Experienced Refrigeration Mechanic Required | Full Time

• Full Time position
• Immediate start 
• Above Award rates and 38 Hour Week

JO Miller Group, also trading as Laser Electrical Morwell, is a proud Gippsland-based business with over 50 years’ experience in Commercial and Industrial Air Conditioning and Electrical work. Our team is multi-trade-based involving HVAC, Electrical, and Services, specialising in working with many of Victoria’s largest companies and organisations.

This is an exciting opportunity to join Australia's leading Electrical Company. Laser Electrical have over 2,100 employees and 1,800 service vans servicing customers across Australia & New Zealand. The position will be based from Morwell.

We are looking for a driven, energetic and experienced Refrigeration Mechanic to join our experienced Services Team. 

Position Summary

This is an exciting permanent opportunity for an experienced Refrigeration Mechanic to join our Business. Reporting to the Directors and Service Manager, you will work collaboratively within the management group and other trades within our group and be responsible for our Key Contracts success. 

What's on offer

• Above Award rate.
• Using the latest technology in job systems, no paperwork.
• Join a great team that are keen to learn and grow.
• Great team environment.
• Great variety of work.
• Work vehicle.

The successful candidate must have:

• Refrigeration mechanic experience for at least 3 years preferred.
• The ability to manage van, stock and jobs.
• Previous experience with Air Conditioning and HVAC Systems will be held in high regard but not essential.
• Able to proactively train and support refrigeration mechanic apprentices.
• Trade certificate and relevant experience. 
• ARC Refrigeration Handling Licence
• VBA Refrigerated air-conditioning registration 
• ESV Electrical Disconnect/Reconnect
• Current Victorian Drivers Licence.
• Current Working with Children and Police Checks will be required.
• Current WHS Induction Training for the Construction Industry.
• Experience in Commercial installation, maintenance and fault finding.

About you

Key Skills and Personal Attributes

• Ability to work both in a team and autonomously 
• Ability to work in a fast-paced work environment
• Ability to be on top of large numbers of new jobs
• Ability to pick up new skills quickly and maintain accurate information
• High organisation with excellent time management skills 
• Attention to detail and a positive “can do” attitude
• Intermediate computer skills (experience with simPRO software desirable but not essential)
• Strong communication skills for liaising with customers and team members to ensure smooth delivery

 Advantages of working for us:

• Opportunity to grow professionally
• Great workplace culture
• Ongoing training and development
• Great team and collaborative environment 
• Monday to Friday work schedule 

This is a great opportunity to work with an experienced team with a great team culture. Experience is a must.

Apply Now!

Newborough Primary School is a vibrant and welcoming school that attracts students from Newborough and surrounds. The school was opened in 1949 and has a current enrolment of 133 students. We have a high quality-learning infrastructure and a broad teaching program that includes Physical Education, Art, Indonesian and STEM.

Newborough Primary School is a School-Wide Positive Behaviour Support (SWPBS) school and our school values of “Be Safe” “Be Respectful” and “Be a Learner” are embedded in all that we do at school. Our students learn to enact these values at school and in the local community. We are sure they will be model citizens in years to come.

Newborough Primary students know that to be successful learner they need to have a growth mindset and be prepared to enter the “learning pit”: true learning occurs after a struggle that can include failure or multiple failures. We celebrate our learning with exhibitions and individual and class based rewards.

Our school also has a well-developed student leadership program that includes School Captains, “Newbee” leaders and house leaders with activities occurring throughout the year that the students lead and organise.

Like other parts of the developed world, the Latrobe Valley is a community in transition so it is important that we prepare all of the learners for a changing world and an uncertain future. Consequently, along with literacy and numeracy, our school curriculum guarantees the teaching and learning of the following skills:

• Creativity and innovation
• Critical thinking and problem solving
• Communication and collaboration
• Using technology and media safely and effectively

In short, our goal is for our students to be motivated learners who value themselves and their community, and have the knowledge, skills and attitudes that will see them thrive in all their endeavours.

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

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

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

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

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

The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes.

