Kick start your career with a NATIONAL company in a challenging role with SUPPORT & VARIETY. We are experiencing rapid GROWTH across both our community & aged care services, which means we can offer genuine career pathway progression. 

Opportunities across Gippsland! Including Warragul, Drouin, Moe, Morwell & Traralgon!

Join our 2020 Graduate Program & benefit from:

• Xtra Buddy Program – 1 on 1 Mentoring
• On-Going Comprehensive Clinical Support
• 50 hours of PD in your first 12 months!
• $700 Annual PD Allowance
• A Strong Team Environment with Frequent Social Events
• Genuine Opportunities for Career Progression
• Competitive Salary & Yearly Salary Reviews
• Access to Employee Benefits Program

Looking to Travel? WorkXtra also offers:

• Metro & Regional Positions across VIC & TAS
• Interstate Opportunities Available (long and short term)
• Relocation Support

WorkXtra has Graduate opportunities in Queensland, New South Wales, Victoria, Western Australia, Tasmania and South Australia.

Interested? Let us know and email you resume to Rylie Henderson at rhenderson@workxtra.com.au today!

What to Expect:

As a graduate, you will move through our program in STRUCTURED stages to ensure you develop the skills and experiences to deliver the Xtra care promise. SUPPORTED by your peers, team leaders and managers you will work through our tailored learning program and take on new challenges and skills.

You will be trained to provide comprehensive assessments, deliver a range of treatments, present manual handling training, plus much more. Take advantage of our specialised knowledge and socially interactive working environment to be part of a leading team in the Australian allied health industry. 

Check us out on linkedin.com/company/workxtra-group

Requirements:

• Degree in Occupational Therapy or Physiotherapy
• Eligible for AHPRA Registration 2020
• Current drivers licence and access to reliable transport
• Australian working rights
• National Police Check

About WorkXtra Group:

The WorkXtra Group, delivers holistic Physiotherapy and Occupational Therapy services to residents in aged care facilities, private clients in the community and various wellness programs to organisations Australia wide. We are passionate about making a difference to the lives of our clients and investing in our staff's happiness!

If you can see yourself as part of our team, apply today or email your resume to rhenderson@workxtra.com.au

We look forward to hearing from you!

• Accommodation provided
• Psych HMO 13th Dec – 3rd Feb $100 / hour
• Roster TBA

Details

A South Eastern VIC hospital requires a Junior Medical Officer in Psychiatry from 13/12/2019 to 03/02/2020.

For further information about this job, please contact Skilled Medical on 1300 900 100.

About Skilled Medical

Skilled Medical is an international medical recruitment, placement and services firm that delivers qualified medical professionals wherever they are needed in Australia, New Zealand, the United Kingdom and Ireland.

With local offices in Melbourne and London, we provide a personalised service to assist medical professionals with locum/temp and permanent placements.

Skilled Medical is a doctor-led company with years of industry experience and is dedicated to assisting medical professionals in their work and careers.

To Apply

To apply for this job, please complete the Skilled Medical Registration form below or the contact form if you have already registered with us. Candidates must be registered with AHPRA and have the Right to Work in Australia. You can also contact a Skilled Medical Recruitment Consultant to discuss this role on 1300 900 100 .

• Urgently seeking Obstetrics oncall cover for Monday 25 November from 6am to Tuesday 26th November, 8am.
• Accommodation and travel provided
• Other similar jobs available - please feel free to call us on 1300 900 100 to discuss

Details

A South Eastern VIC hospital requires a Senior Medical Officer in General Practice

Urgently seeking Obstetrics oncall cover for Monday 25 November from 6am to Tuesday 26th November, 8am. With accommodation and travel covered.

For further information about this job, please contact Skilled Medical on 1300 900 100.

About Skilled Medical

Skilled Medical is an international medical recruitment, placement and services firm that delivers qualified medical professionals wherever they are needed in Australia, New Zealand, the United Kingdom and Ireland.

With local offices in Melbourne and London, we provide a personalised service to assist medical professionals with locum/temp and permanent placements.

Skilled Medical is a doctor-led company with years of industry experience and is dedicated to assisting medical professionals in their work and careers.

