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29
March
Classroom Teacher - Family Leave (Classroom Teacher)
Schools (Government) - Cranbourne, VIC
Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and n...
Source: uWorkin
Schools (Government)
29
March
Classroom Teacher - Family Leave (Classroom Teacher)
Schools (Government) - Cranbourne, VIC
Education, Childcare & Training
Source: uWorkin
JOB DESCRIPTION
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 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
Role
The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.
Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.
A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.
Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.
Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.
Responsibilities
The role of classroom teacher may include but is not limited to:
- Direct teaching of groups of students and individual students;
- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
- Undertaking other non-teaching supervisory duties.
Who May Apply
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.
EEO AND OHS Commitment
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: brett.west@education.vic.gov.au
Child Safe Standards
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
DE Values
The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
Conditions of Employment
This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.
Location Profile
Overview
Lyndhurst Primary School is a relatively new school 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 2022. 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. Lyndhurst Primary School 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 Lyndhurst Primary School that significant work may be required during the vacation break in January to ensure successful induction.
Teaching staff at Lyndhurst Primary School, 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 Lyndhurst Primary School 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 Lyndhurst Primary School, 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.
Essential capabilities
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
- Have well developed listening skills
- Generate feedback and suggestions for improvement
- Be a visionary thinker - think creatively and ‘big picture’.
Staff at Lyndhurst Primary School 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 Lyndhurst Primary School 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 Lyndhurst Primary School establish rigorous systems of accountability, by which student and school performance can be evaluated. They use performance data to monitor student performance and also as a means of reflecting upon their teaching and future curriculum directions.
At Lyndhurst Primary School 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
- Students’ 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.
Important information for applicants
- Applications MUST address the specified selection criteria. A limit of one page of standard 12 point text is suggested for each selection criterion.
- Personal and other information should not exceed 2-3 pages.
- Applicants are strongly advised to visit the school website (www.lyndhurstps.vic.edu.au) for further information prior to preparing an application for any position at Lyndhurst Primary School. Go to “School Info” and select “Teaching at Lyndhurst Primary School”.
- Applicants must make every attempt to lodge applications through Recruitment Online.
- In the rare case that applicants are unable to access Recruitment Online, e-mail applications will be accepted at lyndhurst.ps@edumail.vic.gov.au
Hard copy applications are not required or encouraged.
- The applicant’s name, contact details and the position number for which they are applying should be clearly displayed on the front page of any attachment.
- Application attachments are preferred in PDF format.
- Microsoft Word (.doc or .docx) format is also acceptable.
- Compressed files such as .zip files are not compatible with the Recruitment Online system.
- Graphics and artwork are not encouraged and should be kept to a minimum.
- Multiple attachments should not be used. Cover letters, references and other items, if included, should be incorporated into the one application attachment.
- The names and contact details of up to three referees must be provided with the application.
Should you have further queries in regard to the position, please contact the school:
Phone: 8768 6700
Schools (Government)
29
March
Teacher Aide (Ed Support Level 1-Range 2)
Schools (Government) - Cranbourne, VIC
Selection Criteria SC1 Demonstrated capacity to work with students with disabilities in a positive and caring manner. SC2 Demo...
Source: uWorkin
Schools (Government)
29
March
Teacher Aide (Ed Support Level 1-Range 2)
Schools (Government) - Cranbourne, VIC
Education, Childcare & Training
Source: uWorkin
JOB DESCRIPTION
Selection Criteria
SC1 Demonstrated capacity to work with students with disabilities in a positive and caring manner.
SC2 Demonstrated capacity to work as a member of a team establishing positive relationships with colleagues, students and their families.
SC3 Demonstrated capacity to work across all areas of the school with students who exhibit challenging behaviours.
SC4 Demonstrated capacity to apply knowledge obtained from professional learning to support student learning.
Role
An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.
An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.
Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).
A role at this range may include:
- Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
- Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
- Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
- Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.
An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.
Responsibilities
- Provides routine support for teachers including assisting with planning of student routines
- Supports communication between teachers and parents
- Communicates with teachers on routine matters related to students and/or other responsibilities
- Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
- Communicating with student/s to support comprehension of basic tasks and information
- Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
- Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
- Supports teachers in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly defined support needs and resources, assisting teachers with the communication of student outcomes and educational programs
- Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
- Provides specialised communication support for students and teachers in areas such as AUSLAN and braille
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: brett.west@education.vic.gov.au
Child Safe Standards
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
DE Values
The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
Conditions of Employment
- 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
Location Profile
Overview
Lyndhurst Primary School is a school 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 in 2011 with approximately 150 students. Currently there are 950 students. 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 (DET) lease the property from the private consortium over a 25-year lease period.
Curriculum
The curriculum at Lyndhurst is, of course, based on the Victorian Curriculum, which is expected of all government schools in Victoria. Our curriculum structure is characterised by the term, “Small Investigations to Deep Inquiry”. Learning is seen as a continuum and it is focused on giving children the skills and abilities to be able to increasingly take control of their own learning and to give them to time to study, learn and think more deeply. The early years program (Prep-2) is based on Kathy Walker’s play-based learning system. This play-based learning is strongly focused on providing children with a strong foundation of essential literacy and numeracy skills through utilising a child’s natural propensity to learn through play. At the higher levels (year 3-6), children gradually move to an “inquiry-based” curriculum. Inquiry based learning is all about building lifelong learners.
A school for the community
More than the location, the facilities and the resources in a school, it is the people that give it 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. Lyndhurst Primary School will be a school that includes and embraces its local community. We will welcome the contributions that parents and the community can make to the education of our children and the facilities and resources of the school will be available to the community as a shared resource that benefits all.
A school of three strong cultures
At Lyndhurst, we want to build 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.
Information for applicants
- Applications MUST address the specified selection criteria. A limit of one page of standard 12 point text is suggested for each selection criterion.
- Personal and other information should not exceed 2-3 pages.
- Applicants are strongly advised to visit the school website (www.lyndhurstps.vic.edu.au) .
- Applicants must make every attempt to lodge applications through Recruitment Online.
- In the rare case that applicants are unable to access Recruitment Online, e-mail applications will be accepted at lyndhurst.ps@edumail.vic.gov.au
- Hard copy applications are not required or encouraged.
- The applicant’s name, contact details and the position number for which they are applying should be clearly displayed on the front page of any attachment.
- Application attachments are preferred in PDF format.
- Microsoft Word (.doc or .docx) format is also acceptable.
- Compressed files such as .zip files are not compatible with the Recruitment Online system.
- Graphics and art work are not encouraged and should be kept to a minimum.
- Multiple attachments should not be used. Cover letters, references and other items, if included, should be incorporated into the one application attachment.
- The names and contact details of three referees must be provided with the application.
Schools (Government)
29
March
Learning Specialist - Maths Domain Leader (Learning Specialist Range 3)
Schools (Government) - Cranbourne, VIC
Selection Criteria SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice,...
Source: uWorkin
Schools (Government)
29
March
Learning Specialist - Maths Domain Leader (Learning Specialist Range 3)
Schools (Government) - Cranbourne, VIC
Education, Childcare & Training
Source: uWorkin
JOB DESCRIPTION
Selection Criteria
SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.
SC2 Demonstrated expertise in the implementation and modelling 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 model the monitoring and assessment of student learning. 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 communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.
