CASUALCLEANER/HOUSEKEEPER REQUIRED
Anchor Belle Holiday Park, Cowes. Phillip Island.

Ideally wanting people for our busy season: November to the end of April

Seeks reliable housekeeper to clean self contained accommodation units.
Cleaning staff will be required to clean accommodation units individually yet, work well in a team environment.
-Must be able to follow instructions and work unsupervised.
-Staff will work in accordance with established policies, and report to management.
-Carry out cleaning procedures to a high standard and within time frames.
-Demonstrate a high level of initiative and go the extra mile.
-Work as a loyal and dedicated team member.
-Have pride in their work and take responsibility.

Experience is an advantage
Some weekend work required.

Email resume to admin@anchorbelle.com.au

*Maybe able to help out with a camping site if you have your own van to travel with.

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

• 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

About our School

Poowong Consolidated School is a primary school (Prep-6) located in the township of Poowong in the heart of South Gippsland. Poowong is surrounded by dairy farms, located at the edge of the Poowong township, however our school make-up is more far-reaching than this. Our school community draws on children from neighbouring townships as well as families who choose to travel to bring their children to the school from as far as Korumburra and beyond. Poowong Consolidated School is committed to our membership of the Karmai Alliance cluster, drawing on the experience and talents of colleagues in our local schools.

Poowong Consolidated School, in partnership with the community, aims to help children learn and care for each other under the school motto “Learning to Care, Caring to Learn”. Poowong Consolidated School proudly serves our local community. We cater for children from Prep to Grade 6 in straight grades. We pride ourselves on our connection to the community and the experiences we offer. These currently include music (classroom and instrumental), visual and performing arts, science, woodwork, physical and health education, sustainability, a school-wide electives program and a variety of sporting programs. Our students are encouraged to challenge themselves both academically and personally in all aspects of school life.

Our staff believe in a team approach and are involved in regular meetings, where collaborative planning and sharing of resources occurs. Teachers are committed to remaining knowledgeable about curriculum and educational theory by participating in a range of professional development. Our staff view one another’s teaching and give constructive feedback in order to continuously improve, through a coaching and peer observation process. Both teaching and non-teaching staff are supported professionallythrough regular, targetted professional learning opportunities as well as work within Professional Learning Teams. The development of Professional Learning Teams, with a focus on the data-wise process, allows staff to delve deeply into the learning needs of students and make decisions about their future learning needs. The support of colleagues within the Professional Learning Teams allows for teachers to share their ideas for the benefit of student learning.

At Poowong Consolidated School, the School Council is actively involved in the governance of the school and its members actively contribute to a range of school priorities. The School Council is responsible for endorsing school policy, programs and the budget as well as being involved in reviewing the school’s progress and developing new policies. Many individual parents and community members volunteer in classrooms, at school events throughout the year and to assist with fundraising.

 Our School Vision and Values:

At Poowong Consolidated School we aim to be a leading learning community in South Gippsland, delivering outstanding education to the children of Poowong and surrounds. We empower students to acquire, demonstrate, articulate and value knowledge and skills that will support them, as life-long learners, to participate in and contribute to the local community, as well as the global world, and practice the core values of the school:

• Striving for Personal Best
• Excellence in Learning, Respect
• Independence
• Resilience
• Community Participation and Partnerships

At Poowong Consolidated School, we seek to enable all learners through the provision of:-

• differentiated, in-depth, structured and cohesive learning programs aligned to year level content and achievement standards informed by the Australian Curriculum
• highly effective teachers, focused on improving student outcomes, through their commitment to ongoing professional development, quality teaching, evidence-based practices, coaching and mentoring and collaboration
• whole school agreed pedagogical practices that focus on a consistency of approach
• a quality inclusive learning environment that is responsive to student voice
• opportunities for community and parents to participate in learning and decision making partnerships.
• producing flexible, creative, innovative individuals who strive to maximise their potential and become contributing members of the wider community.