To Apply

To apply for this job, please complete the Skilled Medical Registration form below or the contact form if you have already registered with us. Candidates must be registered with AHPRA and have the Right to Work in Australia. You can also contact a Skilled Medical Recruitment Consultant to discuss this role on 1300 900 100 .

• Well supported role
• Afternoon/evening shifts
• Accommodation provided

Details

A South Eastern VIC hospital requires a Junior Medical Officer in Emergency Medicine from 30/11/2019 to 01/12/2019.

30th November: 14:00-23:00
1st December: 14:00-23:00

For further information about this job, please contact Ashleigh Voorham on 1300 900 100.

About Skilled Medical

Skilled Medical is an international medical recruitment, placement and services firm that delivers qualified medical professionals wherever they are needed in Australia, New Zealand, the United Kingdom and Ireland.

With local offices in Melbourne and London, we provide a personalised service to assist medical professionals with locum/temp and permanent placements.

Skilled Medical is a doctor-led company with years of industry experience and is dedicated to assisting medical professionals in their work and careers.

To Apply

To apply for this job, please complete the Skilled Medical Registration form below or the contact form if you have already registered with us. Candidates must be registered with AHPRA and have the Right to Work in Australia. You can also contact a Skilled Medical Recruitment Consultant to discuss this role on 1300 900 100 .

WorkforceXS Traralgon, Sale and Warragul is a professional recruitment and labour hire organisation that provides the right staff at the right time to clients throughout Victoria. We are currently seeking an experienced property manager for a full time opportunity based in Moe.

Our client is a well-established agency located in the heart of Moe. With recent growth, they are seeking an experienced professional who has the ability to develop relationships with both internal and external stakeholders to deliver excellent results.

The successful candidate must have the following.

• Completed real estate representative licence
• Previous experience in property management
• Excellent written and verbal communication skills
• Proven ability to develop professional relationships
• 2 contactable work references
• Reliable car and licence

If successful, you may be required to complete

• Pre-employment medical
• Pre-employment Drug and Alcohol test
• Police Check

For further details or a confidential discussion please contact our office on 1300 902 902 Monday to Friday between 9am and 5pm. Alternatively, If you are feel that you would be suitable for this role please apply now.

By signing into jobactive, you agree to the Conditions of Use. These are continually updated, so please ensure you read and understand them before continuing.

Lowanna is a vibrant and well-resourced Victorian Government 7-12 Secondary College with a student population of just less than one thousand. It is situated in a large, attractive setting adjacent to bushland in the township of Newborough. Lowanna College is the only secondary school in the Moe-Newborough community drawing enrolments from the local area and outlying rural townships.

Newborough is approximately 130 kilometres east of central Melbourne located in picturesque central Gippsland. The area is surrounded by rolling hills and is only an hour’s drive to the snowfields of Mt Baw Baw and the beaches of South Gippsland. The region offers a wide variety of sporting activities and facilities such as golf, basketball, soccer, mountain bike riding and water skiing.

The College staffing profile consists of:

• Principal
• Assistant Principals (3)
• Acting Assistant Principal (1)
• Leading Teachers (4)
• Learning Specialists (2)
• Business Manager
• Operations Manager
• 53.8 EFT teaching staff
• 22.4 EFT Education Support staff

The College is divided into three mini schools of between 300-400 students, Junior School – Years 7 & 8, Middle School -Years 9 &10 and Senior School – Years 11 & 12. Each is managed by a team consisting of a Leading Teacher, a Student Advocate, a Student Support Officer and an administrative assistant who, in conjunction with all staff, are focused on the education and wellbeing of every student.

The College boasts modern facilities set in a pleasant learning and teaching environment. The College has a large Auditorium, a 2-court Gymnasium, a Language Centre, a purpose built Year 12 Centre and an onsite Wellbeing Centre for reengaging students at risk and for those who have a range of personal issues.

Lowanna offers a wide and varied curriculum and access to a vast array of extra–curricular activities that enhance student learning and sets the College apart from other schools in the area. The curriculum includes a core program for Junior School students, a core and elective program for Middle School students and multiple options for Senior School students with VCE, VCAL and VETiS. Year 10 students are able to accelerate their learning by accessing the full range of VCE subjects in Year 10.