These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.

At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.

Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.

Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.

Core responsibilities include:

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

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

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

- Implementing strategies to achieve targets related to student
learning outcomes

- Maintaining records of class attendance and recording student
progress

- Implementing effective student management consistent with the
school charter.

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

Additional responsibilities may include but are not limited to:

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

- Contributing to a range of co-curricular programs

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

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.

Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

• All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
• Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
• A probationary period may apply during the first year of employment and induction and support programs provided.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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.

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.

KSC1. Demonstrated capacity to work in a specialist school environment.

KSC2. Demonstrated ability to compently use technological devices / software to increase student outcomes.

KSC3. Demonstrated capacity to work with children with a disability.

KSC4. Demonstrated capacity to work independently and as part of a team.

KSC5. Demonstrated understanding of Applied Behaviour Analysis and its application to specialist school settings.

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.

· - Provide routine support for teachers

· - Communicate with teachers about routine matters

· - Assist teachers with communication with parents about routine matters

· - Provide basic physical and emotional care for students such as toileting, meals and lifting

· - Communicate with student/s about comprehension of basic tasks and information

· - Address immediate behaviour issues relating to specific students within a classroom setting

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

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

Hours of work will be 4 days per week - Tuesday, Wednesday, Thursday & Fridays - 9.00 to 3.30pm

Clifton Creek Primary School is a small rural school, established in 1911, which is a twenty minute drive from Bairnsdale in East Gippsland, Victoria and approximately 300 kilometres east of Melbourne.

Set in the foothills where farmland meets forest, our expansive school grounds provide an exciting outdoor play environment rich in opportunities for growth and learning.

Like all primary schools we implement the National curriculum with a priority on laying strong foundations in Literacy and Numeracy. However, our many special programs and school rituals along with the setting and the very low student staff ratio make Clifton Creek a unique school.

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.

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

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)
• 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

The Alpine Hotel Cooma is currently looking for an enthusiastic, creative and hardworking person to join our team in a full-time role. We are looking for an experienced Chef or Cook who has a passion for food.

CORE SKILL REQUIREMENTS 

· Ability to work a flexible roster of days, nights and weekends

· Excellent customer service and interpersonal skills

· Ability to prepare food, cook and plate dishes to a high standard

· Able to create and cost menus as requested

· Ability to roster, train and guide staff as required

· Ability to work both autonomously and as part of the Alpine team

· Confident and cool headed in a fast-paced environment

· Salary will be $54,000 - $55,000 per annum plus super

· Must have a Minimum of 2 years’ experience in a similar position

Please forward resumes with current and checkable referees to: 

info@alpinehotel.com.au

An asparagus farm in the Koo Wee Rup region requires 200 casual workers for the upcoming Asparagus Season from Late August through to Early December 2020.

You MUST be able to commit to the WHOLE season (which is approximately 100 days) to be successful with your application. Asparagus is a vegetable that grows quickly depending on the weather, so the ability to be flexible and work a variety of shifts including early morning and night shifts IS ESSENTIAL. Working hours will vary daily and applicants must be available to work 7 days a week.

Work to be undertaken includes cutting Asparagus in the field using a long-blade knife taking great care to cut at the right length. This action is extremely repetitive, and requires constant bending and lifting, therefore good overall mobility is desirable.

It is considered a distinct advantage if you possess some Horticulture experience, and knowledge of Safety Procedures will also be looked upon favourably.

You must have your own transport as there is limited Public Transport available in the region.

Workers will be paid as per the Horticulture Award 2010.

Please do not apply if you have limited availability or are unable to commit to the entire season. Incomplete and duplicate applications will not be considered. Applicants wishing to apply must submit their application using the following link: https://form.jotform.com/201541041086847

Only successful applicants will be short-listed and contacted.

Colbrow Homecare is an Australian owned, well-established and reputable specialist in-home nursing, care and disability support provider.

We are currently seeking applications from Registered Nurses, Endorsed Enrolled Nurses & Disability Support Workers to work with a Home & Community Care client in the Drouin area.