  At Poowong Consolidated School we deliver our Literacy and Numeracy programs based on the principles of the Early Years and Middle Years philosophies of whole, small, whole. This includes the targeted explicit instruction of Guided Reading and Guided Mathematics. We utilise a combined approach of VCOP and Big Write with 7 Steps to Writing Success and a 5 week focus on writing genres as an entire school. Data analysis and ongoing collection of evidence of learning is important to the discussions within our Professional Learning Teams.

  We value teachers who are:

• able to positively engage with students, parents and the wider community
• innovative, cooperative, positive and have a strong work ethic
• have a strong commitment to moving each student forward with their learning, no matter what their starting point

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 Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to the position.

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.

- Assist students on an individual or group basis in specific learning areas.
- Assist with the communication between students and teachers, particularly 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 the 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 support 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 with communication between teachers and non-English speaking parents/students.
- Assist in the translation of documents.
- 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

• 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

GENERAL LABOURER/PLANT OPERATOR
(minimum MR Licence)

Must be available to start ASAP!

About the Role:

This position will require working away from home generally during the week returning to the Eurobodalla for weekends. Night shifts are also required from time to time.

MR or higher licenced driver required to operate machinery & undertake civil labouring duties out on road rehabilitation works.

The works are project based so flexibility to work on various sites & long shifts away from home is important.

The successful operator will be able to complete pre-start checks on civil machinery & trucks, operate power tools, undertake physical duties on the ground & have the commitment to learn the operation of the civil machinery. Plant may include multi-tyre rollers, steel drum rollers, front-end loaders, skid-steer (bobcat) and VOC will be done internally.

Skills & Experience:

Current Unrestricted MR or higher Drivers Licence
Previous civil earthworks, roadworks or experience in the spray seal industry would be an advantage
Mechanical knowledge - pre-starts on trucks & machinery
Mobile plant experience - eg rollers, front-end loaders
Commitment to work away from home during the week
Commitment to work night shifts from time to time
NSW Construction Induction Card
Strong commitment to safety
Good attitude, willingness to learn, pride in your work
Physically fit to work long shifts
Ability to pass a Pre employment Medical check and Drug & Alcohol Screening
Must be able to work within a team harmoniously
Must have proven good work ethic, be reliable, punctual and responsible

IF YOU MEET THE ABOVE, WE WOULD LOVE TO HEAR FROM YOU

To apply, please click on the APPLY NOW button

For enquiries please call :
02 4411 8582 or email
[email protected]

We're looking for a passionate new team member to provide exceptional service to our customers and utilise their leadership skills by supervising shifts at times. This is a great career opportunity to work with an industry leader and employer of choice.

We don’t just sell products; we’re about inspiring our customers to get the most out of their leisure time and we want the same for our team.

A typical day

• Providing an in-store experience that inspires and empowers our customers
• Engaging with our customers by sharing your product knowledge and experience
• Receipting, replenishing and merchandising 
• Keeping up to date with current and new products in our range
• Working in a team to achieve goals and objectives together

Be rewarded with great work-life balance, group wide career and development opportunities along with:

• Significant discounts across all our brands
• A vibrant, team oriented culture where we embrace and encourage new ideas
• “Perks Program” corporate rates on travel, accommodation, health and fitness, financial services, insurances and entertainment

Be our next success story, apply now.

We are one of Australasia’s largest retailers and owner of iconic brands BCF, Macpac, Supercheap Auto and rebel. For more information click here

Super Retail Group is proud to be an equal opportunity employer where we; support, promote and celebrate diversity.

Closing date subject to change.

Please note: due to the high volume of applications received, only candidates shortlisted will be notified. 

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Part Time Retail Team Member Supercheap Auto Batemans Bay (NSW)

We're looking for a passionate new team member to provide exceptional service to our customers and utilise their leadership skills by supervising shifts at times. This is a great career opportunity to work with an industry leader and employer of choice.

We don’t just sell products; we’re about inspiring our customers to get the most out of their leisure time and we want the same for our team.