Students are provided with a stimulating and enriched learning environment where the Arts, Science, Technology, Physical Education and Food subjects are all key components in a student’s learning. Further intertwined with the academic subjects are Lowanna’s Sports Excellence Program, a newly developing Music Excellence Program, a growing International Program and a long standing Outdoor Education Program. Lowanna has been instrumental in assisting with the development of the Gippsland Technical College that provides all students from Lowanna other Latrobe Valley Schools with exposure to innovative resources and technology. Students at all year levels have access to this school.

As well as offering two languages, Italian and Indonesian, the college also has an established relationship with Melbourne University and the Confucius Classroom, hosting a Chinese teacher who works at Lowanna and local primary schools. Lowanna has strong ongoing partnerships with Monash University, Federation University and Federation Training. Students participate in a variety of programs from Year 7 to 12 that enable them to gain insights into numerous pathways.

The College has close links with the other secondary schools in the Latrobe Valley. In 2014, this group collectively established the Latrobe Valley Flexible Learning Option (LVFLO). The campus is designed to reengage students in their schooling and move back into the secondary school environment.

The entire Lowanna staff team work diligently to continue to improve outcomes for students and to maintain a strong sense of community within the College.

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

Baringa School is committed to excellence in Special Education. We aim to provide an innovative, caring and stimulating environment where learning is relevant and purposeful and where students develop a sense of belonging through mutual respect and cooperation. Our school motto is “Learning, Caring, Achieving”.

Baringa School is located in Moe, which is in the Latrobe Valley. The school provides a comprehensive educational program for students who have an intellectual disability aged from 5 to 18 years of age. Current enrolment is 180.

The student population is drawn from a wide geographical area incorporating Trafalgar through to Traralgon.

GUIDING PRINCIPLES

Baringa School community sees the provision of a safe, caring and positive learning environment as its most important goal. The environment aims to support students as they strive to develop social, emotional, communication and educational skills that will lead to independence. School community commitment to providing a curriculum that challenges student learning through achievement and success is strong.

CURRICULUM

The curriculum at Baringa is based on the Victorian curriculum and covers English, Mathematics, Personal & Social Development, Health & Physical Education, Independent Living Skills, Art, Technology and Communication. A number of enrichment programs are also offered including Outdoor Education, Camps, Advance (a community volunteer program) vocational training including Work Experience and Pre work skills, and travel training.

The school operates in Units of Primary (ages 5 – 12 ) Secondary (ages 12 -1 6) and for students over 16 a range of options including preparation for post school pathways and independent living skills are provided. Student support services include speech therapy, a full time Primary Welfare Officer and Chaplain provide student and family support. One of our Learning Specialist positions is also a full time Student Welfare Coordinator.

Individual student needs determine the curriculum focus for each student. Parents and professionals identify these collaboratively during Support Group meetings. When collated, these needs drive the curriculum provided for students. Through this process, Individual Learning Plans and personal goals for students are established. Many students present with challenging behaviour and require individual behaviour plans and modified or negotiated programming to ensure successful participation at school.

FUTURE PLANS

Baringa School has a continuing commitment to work together to improve all school environments. The concept of promoting positive student behaviour through positive programming continues to be an important underpinning program to support students in all areas of learning.

Curriculum priorities focus on student achievement and engagement through the extension of literacy and numeracy across the school, extension of information technology to support learning, and further training in improving teaching and learning across the school, with a particular emphasis on explicit teaching and differentiated learning.

Ensuring that staff have strong capabilities in relation to working in a special education setting will continue to be an important focus for professional learning, particularly as experienced and Special Education qualified staff retire and new staff come into the school. Knowledge and understanding of the principles underpinning School Wide Positive Behaviour Support and Understanding Poverty are important aspects of our culture and beliefs in relation to student wellbeing and engagement.

SC1 Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment.

SC2 Demonstrated capacity to communicate effectively with members of the school community including students and the capacity to provide support and/or attendant care to students where necessary.

SC3 Capacity to work with and have an understanding of students who exhibit challenging behaviours.

SC4 Capacity to work cooperatively with a range of people including teachers, education support, students and parents.

SC5 A commitment to professional learning and growth.

Undertakes routine tasks that are usually 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.