Role
Learning Specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning and have a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers and facilitating school-based professional learning. Learning Specialists are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for students. The role of the Learning Specialist will be to model excellence in teaching and learning through demonstration lessons and, mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce.
The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service.
Responsibilities
In recognition of the importance of exemplary practice for improved student learning outcomes, the key roles of the Learning Specialists may include but are not limited to:
- Demonstrating high-level expertise in teaching and learning practice
- Modelling exemplary classroom practice including through teaching demonstration lessons
- Working with the school leadership team to develop a shared view of highly effective teacher practice
- Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
- Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration
- Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
- Providing evidence-based feedback to teaching staff to inform their effectiveness and development
- Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
- Supervising and training one or more student teachers and mentoring and/or coaching teachers
- Modelling exemplary use of student data to inform teaching approaches
- Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
- Modelling exemplary professional learning practice included through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice
Who May Apply
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.
EEO AND OHS Commitment
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
Child Safe Standards
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
DE Values
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
Other Information
- 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
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.
Location Profile
Koo Wee Rup Secondary College (KWRSC) is a large co-education public school situated in the high-growth corridor of the Southeastern suburbs with easy access to Phillip Island, Mornington Peninsula and the Melbourne CBD.
Koo Wee Rup Secondary College is going through an exciting change with a newly appointed Principal in Term 4 of 2023, and a new Principal Team formed for the beginning of 2024.
Our past and current enrolment sits around 1050 students. Many students travel by bus to attend the college. Our current staffing profile consists of the Principal, 4.4 Assistant Principals, ten Leading Teachers, six Learning Specialists, seventy-one Classroom Teachers and thirty-one Education Support Staff. Koo Wee Rup is a progressive community with a focus on community engagement and support. The school is active in the Cardinia Network developing partnerships with other network primary and secondary schools.
The College is situated around attractive spacious grounds. Previous rebuilds have enabled the update of three learning community centres with plans to upgrade the other centres when the opportunity arises through the Department.
Our vision is ¿to inspire a passion for lifelong learning and excellence in a community which provides all students with the opportunity to achieve their personal best¿. We emphasise the importance of students being independent and responsible, and we instil the values of personal best, honesty and integrity, and respect for others.
At KWRSC our Strategic Plan 2020-2024 goals are to
- Improve student outcomes in literacy and numeracy across all domains,
- Develop improved engagement of students in their learning, and
- Improve student health and wellbeing across the school.
Curriculum offerings in Years 7, 8 and 9 consist of core components covering the key Domains. In Years 9 and 10, elective offerings complement the core subjects. Students are also able to study VCE subjects as part of their Year 10 studies. In Years 11 and 12, we offer a comprehensive program that allows students to engage in the Victorian Certificate of Education (VCE), VCE Vocational Major (VCE VM) and Vocational Education and Training (VET).
Koo Wee Rup Secondary College has recently introduced an Engage Program where students in years 7-9 at risk of disengaging from school have an opportunity to complete an inquiry-based, hands-on learning project one day per week.
The College has strong connections to the Head Start initiative and we currently have and will continue to have students undertake an array of SBAT options. We also offer Certificate II VETDSS on campus to support the priority VET pathways as surfaced by the Firth review and the exciting new VCE VM senior certificate option.
KWRSC has a wide range of extra-curricular activities, including Instrumental Music, Musical Productions and Festivals and a wide range of excursions, competitions, sports programs, and camps as approved by the School Council.
Responsibilities
Specific responsibilities as LS ¿ Maths Domain Leader
· Lead student preparations for NAPLAN in the classroom
· Assist other leaders in the planning and operation of NAPLAN testing
· Coordinate and administer assessment schedule for PAT-M and other relevant platforms
· Oversee assessment and reporting within the Domain
· Preparing and managing Domain program budget
· Assisting administration with information about timetable, staffing and facilities requirements
· Providing material for school displays and publicity purposes such as information nights and transition evenings
· Supporting the school review process in 2024
Schools (Government)
29
March
Library Technician - Full Time/Part Time (0.8) - Fixed Term (Ed Support Level 1-Range 2)
Schools (Government) - Cranbourne, VIC
Selection Criteria SC 1. Capacity to undertake routine support tasks in an educational library setting or in a similar environment. SC2. De...
Source: uWorkin
Schools (Government)
29
March
Library Technician - Full Time/Part Time (0.8) - Fixed Term (Ed Support Level 1-Range 2)
Schools (Government) - Cranbourne, VIC
Education, Childcare & Training
Source: uWorkin
JOB DESCRIPTION
Selection Criteria
SC 1. Capacity to undertake routine support tasks in an educational library setting or in a similar environment.
SC2. Demonstrated capacity to communicate effectively with members of the school community including students and provide exceptional customer service.
SC3. Demonstrated proficiency in the use of office systems, LMS software and technical equipment relevant to the position.
SC4. Capacity to work cooperatively and collaborate in a team environment.
SC5. A commitment to professional learning and growth.
Role
An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.
An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.
Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).
A role at this range may include:
- Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
- Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
- Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
- Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.
An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.
Responsibilities
- Sort, arrange, file and catalogue incoming/outgoing material according to type and appropriate categories.
- Prepare descriptive lists of material and undertake accessioning procedures, box, label, shelve material and maintain daily records of loans.
- Under direction perform basic duties with regard to the general library including retrieving, shelving and maintaining books and periodicals.
- Shelve library materials and maintain the order of the collection.
- Assist with the circulation of loan items and accounting for stock.
- Gather information and resources to support clients' needs.
- Direct clients to resources.
- Assist with the care and operation of equipment and prepare class sets for faculty use.
- Assist users with school equipment such as photocopier and audio-visual equipment.
- Maintain records of overdue loans of school resource material and equipment and issue overdue notices as required.
- Assist in the preparation of displays and exhibitions.
- Minor cleaning and maintenance of equipment.
- Ensure storage areas are in a clean, safe and orderly condition.
- Catalogue and record details of reference material.
- Performs tasks that are carried out in accordance with guidelines, accepted practice and school police
- Specialised support to achieve specific outcomes. Typically, this will involve accountability for library support function.
- Provides support to teachers and students that is beyond the routine support provided at education support class Level 1, range 2. Within an educational program assists teachers with the coordination of the support function, such as directing/organising the work of other support staff or providing a specialist support role.
- Performs technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options.
- Label, cover, assemble, sort or mark resources in accordance with manufacturer's instructions and school procedures.
- Assist with the security of equipment and buildings.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
Child Safe Standards
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
DE Values
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
Other Information
Please ensure that your application includes:
· a resume including relevant experience as well as personal details (name, address and contact numbers, business, and home)
· a section addressing the selection criteria and the requirements for application under the
· names and contact numbers (telephone and email if possible) of two referees.
· valid Working with Children Check Card (WWCC)
· National Police Record Check
· comply with the College Child Safety Code
· current First Aid Certificate desirable
· relevant library skills, qualifications and/or experience would be highly regarded.
· knowledge of LMS, particularly Oliver, would be an advantage.
. Hours 8:00am - 4:06pm
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
Conditions of Employment
Individuals with the aptitude,experience and/or qualifications to fulfillt the specific requirements of the position
Location Profile
Lyndhurst Secondary College is situated just north of Cranbourne in the south-western corner of the City of Casey ¿ one of the fastest growing municipalities in Australia. Our college has an enrolment of 802 students in 2024 and is projected to rise further. Over recent years the cultural mix of the College has changed with our student population now coming from many cultural backgrounds.