A typical day

• Providing an in-store experience that inspires and empowers our customers
• Engaging with our customers by sharing your product knowledge and experience
• Receipting, replenishing and merchandising 
• Keeping up to date with current and new products in our range
• Working in a team to achieve goals and objectives together

Be rewarded with great work-life balance, group wide career and development opportunities along with:

• Significant discounts across all our brands
• A vibrant, team oriented culture where we embrace and encourage new ideas
• “Perks Program” corporate rates on travel, accommodation, health and fitness, financial services, insurances and entertainment

Be our next success story, apply now.

We are one of Australasia’s largest retailers and owner of iconic brands BCF, Macpac, Supercheap Auto and rebel. For more information click here

Super Retail Group is proud to be an equal opportunity employer where we; support, promote and celebrate diversity.

Closing date subject to change.

Please note: due to the high volume of applications received, only candidates shortlisted will be notified. 

Expressions of Interest - Superintendents Subheading

We are looking for candidates to express their interest in the following roles:

The Company

Australian Paper is one of the best known and most iconic heavy process manufacturing organisations in Australia. 

We employ over 850 staff at our Maryvale Paper Mill alone. Using highly sophisticated equipment and the latest in cutting-edge technology, Australian Paper delivers premium products that are recognised as world class. 

For more information please review the seek advert or visit our website www.australianpaper.com.au/careers

All applications must include a CV and cover clearly address the key selection criteria specified above; failing to do so may result in your application being dismissed. Search ‘Australian Paper’ in the search box to view all currently advertised positions at Australian Paper or alternatively search the listed

Area: NEWLINE Gippsland Ph: NEWLINE 0351360494 Email: NEWLINE careers@australianpaper.com

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 Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to the position.

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.

[Attendance requirement for this position]

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.

- Liaise with and provide information to parents, staff and students about school administration procedures and policy.
- Provide a document preparation service for the school community.
- Coordinate the distribution of school newsletters, circulars and other documentation to be provided to the school community.
- Provide administrative support for specific school programs.
- Liaise with service providers, welfare agencies and relevant organisations to facilitate student referral.
- Develop and adapt work methods and organise systems of classification, maintenance and ordering in a school resource centre.

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

• 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

Staff Australia is currently seeking experienced candidates with a Warehousing & Logistics background.

We are seeking active candidates that can commence with an immediate start and are flexible with casual working hours.

• High Reach Forklift Operators (Crown, Joy Stick Experience)
• LF Operators
• Voice Pick Packers with Head Set Experience
• RF Scanner Pick Packers
• Warehousing Assistants
• Yard Hand Forklift Operators with previous Freight/Transport experience
• Labourers with experience working outdoors

Depending on what role you are suitable for, the rate of pay is between $25.00 and $27.00 per hour, day shift only in the Welshpool/Kewdale or Hazelmere Location.

To be considered for any of the above roles, you must have:

• previous proven experience in a similar role
• current drivers’ licence and reliable transport
• current forklift licence
• high level of numeracy and literacy
• flexible with working hours
• able to follow high standard of safety in the workplace

*Due to the high number of expected applicants, only shortlisted applicants will be contacted*

This position is a shared position – one day per a week at Newhaven Primary School and one day per week at San Remo Primary School. These schools are within 1 km of each other.

San Remo Primary School was first opened on March 26th, 1874. It is situated in the San Remo township, at the eastern entrance of Westernport Bay, approximately 139 kilometres from central Melbourne. It has a long tradition of serving the local communities of San Remo and Phillip Island. The school was moved to its existing site in 1948.

Students attending San Remo Primary School come from varied family backgrounds. Historically, families in the area have come from fishing and farming background however in more recent years the area has become a desirable place to live for people from a broader variety of backgrounds. Some family members commute to Melbourne for work, other families are either self employed or employed in a range of businesses in the area.

