Lyndhurst Secondary College (Years 7-12) 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 is projected to have an enrolment of 630 students in 2020 and is projected to rise further. Over recent years the cultural mix of the College has changed dramatically with approximately 35 per cent of our students now having a Language Background Other Than English.

With regard to facilities, the College has a large, double-court Gymnasium, a well-resourced Drama Theatre, a large Library, as well as significant facilities in specialist areas: Music, Food Technology, the Visual Arts, a Trade Training Centre (Automotive), separate Wood and Metal technology rooms, as well as extensive Science based classrooms. The College also has a dedicated `Inquiry Centre’ purpose-built to support the Year 9 Inquiry program as well as a Senior School area set aside for VCE and VCAL classes. The College also supports a one to one student netbook program.

The Lyndhurst Secondary College community is committed to providing a safe, challenging and stimulating learning environment which champions individual differences, excellence and integrity in order 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.

The College has a clear focus on maintaining an orderly environment. We recognise that positive student behaviours are most effectively supported through relationship-based, whole-school and classroom practices. Lyndhurst Secondary College has firmly embedded a practice of ‘Routine and Respect’, as an approach to the maintenance and consistency of order. Our award winning ‘Multipride’ program celebrates cultural diversity and also promotes harmony within the school. In addition to this we have a highly effective Wellbeing Team, and are now recognised as a ‘White Ribbon’ School.

Presently the major focus for staff is to develop classroom pedagogy through a range of evidence-based teaching and learning strategies, in an effort to further improve outcomes for students. In addition, teachers meet regularly and work collaboratively in smaller Teaching and Learning Teams. These teams collect and analyse student assessment data in order to inform teaching practice. The objective is to teach to each student’s point of need, regardless of where they on the learning continuum.

To meet the individual needs of our students we offer a range of flexible learning options and support programs. We also have a wide range of co-curricular programs. As a smaller school, we believe in getting to know our students well and we use these programs 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’ in relation to school connectedness. As result, there are extensive leadership opportunities available to students across a range of areas within the College community.

The current College Leadership Team profile consists of the Principal, two Assistant Principals, one Teaching and Learning Leader, three Sub-School Leaders (aligned to Junior, Middle and Senior School), one Community and Innovations Leader and the College Business Manager.

SC1 Proven capacity to work effectively with young people with an intellectual disability, complex needs and challenging behaviours, their families/carers, service providers and other key stakeholders in the delivery of psychological services.

SC2 Experience in the initiation, development and implementation of programs, procedures and policies that foster resilience in children and young people and address their social, emotional and educational needs.

SC3 Capacity to manage the delivery of a comprehensive psychology service addressing the social, emotional and educational need of students and families in an education environment, including psychological assessments, complex case management, Functional Behaviour Assessments, counselling, referral for students and families, and critical incident support.

SC4 Well-developed communication, networking and interpersonal skills.

SC5 Demonstrated ability to lead aspects of the School Wellbeing Policy and use appropriate practices to support students and families.

SC6 Demonstrate the school values working collaboratively from a student centred, holistic approach

SC7 Demonstrated ability to actively promote the safety and wellbeing of all students in line with the Child Safe Standards.

Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school.

Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.

Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.

An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee¿s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.

Key Responsibilities:

• Provide highly developed direct services to students including short term counselling, restorative practice, complex case management, triage, risk assessment and crisis intervention.
• Coordinate referrals to the schools Program for Students with Disabilities (PSD), including the provision of ongoing consultation regarding students funded under the PSD.
• Support health promotion initiatives in the College including school-wide and cohort-wide proactive programs.
• Consultation with the College leadership team utilising professional knowledge of student wellbeing to guide policy and strategic decision making within the school.
• Maintenance of accurate data collection on the provision of wellbeing services and supports.
• Preservation of confidential files and records in accordance with professional guidelines, ethical codes, health records and privacy legislation.
• Liaison, consultation and development of partnerships with external support agencies (e.g., Child Protection, Headspace, Monash Health) to support student wellbeing.
• Consultation and meetings with Sub School Leaders, Subject Leaders, teachers, education support staff and other allied health professionals (e.g., Student Support Services Officers).
• Secondary consultation to College staff.
• Membership of the College’s Crisis Management Team.
• Consultation for students on behaviour management plans, individual learning plan, suspensions and expulsions.
• Provision of Professional Development to staff on a range of student wellbeing issues (e.g., Child Safe Standards, Mental Health, trauma).
• Facilitation of Tier 1, cohort presentations to College students (e.g., time management, coping skills).
• Financial management of student wellbeing and proactive programs budgets.
• Other duties as directed by the Principal and/or Assistant Principal(s).