The Lyndhurst Secondary College community is committed to providing a safe, challenging and stimulating learning environment which champions individual differences, excellence, and integrity to develop open-minded citizens capable of contributing confidently and responsibly to an ever-changing world. We aim to be a progressive learning community whereby we are, `Empowering students for learning and life¿. Our core values are excellence, commitment, integrity, and respect, with an overarching belief in high expectations for all.
To meet the individual needs of our students, staff work together to collaboratively design learning. We also offer a range of flexible learning options and support programs. We also have a wide range of co-curricular programs. We believe in getting to know our students well and we use a variety of pathways and support options as just one of the ways to engage and learn more about the young people with whom we work. We understand the importance of student voice and agency in relation to school connectedness. As result, there are extensive leadership opportunities available to students across a range of areas within the College community. We also support our young people with an extensive and highly skilled Wellbeing Team, as well as connecting with a variety of community-based groups.
Presently the major focus for staff is to develop classroom pedagogy through a range of evidence-based teaching and learning strategies, to further improve outcomes for students. The objective is to teach each student¿s point of need, regardless of where they on the learning continuum.
Schools (Government)
29
March
Integration Aide (Ed Support Level 1-Range 2)
Schools (Government) - Cranbourne, VIC
Selection Criteria SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinat...
Source: uWorkin
Schools (Government)
29
March
Integration Aide (Ed Support Level 1-Range 2)
Schools (Government) - Cranbourne, VIC
Education, Childcare & Training
Source: uWorkin
JOB DESCRIPTION
Selection Criteria
SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
SC2 Demonstrated capacity to work and collaborate with others in a team environment.
SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
SC4 Possess the technical knowledge and expertise relevant to the position.
SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
SC6 A commitment to professional learning and growth for both self and others.
Role
An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.
An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.
Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).
A role at this range may include:
- Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
- Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
- Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
- Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.
An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.
Responsibilities
- Provides routine support for teachers including assisting with planning of student routines
- Supports communication between teachers and parents
- Communicates with teachers on routine matters related to students and/or other responsibilities
- Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
- Communicating with student/s to support comprehension of basic tasks and information
- Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
- Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
- Supports teachers in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly defined support needs and resources, assisting teachers with the communication of student outcomes and educational programs
- Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
- Provides specialised communication support for students and teachers in areas such as AUSLAN and braille
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
Child Safe Standards
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
DE Values
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
Conditions of Employment
This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.
Location Profile
Courtenay Gardens Primary School is a thriving school in Cranbourne North.
Courtenay Gardens Primary School currently has an enrolment of 780 students from prep to year 6. It offers excellent learning facilities, including a performing arts centre, STEM lab, science lab, full-size gymnasium and a generous outside playground environment. Teachers are highly professional and committed to providing an outstanding teaching and learning program based on the Victorian curriculum for government primary schools. As well as our students achieving well academically, students have the opportunity to develop their skills in extra-curricular areas such as sport, visual art and the performing arts. The school provides the teaching of Indonesian as a language other than English. The school provides opportunities for students to develop their leadership skills and to have a meaningful voice in their own learning.
The teaching and learning program is well complimented by an extensive commitment to supporting student in their learning journey. This includes dedicated English as an Additional Language (EAL) teachers to support students whose first language is not English. There is a strong emphasis on developing literacy skills, particularly in the early years, with intervention support provided by dedicated teachers using the Fountas and Pinnell literacy support program.
The school promotes the values of respect, resilience, honesty and responsibility. There is a strong commitment to supporting student wellbeing and to ensure a safe, caring and inclusive learning community.
Schools (Government)
29
March
Classroom Teacher - Literacy Intervention (Classroom Teacher)
Schools (Government) - Cranbourne, VIC
Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy an...
Source: uWorkin
Schools (Government)
29
March
Classroom Teacher - Literacy Intervention (Classroom Teacher)
Schools (Government) - Cranbourne, VIC
Education, Childcare & Training
Source: uWorkin
JOB DESCRIPTION
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 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
Role
The role will involve providing targeted English support to small groups of students to improve their Literacy outcomes.
The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.
Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.
A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.
Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.
Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.
Responsibilities
The role of classroom teacher may include but is not limited to:
- Direct teaching of groups of students and individual students;
- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
- Undertaking other non-teaching supervisory duties.
Who May Apply
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.
EEO AND OHS Commitment
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
Child Safe Standards
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
DE Values
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
Other Information
- 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
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.
Location Profile
Koo Wee Rup Secondary College (KWRSC) is a large co-education public school situated in the high-growth corridor of the Southeastern suburbs with easy access to Phillip Island, Mornington Peninsula and the Melbourne CBD.
Koo Wee Rup Secondary College is going through an exciting change with a newly appointed Principal in Term 4 of 2023, and a new Principal Team formed for the beginning of 2024.
Our past and current enrolment sits around 1050 students. Many students travel by bus to attend the college. Our current staffing profile consists of the Principal, 4.4 Assistant Principals, ten Leading Teachers, six Learning Specialists, seventy-one Classroom Teachers and thirty-one Education Support Staff. Koo Wee Rup is a progressive community with a focus on community engagement and support. The school is active in the Cardinia Network developing partnerships with other network primary and secondary schools.
The College is situated around attractive spacious grounds. Previous rebuilds have enabled the update of three learning community centres with plans to upgrade the other centres when the opportunity arises through the Department.
Our vision is to inspire a passion for lifelong learning and excellence in a community which provides all students with the opportunity to achieve their personal best. We emphasise the importance of students being independent and responsible, and we instil the values of personal best, honesty and integrity, and respect for others.
At KWRSC our Strategic Plan 2020-2024 goals are to
- Improve student outcomes in literacy and numeracy across all domains,
- Develop improved engagement of students in their learning, and
- Improve student health and wellbeing across the school.
Curriculum offerings in Years 7, 8 and 9 consist of core components covering the key Domains. In Years 9 and 10, elective offerings complement the core subjects. Students are also able to study VCE subjects as part of their Year 10 studies. In Years 11 and 12, we offer a comprehensive program that allows students to engage in the Victorian Certificate of Education (VCE), VCE Vocational Major (VCE VM) and Vocational Education and Training (VET).
Koo Wee Rup Secondary College has recently introduced an Engage Program where students in years 7-9 at risk of disengaging from school have an opportunity to complete an inquiry-based, hands-on learning project one day per week.
The College has strong connections to the Head Start initiative and we currently have and will continue to have students undertake an array of SBAT options. We also offer Certificate II VETDSS on campus to support the priority VET pathways as surfaced by the Firth review and the exciting new VCE VM senior certificate option.
KWRSC has a wide range of extra-curricular activities, including Instrumental Music, Musical Productions and Festivals and a wide range of excursions, competitions, sports programs, and camps as approved by the School Council.
Schools (Government)
29
March
Classroom Teacher - Health And Physical Education (Classroom Teacher)
Schools (Government) - Cranbourne, VIC
Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and...
Source: uWorkin
Schools (Government)
29
March
Classroom Teacher - Health And Physical Education (Classroom Teacher)
Schools (Government) - Cranbourne, VIC
Education, Childcare & Training
Source: uWorkin
JOB DESCRIPTION
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 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
Role
The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.
Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.
A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.
Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.
Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.