San Remo Primary School staff structure combines experienced and graduate teachers who are all passionate about teaching and learning and continue to develop their knowledge through targeted professional development. Our caring, professional staff, value all children and are dedicated to providing an excellent curriculum with high expectations and results. Teachers meet regularly in their teams and as a whole staff to plan and evaluate teaching programs across the school. Student wellbeing is a priority at San Remo Primary with teachers sharing responsibility for all. We believe that all children can and will learn in a supportive and encouraging environment. We currently have 7 grades operating in 2019.

Newhaven Primary School is located on Phillip Island approximately 140km from Melbourne CBD.

Newhaven Primary School is a Victorian Government (Prep to Grade 6) School, established in 1892. The school was completely rebuilt in 2001, and we enjoy excellent facilities, including a small hall, a large hall, seven classrooms, an Art Room, Library and Administration buildings, as well as access to our own small oval, and neighbouring Newhaven Reserve. Children are provided with two playgrounds, a Covered Outdoor Learning Space, and we also boast a Bike Education Course, a walking track with exercise stations around our oval, and a bike shed.

The staffing profile at Newhaven Primary School consists of a Principal, seven classroom teachers, a literacy intervention teacher, PE, Music and Science as well as one full-time Administration Education Support staff and two part-time Integration Education Support staff.

Together we are “Learning for the Future” and living our values: Respect Responsibility, and Challenging Ourselves.

San Remo Primary and Newhaven Primary Schools are coastal community schools which embrace the unique opportunities that the local environment has to offer. They value and respect individuality and instil in each child a sense of their worth. They nurture social, emotional and intellectual development in a caring and inclusive environment. Students are immersed in a rich, comprehensive curriculum which is designed to equip them with literacy, numeracy and life skills.

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.

SC6 Demonstrated competency to develop and deliver a differentiated Primary Japanese program in a collaborative teaching environment that engages the whole school community.

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.
• 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

Churchill North PS has a current population of 174; the spread of males and female students is in proportion. The school has a teaching staff of 10; 8 full time teaching staff, 2 specialist staff, 1 Assistant Principal/ Numeracy Specialist, 16 Education Support & Principal.

Churchill North PS enjoys friendly, positive relationships with its families and is highly regarded in the community of Churchill.

Churchill North Primary School is located in the township of Churchill in the Latrobe Valley, 13km south of Morwell, at the base of the Strezlecki Ranges – a comfortable two-hour drive from Melbourne. Close by is Federation University Gippsland Campus and Kurnai Secondary College incorporating the innovative GEP (Gippsland Education Precinct) campus – Churchill Campus.

Our school was established in 1976 and consists of 5 individual units; with 4 classes in each unit. All buildings can be modified for open-plan learning, all have a separate administration core. Each open plan module has two toilet blocks, two wet areas and two withdrawal rooms. Recent updates have seen the establishment of a community building, which houses breakfast club, playgroup, after school care and a classroom. Students have the opportunity to commence the morning in our community breakfast room which is a hive of activity and a very relaxed way to commence the school day.

Our school is very well resourced with a multi-purpose room, an art room, well equipped automated library, a maths/science/technology centre and a computer centre. All classes are equipped with 4 computers; students in grades 5/6 have their own lap top which is housed at the school for school use. The internal & external buildings have been recently painted, and the grounds are well maintained. We encourage students to take pride and ownership in their school.

Students are supported within the class to work at and above their level of achievement. Those experiencing difficultly are supported with additional programs.

All staff, students & families work well together, and I feel privileged to work in such a positive environment.

Teacher focus has very much been on developing and improving class programs with professional development in Challenge Learning, assessment, curriculum planning, literacy & numeracy.

Our school’s vision is for: High quality instruction and learning for EVERY child, EVERY day in EVERY classroom and EVERY environment.

Our school’s Moto is: Learn together, Play together

Our school values a safe, caring and supportive environment. Students were active in developing our agreed values of: - trust, courage, patience, teamwork, co-operation, respect, listening & responsibility.