People

• Work as a key member of a Leadership Team that includes a member of the Principal Team as well as other designated Educational Leaders and Wellbeing Leaders
• Supporting the applications of funding for students with special needs
• Leading and managing the Complex Cases and the PACE class
• Working with a range of teams and leaders to ensure staff are aware of relevant processes and strategies to support students with complex needs..
• Liaising with the Leadership Team and other relevant staff to ensure that the College Professional Development Plan reflects relevant Professional Learning around managing and working with Complex students.
• Working and building capacity of all staff.

  Resources.

• Working with the Principal Team and other staff as necessary to compile relevant induction materials that relate to working man supporting students with complex needs to be included in packages for new staff.
• Budget

General Expectations of all Educational and Support Leadership Roles at LSC:

School Strategic Plan:

• Working to ensure the achievement of relevant goals and targets in the Strategic Plan and Annual Implementation Plans. This is a shared responsibility and specific expectations will be negotiated with the Principal in formulating your annual performance improvement plan.

  People & Resources:

• Ensure, that at all times, principles of Equal Opportunity are upheld.
• Be aware of issues related to Occupational Health and Safety that affect staff.
• Maintain a safe working environment and report any perceived problems to the HSR.

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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

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

• 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

Hi everyone! Our cherished nanny of 5 years has recently resigned due to health concerns and we are seeking someone to fill her shoes until February next year on Tuesdays and Thursday from 7:30 until around 5:30. We have a 5 year old daughter and a 3 year old son who are well behaved, polite and well adjusted. There is no expectation of any household duties, though basic tidying is appreciated. We also have a beautiful low maintenance cat and some chooks (no care required for pets), so you must be comfortable with pets.Ideally, you will be able to transport the children as our daughter attends kinder in Belgrave on Thursdays. We are looking for someone who is energetic and fun but still knows how to set boundaries for the children. Applicants with their own children are welcome to apply. We have a huge, kid friendly home and yard! Salary is negotiable and will include fuel allowance and superannuation.Thanks for considering

Requirements :

• References (at least 2)
• First aid qualifications
• Driver's licence
• Has car

At oOh!, we’re proud collaborators, which means we have the confidence to explore new territories because we will always explore together.

Here is why we need you…

Our network is unparalleled, with a diverse portfolio of static and digital signs across roadside, retail, airport and place based media offerings in CBD office towers, cafés, fitness venues, bars and universities.

As a growing out-of-home media organisation we're looking to build out our Asset Team to accommodate the growing demands of the business and require dedicated Technicians to help us on our journey to delivering exceptional service delivery across the oOh space!

 Here’s what you’ll do… 

Based in Melbourne, you will support the oOh! Assets Team as a Hardware Technician and be responsible for;

• Preparing & completing order for delivery or pickup according to schedule (note; requires load, unload, pick, pack, wrap, label, ship and some heavy lifting)
• Repair, set up and configure computer hardware, modems, screens, cabinets, etc
• Hardware and electronics assembly, testing and basic repairs
• Keep a clean and safe working environment and optimise space utilisation
• Communicate and cooperate with supervisors and co-workers
• Follow quality service standards and comply with procedures, rules and regulations

This is what you'll bring...

• Relevant experience with Electronics/Electrical/Mechanical hardware repairs and testing is highly advantage.
• Experience with basic hand tools such as manual and electric screwdrivers
• Basic knowledge in Computer Hardware and Microsoft Windows
• Previous experience in fragile and electronics equipment packaging is desirable
• Strong attention to detail
• High level of productivity and ability to deliver tasks in an efficient and effective manner
• Work under pressure and the ability to adjust to tasks spontaneously
• Excellent communication skills with ability to build effective working relationships with team members and other business units
• Desire to learn and grow within a dynamic team environment
• Can work well with tight deadlines

If you’re curious, brave, and ready to leap into a career like no other, we’re ready to open our doors to you.

If this isn’t the right role for you, we’d love for you to be part of our Talent Community so you can be the first in line to be considered when a new opportunity comes up.