Responsibilities
The role of classroom teacher may include but is not limited to:
- Direct teaching of groups of students and individual students;
- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
- Undertaking other non-teaching supervisory duties.
Who May Apply
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.
EEO AND OHS Commitment
Applicants seeking part-time employment are encouraged to apply for this position. Should you be successful, you will be given the opportunity to negotiate your preferred time fraction as part of the recruitment process.
The Department of Education (the department) is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the department and supports for Aboriginal and/or Torres Strait Islander people in the department. Mobile: 0477 726 801 or email on: brett.west@education.vic.gov.au
Child Safe Standards
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
DE Values
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
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.
Location Profile
Koo Wee Rup Secondary College (KWRSC) is a large co-education public school situated in the high-growth corridor of the Southeastern suburbs with easy access to Phillip Island, Mornington Peninsula and the Melbourne CBD.
Koo Wee Rup Secondary College is going through an exciting change with a newly appointed Principal in Term 4 of 2023, and a new Principal Team formed for the beginning of 2024.
Our past and current enrolment sits around 1050 students. Many students travel by bus to attend the college. Our current staffing profile consists of the Principal, 4.4 Assistant Principals, ten Leading Teachers, six Learning Specialists, seventy-one Classroom Teachers and thirty-one Education Support Staff. Koo Wee Rup is a progressive community with a focus on community engagement and support. The school is active in the Cardinia Network developing partnerships with other network primary and secondary schools.
The College is situated around attractive spacious grounds. Previous rebuilds have enabled the update of three learning community centres with plans to upgrade the other centres when the opportunity arises through the Department.
Our vision is ¿to inspire a passion for lifelong learning and excellence in a community which provides all students with the opportunity to achieve their personal best¿. We emphasise the importance of students being independent and responsible, and we instil the values of personal best, honesty and integrity, and respect for others.
At KWRSC our Strategic Plan 2020-2024 goals are to
- Improve student outcomes in literacy and numeracy across all domains,
- Develop improved engagement of students in their learning, and
- Improve student health and wellbeing across the school.
Curriculum offerings in Years 7, 8 and 9 consist of core components covering the key Domains. In Years 9 and 10, elective offerings complement the core subjects. Students are also able to study VCE subjects as part of their Year 10 studies. In Years 11 and 12, we offer a comprehensive program that allows students to engage in the Victorian Certificate of Education (VCE), VCE Vocational Major (VCE VM) and Vocational Education and Training (VET).
Koo Wee Rup Secondary College has recently introduced an Engage Program where students in years 7-9 at risk of disengaging from school have an opportunity to complete an inquiry-based, hands-on learning project one day per week.
The College has strong connections to the Head Start initiative and we currently have and will continue to have students undertake an array of SBAT options. We also offer Certificate II VETDSS on campus to support the priority VET pathways as surfaced by the Firth review and the exciting new VCE VM senior certificate option.
KWRSC has a wide range of extra-curricular activities, including Instrumental Music, Musical Productions and Festivals and a wide range of excursions, competitions, sports programs, and camps as approved by the School Council.
Other Information
- 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
Schools (Government)
29
March
Classroom Teacher - English (Classroom Teacher)
Schools (Government) - Cranbourne, VIC
Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and ...
Source: uWorkin
Schools (Government)
29
March
Classroom Teacher - English (Classroom Teacher)
Schools (Government) - Cranbourne, VIC
Education, Childcare & Training
Source: uWorkin
JOB DESCRIPTION
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 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
Role
The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.
Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.
A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.
Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.
Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.
Responsibilities
The role of classroom teacher may include but is not limited to:
- Direct teaching of groups of students and individual students;
- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
- Undertaking other non-teaching supervisory duties.
Who May Apply
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.
EEO AND OHS Commitment
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
Child Safe Standards
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
DE Values
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
Other Information
- 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
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.
Location Profile
Koo Wee Rup Secondary College (KWRSC) is a large co-education public school situated in the high-growth corridor of the Southeastern suburbs with easy access to Phillip Island, Mornington Peninsula and the Melbourne CBD.
Koo Wee Rup Secondary College is going through an exciting change with a newly appointed Principal in Term 4 of 2023, and a new Principal Team formed for the beginning of 2024.
Our past and current enrolment sits around 1050 students. Many students travel by bus to attend the college. Our current staffing profile consists of the Principal, 4.4 Assistant Principals, ten Leading Teachers, six Learning Specialists, seventy-one Classroom Teachers and thirty-one Education Support Staff. Koo Wee Rup is a progressive community with a focus on community engagement and support. The school is active in the Cardinia Network developing partnerships with other network primary and secondary schools.
The College is situated around attractive spacious grounds. Previous rebuilds have enabled the update of three learning community centres with plans to upgrade the other centres when the opportunity arises through the Department.
Our vision is to inspire a passion for lifelong learning and excellence in a community which provides all students with the opportunity to achieve their personal best. We emphasise the importance of students being independent and responsible, and we instil the values of personal best, honesty and integrity, and respect for others.
At KWRSC our Strategic Plan 2020-2024 goals are to
- Improve student outcomes in literacy and numeracy across all domains,
- Develop improved engagement of students in their learning, and
- Improve student health and wellbeing across the school.
Curriculum offerings in Years 7, 8 and 9 consist of core components covering the key Domains. In Years 9 and 10, elective offerings complement the core subjects. Students are also able to study VCE subjects as part of their Year 10 studies. In Years 11 and 12, we offer a comprehensive program that allows students to engage in the Victorian Certificate of Education (VCE), VCE Vocational Major (VCE VM) and Vocational Education and Training (VET).
Koo Wee Rup Secondary College has recently introduced an Engage Program where students in years 7-9 at risk of disengaging from school have an opportunity to complete an inquiry-based, hands-on learning project one day per week.
The College has strong connections to the Head Start initiative and we currently have and will continue to have students undertake an array of SBAT options. We also offer Certificate II VETDSS on campus to support the priority VET pathways as surfaced by the Firth review and the exciting new VCE VM senior certificate option.
KWRSC has a wide range of extra-curricular activities, including Instrumental Music, Musical Productions and Festivals and a wide range of excursions, competitions, sports programs, and camps as approved by the School Council.
Schools (Government)
29
March
Psychologist
Brightside Recruitment - Botanic Ridge, VIC
Looking for a clinical psychologist to focus on children with autism,. Salary between $90K-$120K + professional development allowance. Client Brightsi...
Source: uWorkin
Brightside Recruitment
29
March
Psychologist
Brightside Recruitment - Botanic Ridge, VIC
Health, Medical & Pharmaceutical
Source: uWorkin
JOB DESCRIPTION
Looking for a clinical psychologist to focus on children with autism,. Salary between $90K-$120K + professional development allowance.
ClientBrightside Recruitment has partnered with an amazing clinic, providing support for participants facing Autism, ADHD, Anxiety, Sensory Challenges, and Regulation Support.
Role
This new role is looking for a Psychologist to join the amazing multidisciplinary team. You will be maintaining full responsibility of your caseload of clients who are facing a range of mental health issues.
You will be seeing participants in the clinic, whilst also doing outreach in surrounding suburb. Liaising with clients, families, referrers, doctors, employers, and other allied health professionals to achieve coordinated outcomes to meet client goals from a capacity building and enabling perspective.
The clinic is open Monday-Saturday and the hours are negotiable.