Our Schools Philosophy:
Our philosophy is to facilitate a culture of challenge along with a growth mindset to enable students to develop as resilient, resourceful and confident young citizens, capable of engaging in all tasks and situations and achieving high standards; this is based on the notion that all staff take a genuine interest in the needs of all children, by providing a safe, caring and supportive environment in which to learn

Programs and activities that have directly contributed to this include:

• Lunch Time Links program that provides sporting and leadership opportunities for students
• TAGS – Student engagement program
• PMP within junior grades
• Mindfulness
• Language Program – support for expressive & articulation
• Student leadership program
• Active Junior School Council
• Breakfast Club
• Regular whole school activity days
• Annual whole school concert
• Swimming
• Bike education
• Positive student welfare and management program
• A daily After School Child Care Program & Playgroup which operates Wed & Fri

A comprehensive curriculum is provided in all domains; with specialist classes in ICT, Art, Sport & Mandarin.

The Sound Way program supports improvements in reading, writing & spelling within the school.

Staff actively use interactive white boards and digital technology – such as flip cameras, visualizers, lap tops and ipads to enhance student learning; this is an exciting opportunity to further enhance the use of technology and educational outcomes of students.

We pride ourselves on providing relevant learning programs; setting attainable goals; considering the individual needs and differences of students; promoting excellence and building the self-esteem of all students. We believe that learning can be fostered in a socially supportive environment, which is positive, caring, happy, friendly and stimulating.

Our school hosts a whole school drama program with students participating within an annual school production; this is eagerly anticipated by students, staff and the community.

Students are well represented in leadership positions within the school – we currently have an active Junior School Council, and positions of School Captain, Vice-Captain and Sports House captains.

We have a range of programs in place that promote the leadership development of students; these programs develop a cohesive & friendly atmosphere in our school.
Students are recognised at assemblies for demonstrating positive behaviours and values.

The school is committed to the continual improvement and monitoring of student progress. It recognises its accountability to parents, in particular, students’ progress. In terms 1 & 3, interim progress reports are sent home to families. An initial interview in Term 1 sets the scene for class & parent expectations. Parents are encouraged to identify their child’s strengths & weaknesses and set goals that are achievable throughout the year. Comprehensive reports as per DET policy are sent home in Terms 2 & 4.

In terms, 1 – 4 students and families receive additional information about student progress, in regards to learning growth, work quality, behaviour and attitude towards learning.

The school supports the belief that every child can and will learn, and that to nurture a child to their full potential involves the commitment of the whole school community.

The school has developed strong links to the community, through its partnership with Kurnai College – Action Squad & Federation University. The local kinder is regularly invited to attend visiting performances and local events at the school; we have developed links to Hazelwood House (a retirement village).

All schools rely heavily on the efforts of parents and volunteers to provide additional assistance; I must congratulate the Parents & Helpers Association for their commitment to the school.
A number of parents participate within class programs, special days, excursions and swimming. Fundraising activities are exciting for students; canteen and special activities are an added benefit for students during the term.
We also boast a very active and supportive School Council, with all members working tirelessly in seeking to improve the opportunities and outcomes for our students.

Both School Council and Parents Association are actively involved in the functioning of the school through the work of School Council sub-committees, facilities, fundraising, social functions and educational activities.

The school conducts a weekly afternoon assembly where students and parents assemble to recognise group and individual achievements and promote excellence and school/community values

Our key priorities are:

• To develop a consistent whole school approach to improved student learning outcomes in English and Mathematics with a particular focus on high quality instructional practice.
• To improve student engagement and motivation in their learning.
• To develop a school culture of collaboration which recognises and responds to the individual needs of all students.
• To ensure the effective allocation of financial, human, physical resources to support the successful delivery of school strategic priorities.

Our school is truly a great school and one which I feel privileged to work within.

Debbie Bostedt

Principal

‘Ohana’ means Family, at CNPS no one gets left behind or forgotten

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.