Work has little scope for deviation. Problems can usually be solved by reference to well documented procedures and instructions and clearly established practices. Deviation from established procedures will require reference to others for guidance and direction. Assistance is readily available when problems arise. An experienced employee at range 1 will exercise limited judgement within clearly defined guidelines and well established practices that relate specifically to the tasks performed.

Does not carry responsibility for the work of others. More experienced employees will provide basic guidance and advice to others relating to tasks within the work area.

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.

Qualification requirements do not operate at range 1. Certification requirements may be required to legally perform specific tasks - e.g. driver's licence, first aid, safe food handling.

The responsibilities of this position will include:

Assist students on an individual or group basis in specific learning areas.

Assist with communication between students and teachers, particularly in the interpretation of instructions.

Provide basic physical and emotional care for students.

Participate in team meetings.

Assist with toileting, meals, lifting and administration of medication to students requiring special care.

Assist with supervision of pupils in playgrounds, at camps, on excursions, in sporting activities, therapy activities and life skills.

Assist in the preparation of student resources and equipment.

Prepare basic curriculum resources.

Set up and put away equipment and materials in support of teaching programs.

Observe students and draw the attention of the teacher to them where necessary.

Participate in the monitoring and evaluation of programs and evaluation of individual student involvement and achievement.

Assist students with the preparation and service of meals.

Ensure work areas and materials, equipment and appliances are maintained in a clean and ready to use condition.

Assist in the preparation of equipment and purchasing of materials and supplies as required

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

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 Who May Apply section
• names and contact numbers (telephone and email if possible) of two referees

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.

• 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

Nyora Primary School was established in 1901, in South Gippsland and is the central learning hub of the Nyora community, providing for the educational needs of our students and community members. Our team of dedicated and caring teachers and staff aim to provide high quality learning programs, which offer a wide variety of rich, engaging and differentiated learning opportunities for our 38 students.

At the hub of our school is a modern learning centre, which provides a stimulating setting for our classes, including communal flexible multipurpose spaces for teaching and a library accessible to all classes. We provide an Arts Classroom for Visual Arts, Music room for performing arts, ICT equipment including Bee-Bots robotics for coding , a well-equipped Physical Education program and Schools Sporting Program and as well as opportunities for hands on learning in the vegetable garden, community produce cart, and mini orchard which supports our environmental science program.
Our school values of Respect, Responsibility and Resilience encapsulate our school philosophy of “Learning for Life, with teachers and students living and breathing our values every day in all areas of their teaching and learning. We believe in active participation when learning, encouraging students to strive for success and develop to their utmost potential, while embracing a love of learning, fun, friendship, family and the community. The school has embedded School Wide Positive Behaviour Support (SWPBS).

Nyora Primary School offers an extensive curriculum with an emphasis on Literacy and Numeracy. The curriculum is enriched with specialist programs in Chinese, Art, Library, Music, Performing Arts, Physical Education and ICT. An integrated curriculum is enhanced through the use of use ICT, providing students with a breadth of skills and knowledge.
 
When delivering the Victorian curriculum our students are supported by classroom teachers, education support staff, and receive individual support based on academic and social need and student interest.
Students have access to extra-curricular activities with a very successful Sporting Schools Program, camping program at years 3 to 6, MARC mobile library, extensive sporting options and exceptional visual arts and performing arts program.

Our school has extensive grounds and modern facilities, offering a large oval with a fitness track and fitness equipment surrounding the oval, two large undercover playing areas with multiple sporting lines marked and basketball rings, two playgrounds with equipment, a car track ( a Junior school Council Project) two sand pits, vegetable gardens and a learning stones area with seats set in a natural environment.

Nyora Primary School’s strong sense of community commitment is very evident in the school. The school community works as a close partnership and has a commitment to provide a supportive atmosphere and maintain a healthy physical and emotional environment. In meeting community goals, we have an onsite South Gippsland Shire supported playgroup and Maternal Welfare Nurse providing a link between the Nyora Community and Nyora P.S. The school is committed to the implementation of a before and after school care program in 2020.

Nyora Primary School is well supported by an active School Council and Parents’ Auxiliary. This school has three equivalent full-time staff, three part time staff: one Principal class, two teachers, one Education Support staff, Business Manager and Chaplain.