We are now accepting applications from candidates with the relevant qualifications plus at least 1 year of experience (preferable) in their field.

Our client is a 33 yr old young lady with a high level of complex care needs including a ventilator plus tracheostomy in situ along with other medical and disability care requirements. 

This is a 24/7 ‘active’ 2:1 program and our client is completely reliant on her care team. We have a mix of AM, PM and Night Duty shifts available for the successful candidates – casual and part time.

Full training and buddy shifts are provided to all staff joining the care program.

We would like to hear from individuals with prior experience in their field (RN/EEN/DSW) which is suited to our client’s needs including all aspects of personal care, PEG feeding, tracheotomy care and assisting clients with disabilities to participate fully in life. We are looking for staff who also enjoy cooking, love craft (making cards), enjoy building Lego, love gardening & spending time outside, watching movies and are willing to go on outings and would enjoy reading books to her. 

The client has a companion dog so applicants MUST LOVE DOGS.

At Colbrow Homecare we are passionate about helping people maintain their identities. If you're like us and would like to help make a difference, please apply today! 

If you would like to know more about this rewarding role, please contact our Recruitment Team today on 03 8548 5444 or email recruitment@colbrow.com

Selection criteria:

• Bachelor/Diploma of Nursing - AHPRA Registration OR
• Cert III in Individual Support/Disability or Aged Care 
• Proven experience in the field 
• Demonstrated ability to communicate in English 
• Current Police Clearance Certificate (or willing to apply)
• Current Working with Children's Check (or willing to apply)
• First Aid Certificate (HLTAID003) 
• Residency or permission to work in Australia

If you meet the criteria - please apply now.

Only successful applicants will contacted.

• programs to further expand your qualifications if agreed upon by the candidate (ie. Flu Vaccinations) 
• Negotiable hourly rate/salary up to $90,000 pa
• maintain a healthy work-life balance and have 4 days off in one week! 
• Work on a rotating two-week roster
• Flexibility 
• Sustainable and progressive workplace environment 
• Fun and positive team spirit 
• Undeniable career enhancement opportunities

What is required for this role:

• Unrestricted AHPRA registration 
• Management experience (preferred but not required)
• Confidence in working in a team environment and independently 
• Strong retail skills and understanding of merchandising 
• Organisation and time management skills 
• Rostering 
• Flexible with their availability (ie. occasional night and weekend)

• Lead a team to produce annual, monthly, weekly and daily flying programs for the Air Academy in support of all Pilot Training System (PTS) operations.
• Identify and manage the impact of the limiting factors that affect the production of the flying programs both in the long and short term.
• Develop a deep understanding of all PTS Learning Management Packages (LMPs) that form the PTS Flying Courses. In particular, the resources (aircraft, simulators and instructors) required for each course, the peak demands for a resource and manage those in relation to all courses being conducted by PTS at any one time.
• Manage the relationships with all stakeholders (military and contractors) and PTS directly involved in support of flying training to ensure harmonious and productive support is provided for the development of flying programs.
• Provide advice and report to Air Academy and PTS on the progress of PTS courses and associated support services. This would include analysing and projecting data that includes but is not limited to projected flying hours versus actual flying hours used, course completion dates and sustainable rates of effort regarding daily/weekly and yearly flying training slots and pilot graduation numbers.
• Proactively seek out processes to improve the support provided to PTS
• Lead the integration of new computer platforms and technology into the production of flying programs.

• Be capable of building relationships with a wide variety of customers and stakeholders who, whilst working towards a common goal of supporting the training of Defence pilots, have competing and overlapping constraints.
• Identify, understand and work within set resource constraints.
• Manage the priorities to meet and exceed the expectations of stakeholders and PTS.
• Be able to work in a fluid environment by remaining flexible, agile and adaptable.
• Be able to rapidly learn to use the existing suite of computer programs and platforms that support this role and be involved in integrating new technology as it becomes available.
• Have a high level of analytical skills and programming skills to assess, optimise and manage multiple flying programs.
• Be motivated to improving existing procedures.