SC6 The school has strong professional learning teams in both Numeracy and Reading. How would you contribute to each team to ensure improvements are made to your own capacity, that of a team and student achievement.

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

About our School

Poowong Consolidated School is a primary school (Prep-6) located in the township of Poowong in the heart of South Gippsland. Poowong is surrounded by dairy farms, located at the edge of the Poowong township, however our school make-up is more far-reaching than this. Our school community draws on children from neighbouring townships as well as families who choose to travel to bring their children to the school from as far as Korumburra and beyond. Poowong Consolidated School is committed to our membership of the Karmai Alliance cluster, drawing on the experience and talents of colleagues in our local schools.

Poowong Consolidated School, in partnership with the community, aims to help children learn and care for each other under the school motto “Learning to Care, Caring to Learn”. Poowong Consolidated School proudly serves our local community. We cater for children from Prep to Grade 6 in straight grades. We pride ourselves on our connection to the community and the experiences we offer. These currently include music (classroom and instrumental), visual and performing arts, science, woodwork, physical and health education, sustainability, a school-wide electives program and a variety of sporting programs. Our students are encouraged to challenge themselves both academically and personally in all aspects of school life.

Our staff believe in a team approach and are involved in regular meetings, where collaborative planning and sharing of resources occurs. Teachers are committed to remaining knowledgeable about curriculum and educational theory by participating in a range of professional development. Our staff view one another’s teaching and give constructive feedback in order to continuously improve, through a coaching and peer observation process. Both teaching and non-teaching staff are supported professionallythrough regular, targetted professional learning opportunities as well as work within Professional Learning Teams. The development of Professional Learning Teams, with a focus on the data-wise process, allows staff to delve deeply into the learning needs of students and make decisions about their future learning needs. The support of colleagues within the Professional Learning Teams allows for teachers to share their ideas for the benefit of student learning.

At Poowong Consolidated School, the School Council is actively involved in the governance of the school and its members actively contribute to a range of school priorities. The School Council is responsible for endorsing school policy, programs and the budget as well as being involved in reviewing the school’s progress and developing new policies. Many individual parents and community members volunteer in classrooms, at school events throughout the year and to assist with fundraising.

 Our School Vision and Values:

At Poowong Consolidated School we aim to be a leading learning community in South Gippsland, delivering outstanding education to the children of Poowong and surrounds. We empower students to acquire, demonstrate, articulate and value knowledge and skills that will support them, as life-long learners, to participate in and contribute to the local community, as well as the global world, and practice the core values of the school:

• Striving for Personal Best
• Excellence in Learning, Respect
• Independence
• Resilience
• Community Participation and Partnerships

At Poowong Consolidated School, we seek to enable all learners through the provision of:-

• differentiated, in-depth, structured and cohesive learning programs aligned to year level content and achievement standards informed by the Australian Curriculum
• highly effective teachers, focused on improving student outcomes, through their commitment to ongoing professional development, quality teaching, evidence-based practices, coaching and mentoring and collaboration
• whole school agreed pedagogical practices that focus on a consistency of approach
• a quality inclusive learning environment that is responsive to student voice
• opportunities for community and parents to participate in learning and decision making partnerships.
• producing flexible, creative, innovative individuals who strive to maximise their potential and become contributing members of the wider community.

  At Poowong Consolidated School we deliver our Literacy and Numeracy programs based on the principles of the Early Years and Middle Years philosophies of whole, small, whole. This includes the targeted explicit instruction of Guided Reading and Guided Mathematics. We utilise a combined approach of VCOP and Big Write with 7 Steps to Writing Success and a 5 week focus on writing genres as an entire school. Data analysis and ongoing collection of evidence of learning is important to the discussions within our Professional Learning Teams.

  We value teachers who are:

• able to positively engage with students, parents and the wider community
• innovative, cooperative, positive and have a strong work ethic
• have a strong commitment to moving each student forward with their learning, no matter what their starting point

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 Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to the position.

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.