(a) Vision and values

Demonstrated capacity to create a shared vision, define and gain acceptance of school goals and set and communicate expectations for effective performance.

(b) Teaching and Learning

Demonstrated ability to manage the quality of teaching and create a positive culture of challenge, support and collaboration.

(c) Improvement, Innovation and Change

Demonstrated capacity to produce and implement clear, evidence-based improvement plans and policies and lead innovation and change.

(d) Management

Demonstrated capacity to ensure that the school’s human, physical and financial resources are efficiently allocated and managed.

(e) Development

Demonstrated capacity to create a professional learning community that is focused on the continuous improvement of teaching and learning, supporting all staff to achieve high standards and commitment to their own learning and wellbeing.

(f) Engagement

Demonstrated capacity to develop positive relationships with students, parents/families and the local community and participate in and contribute to system-level activities.

(g) Community Criterion

Demonstrated capacity to understand the unique characteristics of a small school in rural community and actively build Nyora Primary School as the school of choice.

The role of the principal is to lead and manage the planning, delivery, evaluation and improvement of the education of all students in a community through the deployment of resources provided by the Department and the school community.

At the same time, the principal, as executive officer of the school council, must ensure that adequate and appropriate advice is provided to the council on educational and other matters, that the decisions of the council are implemented and that adequate support and resources are provided for the conduct of council meetings.

The principal is accountable for the overall management and development of the school within statewide guidelines and Government policies. A clear set of accountabilities, which distinguish their work from other members of the Teaching Service and the education community are set out in detail in the contract of employment.

The core accountabilities of all principals are to:

- ensure the delivery of a comprehensive education program to all students

- be executive officer of the school council.

- establish and manage financial systems in accordance with the Department and school council requirements.

- represent the Department in the school and the local community.

- implement decisions of the school council.

- contribute to system-wide activities, including policy and strategic planning and development.

- manage and integrate the resources available to the school.

- appropriately involve staff, students and the community in the development, implementation and review of school policies, programs and operations.

- report to the Department, school community, parents and students on the achievements of the school and of individual students as appropriate.

Appropriately qualified individuals 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

Sale Primary School is based in the town of Sale in Gippsland 200kms east of Melbourne. Known locally as 545, the school was established in 1853 and has occupied its current site adjoining historic Victoria Park near the city centre since 1883. The school continues to draw pupils from the city itself and from outlying areas including the R.A.A.F. Base at East Sale and currently has an enrolment of 398 students.

545 prides itself on being a supportive, friendly and caring school. We have a happy, relaxed community atmosphere that fosters a strong and active partnership between students, staff, parents and the local community. The traditional Maypole Dance, performed each year since 1893 by senior pupils at the annual Garden Party, symbolises the link between our school and the community that has developed over a number of generations. The warm feeling of "belonging to 545" is evident in the children, parents and teachers working cooperatively in the education of our children.

At 545, we place considerable emphasis on ensuring that we are providing a safe and caring environment for everyone involved in our school. All of the school's activities are-developed in consideration of the identified school values of:

Respect
Success
Resilience
Honesty
Enjoyment

Schooling takes place in a combination of old and new buildings including a modern open plan-learning centre that supports the learning of 6 classes. Each classroom is equipped with multiple networked computers and laptops as well as an interactive whiteboard. These general-purpose learning spaces are further-supported by specialist learning spaces for Art, Music, Physical Education, Science, Library and Japanese Programs.

This position is to teach Japanese Tuesday, Wednesday and Thursdays.

Student wellbeing and engagement has been an area of significant focus for the school, underpinned by a traffic light analogy as follows:

Green light behaviours - positive behaviours that are rewarded
Orange light behaviours - disruptive behaviours that require students to take responsibility for
Red light behaviours - serious breaches in behaviour that require adult intervention and consequences.
 

Sale Primary School provides a broad curriculum that ensures opportunities and successes for all children within a safe and orderly environment. We promote excellence in learning by providing quality programs that challenge and interest all students, and foster self-esteem, confidence, independence and cooperative skills. The Sale Primary School operates 17 classrooms in 2019 consisting of 1 x Pre-Foundation, 3 x Foundation, 5 x Junior school classes, 4 x Middle school classes and 4 x Senior school classes.
 