Criteria
- Degree in Psychology
- APHRA Registration
- Demonstrated therapeutic experience working with young people
- Demonstrated experience provide psychological assessment and advocacy
- Experience working with patients with mental disabilities
- Drivers License and own vehicle
- This role is immediately available
- The role requires a willingness to travel around Melbourne, clinic in Cranbourne
- Must have current VIC Drivers License and own vehicle
- Must be vaccinated against Covid-19
- Must have current Police Check
- Must have current Working with Children's Check
- Must have NDIS Worker Screening Check
- The company is focused on your development, offering paid training days each year.
Please click APPLY attaching your CV if you'd like to hear more about this role, alternatively you can apply direct to marcus@brightsiderecruitment.com.au or call Marcus on 0432 332 821
29
March
Occupational Therapists - Southern Melbourne Area
Everyday Independence - Hallam, VIC
Don't just find a job, find your calling at Everyday Independence! Join us as an Occupational Therapist and be a catalyst for change. About Everyday I...
Source: uWorkin
Everyday Independence
29
March
Occupational Therapists - Southern Melbourne Area
Everyday Independence - Hallam, VIC
Health, Medical & Pharmaceutical
Source: uWorkin
JOB DESCRIPTION
Don't just find a job, find your calling at Everyday Independence! Join us as an Occupational Therapist and be a catalyst for change.
About Everyday IndependenceWith over 40 hubs across Australia, Everyday Independence is a dynamic organisation committed to changing the game for people with disabilities. Working in the social model, our united team of talented change-makers is on a mission to make inclusion possible for all Australians.
About The Role
We are looking for Occupational Therapists to provide life-changing occupational therapy to NDIS participants.
We have positions available at our Southern Melbourne Hubs:
- Bayside Hub (Moorabbin)
- Peninsula Hub (Mornington)
- South Eastern Melbourne Hub (Seaford)
- Southern Melbourne Hub (Hallam)
Your Everyday
As an Occupational Therapist at Everyday Independence, no two days will be the same. If you were here last week, these are some of the things you may have done:
- Working in the social model means you’ll work in diverse settings; from homes and schools to playgrounds, workplaces, and community centres
- Utilizing an evidence-based measurement tool and your skills in assessment, you'll create therapy plans and provide life-changing occupational therapy to support participants in achieving their goals and maximizing NDIS funding
- Work within an interdisciplinary team of passionate and dedicated allied health professionals
- Building meaningful relationships with the participants and their supports (family, carers, friends)
- Attend weekly team meetings in the Hub; sharing stories of impact, coffee and laughs
- You’ll tap into the knowledge and support of your Team Leader and dedicated Therapy Mentor
- Continuous Learning: Guidance and support provided by industry-leading Occupational Therapists to help you excel.
- Competitive Salary Package: Attractive remuneration (based on experience), plus additional benefits such as vehicle options, laptop, phone, and performance and loyalty bonuses.
- Flexible Working Options: Enjoy calendar control and create a week that works for you.
- Opportunities for Growth: Growth opportunities are endless! Explore clinical mentoring/education or operational leadership career pathways.
- Supportive Environment: Dedicated operational, clinical and admin support so you can focus on what you do best. Work in a supportive, interdisciplinary environment, collaborating with experts in the field.
- Everyday Perks: We offer a range of additional perks including pet-friendly hubs, in-house career coaching, professional development budget, wellbeing days, paid parental leave, regular social events and access to confidential counselling services through our Employee Assistance Program.
At Everyday Independence, our team thrives on shared values and a collaborative spirit. We're on the lookout for individuals who resonate with our values and can seamlessly integrate into our dynamic environment.
To be considered for this role you’ll need:
- Bachelor's degree in Occupational Therapy
- General AHPRA Registration
- A positive and flexible approach to work
- Strong communication skills and a team player
- Commitment to personal and professional development
- Valid driver's license
- NDIS Workers Screening Check
- Working with Childrens Cheek
- Experience working in NDIS/disability is preferred, however not essential.
Be a part of a team that’s changing the game for people with disabilities and making inclusion possible for all Australians. At Everyday Independence, your expertise in occupational therapy isn't just valued; it's crucial in driving positive change for individuals with disabilities.
Apply Today and start your journey as a change-maker in a role that aligns with your passions and career goals.
Everyday Independence
29
March
Centre Manager (Director) | Clyde
Selina Stanley Recruitment - Clyde, VIC
Seeking a management position that offers autonomy, a professional leader and work/life balance? Apply today! Centre Manager (Director) - Melbourne So...
Source: uWorkin
Selina Stanley Recruitment
29
March
Centre Manager (Director) | Clyde
Selina Stanley Recruitment - Clyde, VIC
Education, Childcare & Training
Source: uWorkin
JOB DESCRIPTION
Seeking a management position that offers autonomy, a professional leader and work/life balance? Apply today!
Centre Manager (Director) - Melbourne SoutheastAre you ready to lead with passion and purpose? Do you have a heart for nurturing young minds and shaping the future generation? We're seeking an inspiring Centre Director to lead our vibrant community in Melbourne's southeast.
As a pivotal member of our team, you'll have the opportunity to make a profound impact on the lives of children and families every day. Our client believes in providing a nurturing and stimulating environment where children can thrive, learn, and explore their full potential.
Why Apply:
- Meaningful Work: Be part of a team dedicated to providing quality care and education to young children.
- Positive Environment: Experience a supportive and inclusive workplace culture where your ideas and contributions are valued.
- Professional Growth: Access ongoing professional development opportunities to expand your skills and advance your career.
- Community Connection: Forge meaningful relationships with children, families, and the local community.
- Work-Life Balance: Enjoy supportive policies that promote a healthy work-life balance.
- Lead and inspire a team of educators to deliver high-quality early childhood education and care.
- Foster a culture of collaboration, respect, and continuous improvement within the centre.
- Build strong relationships with children, families, and the local community.
- Ensure compliance with regulatory requirements and uphold the highest standards of safety and wellbeing for all children and staff.
- Oversee the day-to-day operations of the centre, including budget management and resource allocation.
- Diploma or Bachelor's degree in Early Childhood Education or equivalent qualification.
- Previous experience in a leadership role within an early childhood setting.
- Strong communication, interpersonal, and leadership skills.
- A genuine passion for working with young children and a commitment to their holistic development.
- Knowledge of relevant regulations and legislation governing early childhood education and care in Australia.
Send your resume to Selina at contact@sstanleyrecruitment.com outlining your qualifications and why you're passionate about this role or call me on 0449865003 for a confidential discussion.
Selina Stanley Recruitment
29
March
Engineering & Aftersales Manager
Six Degrees Executive - Lynbrook, VIC
About the business: We are working with an prominent engine solution provider, serving the Australian, New Zealand, and Pacific markets. This busines...
Source: uWorkin
Six Degrees Executive
29
March
Engineering & Aftersales Manager
Six Degrees Executive - Lynbrook, VIC
Engineering
Source: uWorkin
JOB DESCRIPTION
We are working with an prominent engine solution provider, serving the Australian, New Zealand, and Pacific markets. This business specialises in supplying marine and industrial engines, alongside a range of other quality brands. With a dedicated team and a commitment to excellence, this business aims to maintain their position as market leaders in engine solutions.