- Undertake clerical and keyboard duties in support of the school administration function.
- Provide document preparation support.
- Maintain, enter and retrieve data from the schools computer system.
- Perform reception duties, including the screening of visitors to the school, and arrange interviews as required.
- Prepare straightforward correspondence according to school procedures (e.g. sending out form letters).
- Prepare inventories, requisitions and uncomplicated documents.
- Maintain and update basic written records.
- Obtain basic data or factual information from given sources, e.g. books, reports, manuals, catalogues, tables, forms, etc.
- Check for simple inaccuracies in forms and correspondence such as spelling, punctuation and spacing.
- Make less complex routine entries in records, e.g. stock movement; file movement, accounts, leave.
- Make appointments and maintain diary records.
- Select and use equipment in accordance with school procedures and manufacturer's instructions.
- Receive enrolment documentation and record data.

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

Position hours are strictly Wednesday (1/2 day 8.30am-1.30pm), Thursday & Friday (8.30pm-4.30pm)

• 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

The East Gippsland Specialist School provides a comprehensive and innovative curriculum for primary and secondary students with intellectual disabilities. The school recognises that every child is special and that our students require additional resources and individual and innovative support to enable them to succeed.

The school encourages a supportive environment where teamwork between members of the school community is paramount to foster an environment of ability where every student fulfils their full potential. Our belief that every student can achieve is fostered in a strengths based, stimulating, caring and secure atmosphere. We promote the values and attitudes of cooperation, responsibility and respect for self, for others, for culture and religious diversity, for property and environment.

Students are taught in small groups and are supported by a multi-disciplinary team including teachers, assistants, allied health professionals and other specialists. The school is committed to providing a progressive, stimulating and safe school environment that takes into account sound management practices, good communication between all members of the school community, best practice in delivering the curriculum and innovative community partnerships. The school has introduced the STAR and LINKS programs for students with Intellectual Disabilities (including Autism Spectrum Disorder) in 2016. These programs were developed by STAR Autism Support and are comprehensive behavioural teaching practises that incorporate the Applied Behaviour Analysis strategies of: Discrete Trial Training, Pivotal Response Training, Teaching Functional Routines and the Academic Skills.

East Gippsland Specialist School is situated in the thriving town of Bairnsdale which is also the commercial centre of East Gippsland. The town itself has pleasant wide streets set around historical, award winning, Main Street Gardens. It is the gateway to Australia’s largest and most beautiful inland waterways, the Gippsland Lakes as well as beautiful beaches and Victoria’s High Country. The environment lends itself to many leisure opportunities including fishing, sailing and boating, riding, cycling, bushwaking, climbing and skiing.

The East Gippsland Specialist School was built in 2003 and has been steadily growing since this time. It now has 104 students and 44 staff with state of the art facilities, extensive IT resources and specialist sensory resources.

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Key Selection Criteria

SC1 Demonstrated understanding of initiatives in student learning including the AITSL Standards, the High Impact Teaching Strategies (HITS) and Assessment and Reporting Advice and the capacity to implement curriculum programs consistent with their intent.

SC2 Demonstrated ability to effectively monitor and assess student learning data and to use this data to inform teaching for improved student learning.

SC3 Demonstrated ability to work collaboratively as a productive team member and to actively support wider school initiatives.

SC4 Demonstrated high level written and verbal communication skills and high level interpersonal skills including a capacity to develop constructive relationships with students, parents and other staff.

SC5 Demonstrated behaviours and attitudes consistent with the Department values and a commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning.

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

Applicants are required to submitt their applications online and email a copy of their CV and Key Selection Criteria to Barb Olsen at east.gippsland.ss@edumail.vic.gov.au

• $225/hour crisis rate
• Mon 21 Oct 2230-0830 $225. Tue 22 Oct 2230-0830 $225. Wed 23 Oct 2230-0830 $225.
• Accommodation provided and travel reimbursed up to $100

Details

A South Eastern VIC hospital requires a Registrar/PHO in Emergency Medicine

Mon 21 Oct 2230-0830 $225. Tue 22 Oct 2230-0830 $225. Wed 23 Oct 2230-0830 $225.