#LI-DNI

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At oOh!, we’re proud collaborators, which means we have the confidence to explore new territories because we will always explore together.

Here is why we need you…

Our network is unparalleled, with a diverse portfolio of static and digital signs across roadside, retail, airport and place based media offerings in CBD office towers, cafés, fitness venues, bars and universities.

As a growing out-of-home media organisation we're looking to build out our Asset Team to accommodate the growing demands of the business and require dedicated Technicians to help us on our journey to delivering exceptional service delivery across the oOh space!

 Here’s what you’ll do… 

Based in Melbourne, you will support the oOh! Assets Team as a Hardware Technician and be responsible for;

• Preparing & completing order for delivery or pickup according to schedule (note; requires load, unload, pick, pack, wrap, label, ship and some heavy lifting)
• Repair, set up and configure computer hardware, modems, screens, cabinets, etc
• Hardware and electronics assembly, testing and basic repairs
• Keep a clean and safe working environment and optimise space utilisation
• Communicate and cooperate with supervisors and co-workers
• Follow quality service standards and comply with procedures, rules and regulations

This is what you'll bring...

• Relevant experience with Electronics/Electrical/Mechanical hardware repairs and testing is highly advantage.
• Experience with basic hand tools such as manual and electric screwdrivers
• Basic knowledge in Computer Hardware and Microsoft Windows
• Previous experience in fragile and electronics equipment packaging is desirable
• Strong attention to detail
• High level of productivity and ability to deliver tasks in an efficient and effective manner
• Work under pressure and the ability to adjust to tasks spontaneously
• Excellent communication skills with ability to build effective working relationships with team members and other business units
• Desire to learn and grow within a dynamic team environment
• Can work well with tight deadlines

If you’re curious, brave, and ready to leap into a career like no other, we’re ready to open our doors to you.

If this isn’t the right role for you, we’d love for you to be part of our Talent Community so you can be the first in line to be considered when a new opportunity comes up.

#LI-DNI

Pride, Passion, Courage, Integrity and Family – these are the values we live by at Nando's. We are looking for people who have fire in their bellies to ignite passion into our beautiful restaurants and deliver an exceptional experience to our customers.

About the role – 

The role of an Assistant Manager at Nando's is responsible for:

• Delivering and inspiring others to deliver outstanding customer service
• Recruiting, empowering and leading a brilliant restaurant team 
• Support local and international projects that help to change lives
• Provide a safe and well-maintained restaurant to customers and team members 
• Exceed financial targets by growing sales and maximising profit 

About you –

• You’ll have leadership experience from a hospitality, retail or leisure background
• A natural desire to drive sales and use your personality to make our customers feel like Nando’s is their home away from home
• Ability to work at a full time capacity
• You’ll have bucket-loads of passion and energy to inspire, lead and develop your Nandocas (that’s team members in Nando’s speak)
• You’ll be hungry to learn and develop and ready to grow as fast as Nando’s does!

What's in it for you - 

Our purpose at Nando's is to change the lives of everyone that we interact with, including you! As an Assistant Manager, you will be offered the following 

• 6 weeks training when you start with us 
• Ongoing training and support by experienced Restaurant Managers, Area Managers and Learning & Development teams
• An attractive bonus structure 
• Opportunity to connect with other Assistant Managers and Restaurant Managers at regular events
• Make a positive impact to local and international communities 
• You will receive a free meal every shift that you work plus discounted meals when you are not working
• Access to free supportive services through our Employee Assistance Program
• Plus much more! 

Please enter as much information in the track record section of the application to give us a solid overview of your previous work experience.

Apply today!

You may know us as the home of PERi-PERi chicken, but we’re a people-first, chicken-second kind of place. Nando’s Australia is an Equal Opportunity Employer that seeks to ensure people are employed, trained and promoted fairly. Nando’s is committed to building a diverse and inclusive workplace. Our aim is to ensure that all our people feel comfortable to bring their whole selves to work.

Devon Meadows Primary School aims to create a passionate learning community that inspires, challenges and supports all students to achieve their personal best and make a positive contribution to the world in which they live. The School has a student population of approx 234 and is located in an attractive rural setting, approximately 7km south-east from Cranbourne. The school opened in 1916.