The Engineering Manager will play a pivotal role in ensuring the accurate assembly, efficient post-sale support, and overall growth of the business. This individual will be responsible for managing the engineering and workshop functions, adhering to regulations, resolving technical issues, and collaborating with various teams to drive the company's success.
Key Responsibilities:
- Manage Engineering and Workshop functions to ensure efficient operations.
- Achieve required completion times and communicate any delays effectively.
- Investigate and resolve technical issues promptly to meet customer expectations.
- Create and maintain technical documentation for products and processes.
- Communicate effectively with customers to address enquiries and concerns.
- Collaborate closely with the sales team and management to drive business growth.
- Assist in the design and launch of new products to meet market demands.
- Manage labour, productivity, quality control, safety measures, and workshop efficiency.
- Oversee after-sales inquiries and warranties to ensure customer satisfaction.
- Lead the OH&S Committee to establish and enforce safety standards and procedures.
Qualifications:
- Bachelor's degree in mechanical engineering or related field.
- Prior experience in marine engineering is essential.
- Demonstrated leadership experience or training.
- Solution-focused approach to problem-solving.
- Ability to collaborate effectively with cross-functional teams.
- Strong interpersonal skills to manage a team of engineers.
- Capacity to make informed decisions quickly.
- Experience with root cause and failure analysis methodologies.
How to Apply:
If you possess the required qualifications and are eager to join a dynamic team dedicated to delivering top-notch engine solutions, please email your resume to emmao@sde.com.au or click apply.
Six Degrees Executive acknowledges the Traditional Custodians of the lands on which we work and live. We are also committed to equal opportunity and strive to promote diversity, inclusion, belonging, flexibility, and accessibility in all that we do.
Should you require assistance in your interactions with us or through a recruitment process, please let us know so we can provide adjustments for you.
Six Degrees Executive
29
March
Hvac - Retail Sales Assistant - Doveton
Reece Ltd. - Doveton, VIC
HVAC - Retail Sales Assistant - Doveton About Reece HVAC We keep it cool (and warm) We are Australia's leading supplier of plumbing and bathroom pr...
Source: uWorkin
Reece Ltd.
29
March
Hvac - Retail Sales Assistant - Doveton
Reece Ltd. - Doveton, VIC
Retail
Source: uWorkin
JOB DESCRIPTION
HVAC - Retail Sales Assistant - Doveton
About Reece HVAC
We keep it cool (and warm)
We are Australia's leading supplier of plumbing and bathroom products with over 9,000 people located across 800 branches globally. Whether it's heating during winter or cooling during summer, Reece HVAC works hard to control the environment inside buildings.
About the role
As part of the Trade Counter team in Doveton, you'll divide your time between delivering products, providing customer service to plumbers and other tradespeople as well as undertaking other tasks that keep the warehouse and trade counter running smoothly.
Your day-to-day
A typical day involves:
- Delivering parts and products to customers using a company vehicle
- Undertaking pick packing and stock control activities
- Helping keep the branch and warehouse tidy and safe
- Providing customer service and information about products
We'd love to hear from you if you're someone who:
- Has previous experience in delivery driving, retail or customer service and enjoys helping customers both in person and over the phone
- Can pick orders, maintain shop floor displays and ensure information provided is accurate
- Can use a computer and is happy to learn new systems
- Has a clean, valid driver's licence and is open to working various shifts, including weekends
- Wants to develop their career - either locally, within our network or head office
Our perks and benefits:
- Performance based bonuses
- Paid annual leave
- Continuous learning and development programs to support your career goals
- Generous discounts for those looking to renovate their bathroom or kitchen
- Reece Boost - offering cashback and discounts on groceries, fuel, insurance, travel and more
- Paid parental leave
Reece Group
Our journey began more than 100 years ago, but our commitment to delivering quality products and expert service to the plumbing industry remains the same.
We support residential, commercial and infrastructure building trades across Australia, New Zealand and the United States. Our success is built on the success of our customers, who provide essential services every day.
Reece is a place where people make a real difference. And that's the secret to our success; having the right people, with the right attitude in the right roles. This means that we value diversity and fairness and are committed to providing equal opportunity regardless of gender identity, ethnicity, disability, sexual orientation, or life stage.
How can you build a career with Reece.
Reece is different. We're a successful company that doesn't like to make a fuss of our success. We're a big business that works hard to retain the great things from when we were a small business.
We value common sense as highly as a university degree. We encourage people to have a go and don't mind if they fail. We promote people based on performance, not age.
Reece is a place where people make a real difference. And that's the secret to our success - having the right people, with the right attitude in the right roles.
We're looking for the right people now. People who like people. People who like to talk but also like to listen. People who like to perform. People who can recognise an opportunity and seize it. People who are prepared to promote themselves.
Read on. You will quickly discover whether you might be the right person, and whether we might be the right place for your career.
If you like wild growth and working with happy, enthusiastic over-achievers, you'll enjoy your career with us!
Reece Ltd.
29
March
Project Officer - Cmm Services
Chisholm Institute - Cranbourne, VIC
FTE 1.0, Fixed Term Position until Dec 2024 Salary: $80,667.00 - $86,592.00 p.a. Plus Super location: Cranbourne Belonging & Inclusion Chisholm ...
Source: uWorkin
Chisholm Institute
29
March
Project Officer - Cmm Services
Chisholm Institute - Cranbourne, VIC
Education, Childcare & Training
Source: uWorkin
JOB DESCRIPTION
- FTE 1.0, Fixed Term Position until Dec 2024
- Salary: $80,667.00 - $86,592.00 p.a. Plus Super
- location: Cranbourne
Belonging & Inclusion
Chisholm is resolutely diverse. We celebrate our peoples unique contributions to achieving our ambition to transform lives through relevant and responsive high-quality education. Chisholm’s culture of Belonging & Inclusion strives to promote a self-regulating culture that enhances the experiences of our employee’s, students and communities.
We welcome and encourage applicants from diverse backgrounds to apply.
We are committed to a fair and equitable merit-based recruitment process for all our candidates. If you have specific accessibility or support requirements please contact our People, Culture & Safety Team at Pcsops@chisholm.edu.au
Aboriginal and Torres Strait Islander Applicants
We welcome and strongly encourage applications from Aboriginal and Torres Strait Islander people. If you have specific support requirements please contact our People, Culture & Safety Team at Pcsops@chisholm.edu.au
ABOUT THE ROLE
This position provides administrative project and operational support to the Executive Officers of two Curriculum Maintenance Management (CMM) Services within the Education Innovation, Teaching and Learning team. The CMM Services are provided by Chisholm under contract to the Victorian Government and the Victorian Skills Authority.
The CMM Services support the strategic objectives of the Victorian Government and provide a state-wide function for a portfolio of industry areas to:
- Develop draft Victorian Purchasing Guides (VPG)
- Monitor and maintain Victorian Crown copyright Accredited Courses
- Provide advice to government in relation to national training products and vocational education and training (VET) policy
- Monitor, analyse and advise on the development and endorsement of national training packages.
The primary focus of this role is to support the CMM Services Executive Officers to provide the service deliverables as described in the government contract. This role will focus on providing administrative project and operational support for Chisholm’s two CMM Services: Business Industries and General Manufacturing.
Key functions of the role include stakeholder engagement and network coordination, high-quality document production, information management, research support, data analysis, monitoring VET sector regulatory and policy information and providing administrative support to the Executive Officers.