The school's teaching staff are organised into Professional Learning Communities (PLC's) aligned to the Victorian Curriculum levels. These PLC's are led by Team Leaders who support the teaching team via; team approaches to develop curriculum, yearly overviews, regular team meetings and team professional development sessions. Classroom teachers plan programs with planning partners released simultaneously via the school's specialist timetable.

All students have the opportunity to participate in a range of extra-curricular activities including a Swimming Program, Camps and Excursions, Band & Choir, School Productions, Bike and Traffic Education, Perceptual Motor Program, Tournament of Minds, Clubs Programs, and House Sports in Cross Country, Swimming & Athletics.

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

This role is to teach, assess and evaluate Japanese as a specialist class on Tuesday, Wednesday and Thursday each week.

• 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

Sale Primary School is based in the town of Sale in Gippsland 200kms east of Melbourne. Known locally as 545, the school was established in 1853 and has occupied its current site adjoining historic Victoria Park near the city centre since 1883. The school continues to draw pupils from the city itself and from outlying areas including the R.A.A.F. Base at East Sale and currently has an enrolment of 398 students.

545 prides itself on being a supportive, friendly and caring school. We have a happy, relaxed community atmosphere that fosters a strong and active partnership between students, staff, parents and the local community. The traditional Maypole Dance, performed each year since 1893 by senior pupils at the annual Garden Party, symbolises the link between our school and the community that has developed over a number of generations. The warm feeling of "belonging to 545" is evident in the children, parents and teachers working cooperatively in the education of our children.

At 545, we place considerable emphasis on ensuring that we are providing a safe and caring environment for everyone involved in our school. All of the school's activities are-developed in consideration of the identified school values of:

Respect
Success
Resilience
Honesty
Enjoyment

Schooling takes place in a combination of old and new buildings including a modern open plan-learning centre that supports the learning of 6 classes. Each classroom is equipped with multiple networked computers and laptops as well as an interactive whiteboard. These general-purpose learning spaces are further-supported by specialist learning spaces for Art, Music, Physical Education, Science, Library and Japanese Programs.

Student wellbeing and engagement has been an area of significant focus for the school, underpinned by a traffic light analogy as follows:

Green light behaviours - positive behaviours that are rewarded
Orange light behaviours - disruptive behaviours that require students to take responsibility for
Red light behaviours - serious breaches in behaviour that require adult intervention and consequences.

Sale Primary School provides a broad curriculum that ensures opportunities and successes for all children within a safe and orderly environment. We promote excellence in learning by providing quality programs that challenge and interest all students, and foster self-esteem, confidence, independence and cooperative skills. The Sale Primary School operates 17 classrooms in 2019 consisting of 1 x Pre-Foundation, 3 x Foundation, 5 x Junior school classes, 4 x Middle school classes and 4 x Senior school classes.
 

The school's teaching staff are organised into Professional Learning Communities (PLC's) aligned to the Victorian Curriculum levels. These PLC's are led by Team Leaders who support the teaching team via; team approaches to develop curriculum, yearly overviews, regular team meetings and team professional development sessions. Classroom teachers plan programs with planning partners released simultaneously via the school's specialist timetable.

All students have the opportunity to participate in a range of extra-curricular activities including a Swimming Program, Camps and Excursions, Band & Choir, School Productions, Bike and Traffic Education, Perceptual Motor Program, Tournament of Minds, Clubs Programs, and House Sports in Cross Country, Swimming & Athletics.

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

Sale College is a multi-campus Government school with a student population of 783 students. It was formed at the beginning of 1996 from the merger of two of Victoria’s oldest country secondary schools, Macalister Secondary College (est. 1885) and Sale High School (est. 1907).

Sale is a provincial city of 13,000 people set in the heart of Wellington Shire and home of the RAAF roulettes. Sale is surrounded by the Bass Strait oil fields and has a strong dairy industry. It is particularly well endowed with secondary and further educational institutions.

Sale College seeks to be recognised as a caring community of staff, students, parents and guardians providing excellent programs and services aimed at developing confident students capable of reaching their potential as valued members of the community.