Students come from a variety of socio-economic settings including rural acreages and urban areas of Cranbourne. Most students are driven to school as they reside outside of walking distance, many passing by other local schools to attend Devon Meadows. Transition programs are well established with local pre-school and secondary schools. Students are involved in a series of activities throughout the year to ensure a smooth transition the following year.

The SFO for Devon Meadows Primary School is currently 0.5143. The number of students where English is a second language, has remained low for the past 4 years.

The school opened its six classroom learning centre as part of the BER program in 2011. All other classes occur in relocatable classrooms. The Devon Meadows Community Hall is located on site and is run by a committee of management made up of the City of Casey, the Uniting Church of Australia, community members and the Devon Meadows Primary School Council. As managers of this facility, the students and parents of Devon Meadows Primary School have great access to this large hall for sports, assemblies and other activities as required throughout the year.

Where possible, students are organised into multi-aged classes around the Victorian Curriculum. Teachers work in collaborative teams as part of the overall professional learning community approach to plan and deliver the curriculum. There is a strong focus on literacy and numeracy throughout the school. Specialist classes offered include Physical Education, Indonesian and Performing Arts. The Performing Arts program has a number of elements including a school concert for our Junior School and Wakakirri for our Middle and Senior School.

Our school has continued to work on becoming an ‘Outstanding School’. All members of the school community are engaged in developing a common language and belief about the many things we do well and realise they have a role to play in making Devon Meadows Primary School an Outstanding place to learn. We are committed to developing effective partnerships between staff, students, parents and community groups. Parental involvement in the school is high and creates a strong sense of community.

The four school values of: Respect, Teamwork, Commitment to Learning and Friendship form an important foundation for these activities.

Devon Meadows Primary School is a safe school and adheres to the Child Safe Standards.

SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.

SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

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.

Core responsibilities include:

- Planning and implementing a range of teaching programs or
courses of study

- Teaching an area of the curriculum or a general curriculum to a
year level

- Monitoring, evaluating and reporting student progress in key
learning areas

- Implementing strategies to achieve targets related to student
learning outcomes

- Maintaining records of class attendance and recording student
progress

- Implementing effective student management consistent with the
school charter.

- Working with a mentor to participate in professional development
planning, implementation and reflection developing a professional
portfolio

Additional responsibilities may include but are not limited to:

- Supervising a range of student activities including support and
welfare programs

- Contributing to a range of co-curricular programs

For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy. Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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

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

• 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

Wilandra Rise Primary School is a P-6 school located on 25 Aayana Street, Clyde North and is built under the Public-Private Partnership (PPP) development. WRPS is an excellent state of the art learning facility that brings together the best in contemporary educational design and promotes active student-centred learning through the creation of flexible, functional spaces. All teachers work in learning communities to create flexible teaching options in classrooms and to better cater for the individual needs of all students. The school upholds high expectations of all and provides an exciting and inclusive experience for staff, students and families. Wilandra Rise Primary School is committed to ensuring the safety of all students and will have zero tolerance of child abuse in any form.

At WRPS the child is at the centre and purpose of all that we do. Our teachers and support staff work hard to provide that is research and evidenced based including ICT rich environments and Personalised Learning for all students. This innovative, rich and rigorous curriculum is delivered in a positive, stimulating and challenging learning environment where every child experiences success and develops a love of life-long learning. Our students are encouraged to explore their world through inquiry learning to become thinking, informed, resilient and self-directed learners who are able to be the best they can be and contribute actively to their community. The key components of the teaching programs at WRPS are the effective teaching of literacy and numeracy.

Our State of the art buildings consist of 4 Learning Communities, Learning Resource Centre, Netball Victoria Standard Stadium, Music Room and STEM facility. We also have a number of relocatable buildings installed to account for the exponential growth of enrolments. Teachers work together to plan and teach a comprehensive curriculum and to provide rich learning environments for all students. Our programs are supported by contemporary resources and the latest research in teaching and learning. This research includes our whole school approach to teaching Systematic Synthetic Phonics.

All Staff are heavily involved with the PLC instructional model and work together in small teams to put faces to data. Professional development and leadership capacity are driving forces at WRPS. Strategic on site professional development, professional learning teams and learning forums accelerate the continuous improvement of learning and teaching. The provision of school based pedagogical coaches further improve classroom practice and, ultimately, student achievement. Our commitment to the SEVR School Improvement Strategy is instrumental in driving our success.

