Annette Newell (AP)
Louise Scope (SAM)		Susan Easey	1SE	Michelle Nederlof (F)	4ME	Jill Masters
Debbie Dukino (T-F)		Year 2		YEAR 5		Peggy Pearce
Sarah Turner (M,T,Th)		Mandy Cuneo	2MC	Leanne Nielsen	5LN	Jude Hines
Scarlet Aghajani (M-F)		Kimberlee Davies	2KD	Michael Haworth	5MH	Annette Medana
Katie McAvoy (M-T)		Michelle Marquet	2MM	Nicole Chau (AP)	5NC	Yi Qing Zeng
Greg Jack (W,T,F)		Karlene Withers (Th-F)	2SW	YEAR 5/6		Jessica Cheng
Jack Zylmans (M,T)		Marika Simon (M-W)	2SW	Emily Wares	5/6EW	Ingrid van Loon (M-W)
KINDERGARTEN		YEAR 3		Hwa Tan	5/6HT	Philip Tilsley
Julie Pitt (AP)	KJP	Scott Campbell (AP)	3SC	YEAR 6		Peter Traynor
Alyce Kelly	KAK	Tessa Noble	3TN	Jennie Rixon	6JR	Julie Slee
Lauren Mason	KLM	Nicole Richards (M-Th)	3NR	Sarah Lyell	6SL
Michelle Schrieber	KMS	Lauren Lakin (F)	3NR
		Stephanie Cannell	3SA