Vision: For the college to be recognised as an educational leader that is highly effective and strives to deliver high quality outcomes in the areas of Student Achievement, Personal Attributes and Qualities as Learners.

Aim: Every student will learn, achieve and succeed. We will all make a difference.

Values: At Sale College we aim to instil in our students our three core values (Respect, Achievement and Belonging) to allow them to become valued members of the community.

The Macalister Campus, located in the central business district of Sale hosts all Year 10 and VCE students. The Guthridge Campus, situated on a seven hectare site located three kilometres east of the town centre, hosts students from Years 7-9.

The College provides a high quality curriculum in all of the eight curriculum areas of English, Maths, Science, Technology, Humanities, Languages Other Than English (LOTE), Art and Physical Education & Health, in accordance with the Victorian Curriculum, Victorian Certificate of Education (VCE) and Victorian Certificate of Applied Learning (VCAL).

At Year 7 to 9 levels, the College has highly successful Select Entry Accelerated Learning (SEAL) Programs, Literacy and Numeracy Intervention Programs and a Year 7 and 8 structure that sees students spending more time with fewer teachers. In Year 9 students participate in a Personal Learning program. At the senior level, students have access to a broad, comprehensive curriculum which provides pathways to employment, further education and tertiary entrance through the VCE and Applied Learning program. The College operates a Vocational Education & Training (VET) program in conjunction with Federation Training and other smaller Registered Training Organisations. It has developed community partnerships with a broad range of stakeholders within the Wellington Shire.

Students enjoy the schools 1:1 netbook program and have access to a wide range of extra curricula activities including a highly regarded Instrumental Music program.

Sale College has a guaranteed and viable curriculum developed around the Learning Architecture and including the instructional video; Gradual Release of Responsibility. PLC structures and protocols underpin the way teachers collaborate and use data to improve student outcomes within the Learning Architecture.

The College has a team’s approach to student learning and wellbeing at years 7 to 12. Learning Team Leaders work with groups of staff within these teams to form strong relationships with the students and a deep understanding of student needs.

Sale College provides safe, supportive and secure environments through an effective network of programs and organisational structures. Student management plans focus on positive reinforcement, clearly defined expectations and consequences that encourage students to take responsibility for their own actions. This is achieved through a restorative practice approach and School Wide Positive Support.

For more information about the college please visit our website www.salecollege.vic.edu.au

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

SC2 Demonstrated high level of ability to plan for and 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 high level of ability to monitor and assess student learning. Demonstrated high level of ability to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated high level of interpersonal and communication skills. Demonstrated high level of ability to establish and maintain 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 high level of ability to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

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.

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.

Eligibility for incentive payments:

• The successful candidate must be a new employee to this school
• A minimum commitment of 2 years employment in this position
• The incentive is payable to the successful candidate who meets requirements for relocation as set out on https://www.education.vic.gov.au/hrweb/employcond/Pages/pexpTS.aspx

Retention payments will be paid at the end of the second, third, and fourth year of employment in this position, subject to successful completion of each year respectively.

For information on relocation and removal assistance, refer to ‘Reimbursement of travel and personal expenses - teaching service’ policy available at https://www.education.vic.gov.au/hrweb/employcond/Pages/pexpTS.aspx

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

This position attracts an incentive payment of $21,000 (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment.

A $9,000 (pre-tax) annual retention payment is available at the conclusion of the second, third and fourth year of employment.

Additional relocation assistance may be available upon appointment to the position.

More information about Targeted Financial Incentives is available at https://www.education.vic.gov.au/about/careers/teacher/Pages/targeted-initiative-attract-more-teachers.aspx

Tooradin Primary School is located 17 kilometres east of Cranbourne on the South Gippsland Highway in a semi-rural area. The township is situated on Westernport Bay. The school was founded in 1875 and moved into new school buildings in 2004.

The current enrolment is 295 students. The students are drawn not only from Tooradin, but also the coastal villages of Blind Bight, Warneet and Cannon’s Creek.

Tooradin Primary has a strong values and social skills program. The school values of respect, responsibility, teamwork, fairness and safety encourage and support a positive learning program in a safe and caring environment.