The wellbeing of our students and staff is of the utmost importance to us and we are committed to ensuring the safety of all students and will have zero tolerance of child abuse in any form. The relationship between the staff, students and parents is a fundamental strength at WRPS. The school enjoys formidable Community involvement. Parent involvement and participation in a variety of school activities is a significant feature of our school life and is actively encouraged and greatly valued.

SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of literacy and numeracy skills across the curriculum.

SC2 Demonstrated ability to lead the planning and implementation of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated exemplary ability to monitor and assess student learning at a class, cohort or whole-school level and use this data to lead improvement initiatives. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated exemplary interpersonal and leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement.

SC5 Demonstrated commitment and capacity to actively contribute to and lead whole school improvement initiatives in relation to Student Wellbeing and Engagement and a commitment to ongoing professional learning for self and others to enable further development of skills, expertise and teaching capacity.

Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. The role of leading teachers is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school.

Typically, leading teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others.

Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school's education program.

Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A leading teacher has a direct impact and influence on the achievement of the school goals.

Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan.

In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:

- Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities

- Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;

- Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;

- Leading and managing staff performance and development (review of staff);

- Teaching demonstration lessons;

- Leading and managing the development of the school's assessment and reporting policies and practices;

- Leading and managing the implementation of the school operations and policies related to student welfare and discipline;

- Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;

- Responsibility for general discipline matters beyond the management of classroom teachers;

- Contributing to the overall leadership and management of the school;

- Contributing to the development of proposals for school council consideration;

- Developing and managing the school code of conduct.

Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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

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

Devon Meadows Primary School aims to create a passionate learning community that inspires, challenges and supports all students to achieve their personal best and make a positive contribution to the world in which they live. The School has a student population of approx 234 and is located in an attractive rural setting, approximately 7km south-east from Cranbourne. The school opened in 1916.

Students come from a variety of socio-economic settings including rural acreages and urban areas of Cranbourne. Most students are driven to school as they reside outside of walking distance, many passing by other local schools to attend Devon Meadows. Transition programs are well established with local pre-school and secondary schools. Students are involved in a series of activities throughout the year to ensure a smooth transition the following year.

The SFO for Devon Meadows Primary School is currently 0.5143. The number of students where English is a second language, has remained low for the past 4 years.

The school opened its six classroom learning centre as part of the BER program in 2011. All other classes occur in relocatable classrooms. The Devon Meadows Community Hall is located on site and is run by a committee of management made up of the City of Casey, the Uniting Church of Australia, community members and the Devon Meadows Primary School Council. As managers of this facility, the students and parents of Devon Meadows Primary School have great access to this large hall for sports, assemblies and other activities as required throughout the year.

Where possible, students are organised into multi-aged classes around the Victorian Curriculum. Teachers work in collaborative teams as part of the overall professional learning community approach to plan and deliver the curriculum. There is a strong focus on literacy and numeracy throughout the school. Specialist classes offered include Physical Education, Indonesian and Performing Arts. The Performing Arts program has a number of elements including a school concert for our Junior School and Wakakirri for our Middle and Senior School.

Our school has continued to work on becoming an ‘Outstanding School’. All members of the school community are engaged in developing a common language and belief about the many things we do well and realise they have a role to play in making Devon Meadows Primary School an Outstanding place to learn. We are committed to developing effective partnerships between staff, students, parents and community groups. Parental involvement in the school is high and creates a strong sense of community.

The four school values of: Respect, Teamwork, Commitment to Learning and Friendship form an important foundation for these activities.

Devon Meadows Primary School is a safe school and adheres to the Child Safe Standards.

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.

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.

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.

Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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

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

• 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

Devon Meadows Primary School aims to create a passionate learning community that inspires, challenges and supports all students to achieve their personal best and make a positive contribution to the world in which they live. The School has a student population of approx 234 and is located in an attractive rural setting, approximately 7km south-east from Cranbourne. The school opened in 1916.

Students come from a variety of socio-economic settings including rural acreages and urban areas of Cranbourne. Most students are driven to school as they reside outside of walking distance, many passing by other local schools to attend Devon Meadows. Transition programs are well established with local pre-school and secondary schools. Students are involved in a series of activities throughout the year to ensure a smooth transition the following year.

The SFO for Devon Meadows Primary School is currently 0.5143. The number of students where English is a second language, has remained low for the past 4 years.