ABOUT YOU
You will have the following qualifications, skills & experience:
- Substantial experience in a teaching, technical or administrative role in the Vocational Education and Training (VET) sector (e.g. administration, management, Training and Assessment (TAE), workplace trainer, learning/resource developer)
- Relevant administrative and/or academic degree or VET qualification/s.
- Current knowledge of the Vocational Education and Training system through experience gained from working in a Registered Training Organisation.
- High-order technical competence in the use of the Windows operating environment, including knowledge of the advanced operations of Microsoft Office suite
- Demonstrated ability to work effectively and collaboratively in a team-based environment and work independently.
- Highly developed communication and interpersonal skills for dealing professionally with both internal and external clients.
- Highly developed organisational and administrative skills, with the demonstrated ability to complete assigned tasks and activities within designated timeframes and quality parameters.
- Highly developed written communication skills, with an eye for detail.
- Ability to undertake research and document outcomes.
- The capacity to work effectively in a changing and complex education and training environment.
ABOUT US
At Chisholm, we transform lives through relevant and responsive quality education and training across Victoria, nationally and internationally, collaborating with our strategic partners.
We are a Victorian Government-owned technical and further education (TAFE) provider established under the Education and Training Reform Act 2006. The responsible Minister is the Hon. Gayle Tierney MP, Minister for Training and Skills and Minister for Higher Education.
In 2021, we employed more than 1700 people. We enrolled almost 38,500 students across our campus locations at Dandenong, Frankston, Berwick, Cranbourne, Mornington Peninsula and Bass Coast, and through Chisholm Online, workplace training and offshore delivery.
With a range of qualifications, including certificates, diplomas, degrees and postgraduate study, we deliver more than 300 courses designed to be accessible, flexible and relevant for students, employers, industry and our community.
As one of Victoria’s largest training organisations, we are committed to supporting and enhancing culturally diverse communities in Melbourne’s fast-growing south- east region through the provision of outstanding education and training programs and positive student and employer experience - now and into the future.
HOW TO APPLY
Applications for this position close 9am Thursday 11 April 2024.
Applications should include:
- a covering letter
- curriculum vitae
- contact details of three (3) referees
Appointment to this position is subject to satisfactory completion of Safety Screening requirements including but not limited to:
- valid Employee Working With Children Check
- National Police Check
- verification of unrestricted work rights in Australia, eg citizenship, passport or birth certificate
- certified copies of qualifications and transcripts
If you have any questions, please contact Leve Louis, Manager - Education Innovation at leve.louis@chisholm.edu.au
Chisholm Institute reserves the right to withdraw an advertised position at any stage.
Chisholm Institute
29
March
Head Chef
City Of Casey - Narre Warren, VIC
Create and deliver high quality catering for a diverse range of functions and our onsite café at Bunjil Place, with a focus on house made produce. P...
Source: City Of Casey
29
March
Head Chef
City Of Casey - Narre Warren, VIC
Hospitality, Travel & Tourism
Source: City Of Casey
JOB DESCRIPTION
- Create and deliver high quality catering for a diverse range of functions and our onsite café at Bunjil Place, with a focus on house made produce.
- Permanent Full-Time role with monthly RDO, free onsite parking and fantastic Work/Life Balance opportunities
- Salary from $85k - $90k + super
A bit about the role
The Head Chef sits within the Function and Event Team. Bunjil Place hosts a diverse clientele ranging from Corporate, Private and Community groups, internal customers and a wide range of public attending events and services. In this role you will manage the Kitchen Team, and create and manage the food component of the café, functions and internal conferencing.
The Head Chef is required to be available across 7 days and be able to work a spread of hours which will include some weekends, early mornings, and evenings predominantly family friendly.
What you’ll deliver
- Supervise and direct day-to-day activities of the kitchen staff.
- Prepare food services for Bunjil Place café, internal catered meetings, corporate functions and high-end gala events.
- Oversee the financial performance of catering events and retail operations of the café.
- Undertake the administration of rosters, ordering, maintenance, inventory and stock control.
- Manage and develop a range of innovative menus and offerings within the Function and Event budget, with a focus on house made items.
What you’ll bring
- Previous experience in working in a fast-paced kitchen environment.
- Excellent time management skills.
- Ability to use a range of apps and programs including Microsoft Office suite, Ungerboeck and Cooking the Books.
- Strong communication and collaboration skills.
- Food Safety Supervisor Certificate and First Aid Certificate or willingness to obtain.
- Ability to set up and pack up equipment and goods as well as prepare and serve food.
- Willingness to undergo pre-employment background checks including National Criminal History Check, Working with Children Check, Eligibility to Work check, Functional Assessment (Medical/physio)
- A curious, collaborative, and inclusive community mindset.
Please visit our careers page at Careers at Casey to view a detailed position description.
Why join us?
At Casey, we strive for a workforce that reflects our diverse community in line with our core values of Dream Big, Empower Each Other and Make our Community Proud.
We value our people and show this appreciation beyond their remuneration, supporting them through a range of financial and non-financial rewards and benefits.
Our holistic approach offers a range of personal and professional benefits that collectively make a big impact to support our people where they need it most.
Benefits
- A supportive learning culture.
- Multi-award-winning architectural office building.
- 2 minutes’ walk to all amenities – Westfield shopping centre, gym/pool, onsite carpark and more.
- 40 hour working week
- Rostered day off each month
- State of the art commercial kitchen and equipment
What’s next?
If you think this role might be for you, we would love to hear from you.
Please apply by following the links and sending us a cover letter and resume. We do not require any selection criteria to be addressed.
To find out more about the role, please contact Leigh Neville, Coordinator Function and Event Operations 03 9709 9732
Applications will be accepted until 11.55pm, Sunday 4th April 2024
We encourage people with a disability, lived experience of disability, Aboriginal and Torres Strait Islanders and people from culturally diverse backgrounds to apply for this position.
The City of Casey has zero tolerance for child abuse and is committed to creating and maintaining a child safe organisation where protecting children and preventing and responding to child abuse is embedded in the everyday thinking and practice of all employees, contractors and volunteers.
The City of Casey reserves the right not to make any appointments for this position.
For more information about the City of Casey council and to stay across what's happening in our region, follow us on LinkedIn
29
March
Coordinator Community Facilities
City Of Casey - Narre Warren, VIC
Make a difference in our local community Supportive team, Flexibility, Work Life Balance & Great Culture Full Time Limited Tenure opportunity until ...
Source: City Of Casey
29
March
Coordinator Community Facilities
City Of Casey - Narre Warren, VIC
Government, Defence & Emergency
Source: City Of Casey
JOB DESCRIPTION
- Make a difference in our local community
- Supportive team, Flexibility, Work Life Balance & Great Culture
- Full Time Limited Tenure opportunity until April 2025
- Salary $94,184 (Band 6) plus Super, and monthly RDO.
The City of Casey is one of Victoria’s largest and one of the fastest growing and most diverse cities.
The Council plans and delivers quality services and infrastructure for the more than 400, 000 residents who call Casey home.
Council managed community facilities include community hubs, family & community centres, public halls and senior citizen centres. This role will work within a local area of facilities to provide welcoming, friendly spaces for community to connect, learn, play and belong.
We live our values of dreaming big, empowering each other, and making our community proud.
A bit about the role
As part of the Community Facility Management team, you will utilise a community development approach to facilitate the development and management of Council managed Community Facilities to actively respond to emerging themes and issues in the local community.