Throughout the school, classes are grouped according to Victorian Curriculum levels with teachers working together for curriculum planning and professional development. Classes are organised depending on the numbers of children at each level, gender balance, maintaining friendship groups and ensuring that there is equal distribution of ability throughout the grades. Usually classes are straight groups which encourage and enhance individual achievement and social development.

The school has a strong focus on student wellbeing and teaches a social skills program which is consistently implemented across the school. The behaviour of the students both in class and in the playgrounds reflects the consistent approach to discipline and high expectations of the school. The development of leadership skills in senior students is encouraged and their input into the tone of the school is important.

Many enrichment opportunities are offered, some of which are choir, school concert, interschool sports, sporting clinics, camps and excursions.

In striving for continuous improvement, Tooradin Primary School is committed to maximising educational opportunities for all students, with staff professional development playing a vital role in achieving this.

We continually seek to maintain the school vision of one where students are offered a high quality education in a supportive learning environment.

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

LATROBE SPECIAL DEVELOPMENTAL SCHOOL

Latrobe SDS is located in the central Latrobe City town of Traralgon. It is one of two special schools in the Latrobe Valley and is the only Special Developmental School in the Gippsland region. The school caters for students with moderate to severe disabilities. Students travel from all over the Latrobe Valley and surrounding outlying areas to attend.

The school provides a stimulating educational program for students with significant intellectual and associated difficulties and disorders between ages of 4.8 to 18 years of age. Parents, staff and carers are encouraged to work collaboratively in planning educational and developmental programs for students. Student Support Groups are established for each student and emphasise the co-responsibility of home and school in educational programming. The school has adopted an integrated approach to therapy which focuses on the delivery of allied health programs through therapy staff working in conjunction with teaching staff to develop goals and appropriate therapy activity/programs. This approach ensures daily practice and transference of skills is promoted throughout the school.

Many of the students who attend the school have significant communication deficits and present with challenging behaviours. The provision of a safe and secure environment is paramount to support their wellbeing and engagement. As a Positive Behaviour Support School (PBS) the relationship between wellbeing and engagement and student learning is well known, the school community work very hard to ensure that students are supported to achieve their best using a range of positive reinforcements and strategies that are the basis of PBS.

School activities and programs are focused toward improving student learning outcomes and promoting greater independence. The school community is very proud of its student focused, holistic approach to education. Curriculum development has always been based around Individual Learning Plans for each student.

Key Selection Criteria

1. Demonstrated capacity to work across all areas of a school with students who have a moderate to severe intellectual disability

2. Demonstrated capacity to conduct assessments, develop goals and effective teaching strategies to assist all student to communicate more effectively

3. Demonstrated capacity to effectively work as a member of a team establishing positive relationships with colleagues, students and their families.

4. Demonstrated capacity to apply knowledge obtained from professional learning to support student learning.

5. Demonstrated capacity to manage and lead a team of experienced professionals in the delivery of initiatives in an educational environment.

6. Demonstrated ability to provide professional learning that informs and influences the work of Leaders, Teachers and Education Support staff involved in the engagement and wellbeing of students with a particular focus on communication.

The position involves working with children who have moderate to severe intellectual disabilities and/or multiple disabilities and who require an intensive level of care in a paramedical team environment. The Speech Therapy position at Latrobe SDS is a School Leadership position and will involve working as a member of our School Improvement Team. It will also include assessing students as well as implementing and evaluating programs related to Speech Therapy.

Formal qualifications are mandatory.

Responsibilities include, but are not limited to, the following:

• Contribute to the development of a whole school approach to student engagement and wellbeing and a positive learning environment
• Provide high-level speech therapy support services to school age students to improve their communication
• Develop community partnerships to strengthen student wellbeing within the school
• Work collaboratively with the staff to provide coordinated and effective student case management, including meeting with parents, students and support agencies
• Work with the Allied Health Team to initiate, develop and implement a range of programs and strategies that respond to the needs of students
• Work with Leaders, teachers and Learning Support staff in the development of educational programs
• Provide professional learning that informs and influences the work of Leaders, Teachers and Education Support staff involved in the engagement and wellbeing of students with a particular focus on effective, functional communication
• Assist the Leadership Team with the management of critical incidents and emergency situations

Other duties as outlined by the Principal

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