For further information about this job, please contact Paul Tillman 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 .

• Accommodation provided
• No travel provided
• Day shifts

Details

A South Eastern VIC hospital requires a Junior Medical Officer in Surgery from 21/10/2019 to 23/10/2019.

Surgical HMO
21, 23 Oct 0730-1700 @ $100

For further information about this job, please contact Krystal Chan 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 .

Drouin Primary School, first established in 1877, is situated on Princes Way, the main thoroughfare of the Gippsland town of Drouin, approximately 100 kilometers to the east of Melbourne and is a community focal point.

The school is housed in a number of buildings comprising the historic National Trust building which includes the administration area and staff room. Our 19 classrooms, Art Room, Library and Computer Lab are located in modern new, state of the art buildings and 5 Mod 5 buildings. Each building also has shared learning areas and interview rooms allowing opportunities for many and varied learning experiences for our children. Strong community support resulted in the addition of our school hall that provides an excellent resource for whole school events, performances, indoor sports and cultural activities. It also includes a school canteen and provides a venue for wider community forums and activities.

The school enjoys a large grassed playing area, several sets of play equipment including areas for both active and passive activities along with a central courtyard which has multi marking for various games. The courtyard creates a great area for children from all age groups to meet and play together.

The school serves a diverse community, representing a range of socio-economic backgrounds. The majority of the students come from the local town and its immediate rural surrounds with a large proportion traveling by bus, some driven, some walk to school and a small number travel by train from a nearby town. Being within reach of the Melbourne metropolitan area several parents commute daily for employment.

Enrolments have grown to around 500. Drouin Primary School has an SFO of 0.5954, a group characterized by high numbers of families receiving Camps Sports and Excursion Fund and very low numbers of families with non- English speaking background.

Specialist programs offered at Drouin include Visual Arts, Physical Education, Health, Science, Instrumental Music and lunchtime whole school activities. Maths and Literacy intervention and support is a feature of our school supporting all children’s individualised needs.

The staff prides itself on its enthusiasm and responsiveness to student needs in Literacy and Mathematics and in welfare issues. The staffing profile includes the Principal, Assistant Principals and twenty two classroom teachers. Other staffing also includes a Visual Arts teacher, a PE/Health teacher, a 0.8 Literacy Coordinator who provides Reading Recovery and Literacy Intervention, an Instrumental Music Teacher and a 0.4 Maths intervention teacher. Additional support is provided in the area of student wellbeing from a welfare officer who visits three days per week. School Support Officers include a 0.8 Business Manager, an Administration Assistant, an additional 0.4 admin assistant, a 0.6 Library Technician and 18 teaching aides that assist in classrooms and support students within PSD.

Currently there are 22 classes, including five Prep classes, three classes each of grade 1, 2, 3 & 4, two classes of grade 5 one grade 5/6 class and two classes of grade 6. A staff team culture is growing underpinned by a very strong focus on ongoing professional learning across the entire school together building a collective approach to good practice in teaching and learning.

Parents support the school in a number of ways. An active School Council is a feature of the school and support financial and resource management, buildings and grounds, and fundraising. Parents also assist in the classroom programs, the Perceptual Motor Program (PMP), sports days, excursions and the canteen. Open, two-way communication is encouraged as a base for strong community involvement and respectful relationships for all.

Drouin Primary School is experiencing consistent growth which leads us to increase our classes in 2019. The next learning phase will enable Drouin to further build capacity, review and firmly establish the school’s values and principles and increase rigour for continuous school improvement.

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 Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to the position.

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.

[Attendance requirement for this position]

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.

- Assist students on an individual or group basis in specific learning areas.
- Assist with the communication between students and teachers, particularly 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 the 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 support 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 with communication between teachers and non-English speaking parents/students.
- Assist in the translation of documents.
- 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

- 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