Develop partnerships with community service organisations, community groups and local businesses to provide key support services to the community from Council managed Community Facilities.
What you’ll deliver
- A shared and strong leadership approach to support and develop the team, including defining role expectations, monitoring performance, providing timely and constructive feedback.
- Facilitate employee development processes including professional development opportunities.
- Foster a cooperative team approach and a strong customer focused culture where continuous improvement and innovation is valued, planned for and delivered.
- Contribute to the strategic planning objectives and initiatives.
- Oversee the development, implementation and evaluation of strategic programs, activities, events and information services that promote community connectedness and community participation.
- Collaborate across Council, government agencies, local community, volunteers, community groups and other organisations to develop community facilities that support and encourage participation of residents from our diverse and evolving communities.
- Coordinate strategic community engagement, conduct research and analyse data, applying an evidenced based approach that supports the needs and priorities of the community.
What you’ll bring
- Facility management experience
- Partnership development & Stakeholder management skills
- Demonstrated Leadership experience
- Strategic Thinking
- Relevant qualifications in Community Services, Facility Management or relevant industries.
- Victorian Drivers License
- Willingness to undergo pre-employment background checks including National Criminal History Check, Working with Children, Eligibility to Work check and Functional Assessment
- A curious, collaborative, and inclusive community mindset.
This role will be based across numerous community facilities as well as Bunjil Place, a must-visit destination in Melbourne’s southeast.
What’s next ?
If you think this role might be for you, we would love to hear from you.
Please apply by following the links and attaching a cover letter and resume. We do not require any selection criteria to be addressed.
To find out more about the role, please contact Janet Reid, on 9709 9562 and jreid@casey.vic.gov.au
Applications will be accepted until 11.55pm on 14th April.
We encourage people with a disability, lived experience of disability, Aboriginal and Torres Strait Islanders and people from culturally diverse backgrounds to apply for this position.
The City of Casey has zero tolerance for child abuse and is committed to creating and maintaining a child safe organisation where protecting children and preventing and responding to child abuse is embedded in the everyday thinking and practice of all employees, contractors and volunteers.
The City of Casey reserves the right not to make any appointments for this position.
For more information about the City of Casey council and to stay across what's happening in our region, follow us on LinkedIn
29
March
Community Access Team Leader - Aged And
Monash Health - Doveton, VIC
Position Details Reference Number 65813 Position Title Community Access Team Leader - Aged and Rehabilitation Stream Employment Type Fixed Term Full ...
Source: uWorkin
Monash Health
29
March
Community Access Team Leader - Aged And
Monash Health - Doveton, VIC
Health, Medical & Pharmaceutical
Source: uWorkin
JOB DESCRIPTION
Position Title Community Access Team Leader - Aged and Rehabilitation Stream
Employment Type Fixed Term Full Time
Entity Monash Health
Department Monash Health (Public Health & Community)
Location 67 Power Road, Doveton
Position Summary
- Fixed Term - Full Time - until June 2025
- Grow your leadership skills
- Committed to delivering client centred care
- dedicated to safe best practice and quality care
- committed to delivering client centred care and a client advocacy
- enthusiastic, compassionate and work collaboratively
- accountable for and manage aligned portfolio’s in our relentless pursuit of excellence
- Relevant tertiary qualifications in a health field
- Current registration with AHPRA or governing registration body
- salary packaging options that increase your take-home pay
- a comprehensive Health and Wellbeing program
- free vaccinations
- private health insurance at discounted rates
- health imaging services
- + more
Selection Criteria Previous Community Health experiencePrevious leadership skills
Contact Person Name Position Phone Email
Monash Health
29
March
Service Manager - Automotive - Excellent Opportunity
Conquest Recruitment Group - Berwick, VIC
Job Details If you are ready to move up to the next level, this is the role for you We are looking for an energetic and motivated individual to join ...
Source: uWorkin
Conquest Recruitment Group
29
March
Service Manager - Automotive - Excellent Opportunity
Conquest Recruitment Group - Berwick, VIC
Any Industry
Source: uWorkin
JOB DESCRIPTION
- Day to day running of the service department
- Provide strong leadership to Service team
- Maintain a high level of product knowledge
- Exceptional communication skills with a can do attitude
- Excellent operational skills
- A strong emphasis and proven track record in customer satisfaction
- Experience with ERA/Pentana
- Answer calls and support the team during busy periods
Conquest Recruitment Group
29
March
Overnight Customer Service Representative - Viva Energy Retail Heatherton Road
Coles Group - Narre Warren, VIC
Working in retail is fast-paced, and at Coles Express for Viva Energy Retail, the rubber really hits the road. It's not a typical 9-5, so you can easi...
Source: uWorkin
Coles Group
29
March
Overnight Customer Service Representative - Viva Energy Retail Heatherton Road
Coles Group - Narre Warren, VIC
Retail
Source: uWorkin
JOB DESCRIPTION
- A commitment to providing great customer experiences by working with enthusiasm, energy and pace.
- To handle cash and know your stuff by promoting monthly specials and products
- A focus on ensuring our safety standards are met
- You'll need to be comfortable working on your own and following set instructions
- Delivering with pride through site presentation and stock management
- The availability to work flexible hours (including late nights, early mornings and weekends)
- You'll be on your feet for long periods of time and may require some moderate to heavy lifting and reaching
Coles Group
29
March
Manager Racecourse
Pakenham Racing Club - Pakenham, VIC
Objective of the Role To lead and motivate the Racecourse team to deliver the maintenance and management of the Clubs two turf tracks, Polytrack & two...
Source: uWorkin
Pakenham Racing Club
29
March
Manager Racecourse
Pakenham Racing Club - Pakenham, VIC
Engineering
Source: uWorkin
JOB DESCRIPTION
- Leading the team that provide a high-quality range of services, including tracks for racing and training activities.
- Maintaining all the tracks to a Tier 1 standard as described under Racing Victoria’s Tracks and Facilities Technical Guidelines
- Provide customer focused safe services for Trainers at the Pakenham racecourse.
- Directing the team to conduct the Clubs race meetings.
- Liaising with contractors or suppliers in relation to tracks maintenance.
- Ensuring all maintenance is completed professionally, safely and to the Clubs required specifications and standards.
- A minimum of 5 years demonstrated racetrack / sports turf management or similar industry.
- Knowledge of the horse racing industry in Victoria & its applicability to a Clubs environment
- Formal qualification Cert III or Diploma for Horticulture or Turf Management
- Sets clearly defined objectives.
- Plan’s activities and projects well in advance and takes account of changing circumstances.
- Manages time efficiently.
- Identifies and organises resources needed to accomplish tasks.
- Monitors performance against deadlines and achievement of goals
- Able to effectively engage, control & maintain processes, people & tasks.
- Able to manage staff performance to ensure the desired standards are met & maintained.
- Able to manage projects/programs to ensure the desired standards are met & maintained.
- Proven ability to manage budgets and reporting requirements.
- Highly organised and effective time management
- Demonstrates support for innovation and for organisation changes needed to improve effectiveness; initiating, sponsoring & implementing change; helping others to successfully manage change.
- Tertiary Qualifications or similar in business, administrative, events or marketing studies.
- Excellent critical thinking, coaching & presentation skills.
Racing Jobs
Pakenham Racing Club
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