The school opened its six classroom learning centre as part of the BER program in 2011. All other classes occur in relocatable classrooms. The Devon Meadows Community Hall is located on site and is run by a committee of management made up of the City of Casey, the Uniting Church of Australia, community members and the Devon Meadows Primary School Council. As managers of this facility, the students and parents of Devon Meadows Primary School have great access to this large hall for sports, assemblies and other activities as required throughout the year.

Where possible, students are organised into multi-aged classes around the Victorian Curriculum. Teachers work in collaborative teams as part of the overall professional learning community approach to plan and deliver the curriculum. There is a strong focus on literacy and numeracy throughout the school. Specialist classes offered include Physical Education, Indonesian and Performing Arts. The Performing Arts program has a number of elements including a school concert for our Junior School and Wakakirri for our Middle and Senior School.

Our school has continued to work on becoming an ‘Outstanding School’. All members of the school community are engaged in developing a common language and belief about the many things we do well and realise they have a role to play in making Devon Meadows Primary School an Outstanding place to learn. We are committed to developing effective partnerships between staff, students, parents and community groups. Parental involvement in the school is high and creates a strong sense of community.

The four school values of: Respect, Teamwork, Commitment to Learning and Friendship form an important foundation for these activities.

Devon Meadows Primary School is a safe school and adheres to the Child Safe Standards.

SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.

SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

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.

Core responsibilities include:

- Planning and implementing a range of teaching programs or
courses of study

- Teaching an area of the curriculum or a general curriculum to a
year level

- Monitoring, evaluating and reporting student progress in key
learning areas

- Implementing strategies to achieve targets related to student
learning outcomes

- Maintaining records of class attendance and recording student
progress

- Implementing effective student management consistent with the
school charter.

- Working with a mentor to participate in professional development
planning, implementation and reflection developing a professional
portfolio

Additional responsibilities may include but are not limited to:

- Supervising a range of student activities including support and
welfare programs

- Contributing to a range of co-curricular programs

For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy. Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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

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

• 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

• Step into a key support position at a leading global fitness franchise
• Become a part of a dynamic and innovative community and culture
• Complimentary Gym Membership

Our Anytime Fitness club in Pakenham is on the hunt for a 'true blue' health and fitness nut, that not only lives it, but can teach and sell it too! Changing peoples lives is what floats our boat, so you'll love working here.

The Club Manager is responsible for growing the direct debit, growing POS income and increasing our net promoter scores for their respective club. The part-time staff report directly into this position and the effective management of these teams is the key to achieving success.

You'll be trained, report to and looked after by your Head Coach Steven, and Sanil our numbers guys and the happiest accountant you'll ever meet, and lastly Romina, second only to Trump himself, she makes the world turn and will magically fix all your problems.

So if you're looking for a fun team vibe and have all the important stuff like sales experience, management experience, first aid etc, then tell us how good you are in a cover letter and flick through your resume while your at it too.

About the role - CLUB MANAGER

You will be a crucial member of the team and your primary focus will be gym membership sales, attracting and engaging new members into the club in an environment where culture in king. Your role will also involve training and coaching your Part Time Membership consultant in order to support you in exceeding club retention targets and KPI's. You will enjoy working in a health club environment, need to have a friendly outgoing personality, and genuinely care about helping others. You must be comfortable in sales processes both face to face and via telephone.

About the benefits

We support our team members with complimentary gym membership, ongoing training and workplace flexibility.

We work interactively as an organisation to encourage goal setting and excellence in both our personal and professional lives maintaining a culture of integrity and inspiring people to live longer, healthier and more fulfilling lives.

About you:

• Passion for health and fitness
• Previous management experience
• Experience in providing motivation, support, guidance to a team
• Excellent leadership skills 
• Experience in overseeing all aspects of staff management, including hiring and developing
• Strong understanding of sales and operational excellence 
• Ability to multi-task and stay organized
• Positive, motivating, and effective communication skills
• Strong computer skills – with knowledge of MS office programs (Excel, Word)
• Ability to work in a dynamic and fast-paced environment

About Anytime Fitness:

Anytime Fitness is the number one global fitness club chain, and was ranked No 1 on Entrepreneur Magazine’s Top Global Franchise list. This your opportunity to join the biggest fitness community in Australia!

If this sounds like the ideal position for you, please apply now by submitting your up-to-date resume, along with a cover letter that highlights how your passion, and previous skills/experience align with what we are looking for in our next team mate.