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28
February
Schools (Government) - Melbourne, VIC
Location Profile Gardenvale Primary School is located on two campuses in a residential area of East Brighton ...
Source: uWorkin
Schools (Government)
28
February
Schools (Government) - Melbourne, VIC
Education, Childcare & Training
Source: uWorkin
| Location Profile |
| Gardenvale Primary School is located on two campuses in a residential area of East Brighton. Its current enrolment is 650 students. The school offers the eight key learning areas in classroom based and specilaists program. Visit our website at www.gardenvale.ps.vic.edu.au |
| Selection Criteria |
| SC1 Demonstrated understanding of initiatives in student learning including the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement and evaluate learning and teaching programs in accordance with the Victorian curriculum. SC2 Demonstrated high level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning. SC3 Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning. SC4 Demonstrated high level written and verbal communication skills and high level interpersonal skills including the capacity to establish and maintain collaborative relationships with parents, other employees and the broader school community to focus on student learning, wellbeing and engagement. SC5 Demonstrated behaviours and attitudes consistent with Department values, including a commitment and capacity to actively contribute to and manage major curriculum or student activities 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. |
| Role |
| The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning. |
| Responsibilities |
| The role of classroom teacher may include but is not limited to: |
| Who May Apply |
| Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position. |
| EEO AND OHS Commitment |
| The Department 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. |
| Child Safe Standards |
| Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx |
Schools (Government)
28
February
Schools (Government) - Mildura, VIC
Location Profile Here at MPS we are extremely proud of our schools 130 year tradition of educating children f...
Source: uWorkin
Schools (Government)
28
February
Schools (Government) - Mildura, VIC
Education, Childcare & Training
Source: uWorkin
| Location Profile |
| Here at MPS, we are extremely proud of our schools 130 year tradition of educating children from the Mildura community. Our wonderfully multicultural town with it’s deep cultural diversity is reflected in the enrolment at MPS, pair this with a genuine focus on student learning needs and a high expectations culture for all students and the success we are having at our school is immense. At Mildura Primary we focus on developing a ‘Stronger’, ‘Smarter’ student and community member by expecting all students to perform to their best! Mildura Primary School No. 2915 is one of four large primary schools in the Mildura Rural City Council local government area. The school currently serves a student enrolment of about 350. The School was first established in 1888. There have been additions to the buildings over the past 100 years and in 2011 a significant redevelopment has allowed us to move our bricks and mortar into the 21st century, adding to our very successful model of learning providing quality education outcomes for our students. With a new 7 classroom building and Library/Learning centre, the open plan environment suits beautifully the team planning and learning model in place at our school. This model sees teachers and students freely moving to places and spaces that suit the learning being undertaken. Armed with digital technology we are focussing on educating students for their future, enabling them to be successful in the choices beyond primary school. Our new Multi Function Centre houses our amazing Arts and Physical Education programs, planned and delivered by committed and creative specialists. This environment is very adaptable with moving walls, gymnasium surface, Visual Art and Performance spaces, we are very excited at Mildura Primary about these new learning environments as we are at the beginning of a revolution in student learning. Interactive whole school activities, shared specialist programs, regular whole school meetings, buddy grade activities and school news bulletin (daily), contribute to a strong feeling of school unity. Mildura Primary School has a firm focus on student outcomes and is committed to preparing students for further education and life. The school provides a quality teaching program catering for the needs of the individual and has specialist teaching in Physical Education, Performance Art and Visual Art. We provide many programs to cater for the children and the local community. We have a "Total Learning Center" at the School for parents to access advice and services. This program is designed to assist them with their children's early learning needs. They are designed to give the children a flying start at school, particularly in the areas of language and school readiness. Help, advice and interesting programs are run for parents with a view to enhancing the future educational opportunities for their preschool children. The School has its own bus and a car which is used for school excursions. Overnight excursions are held for Grade 2, 3, 4, 5, and 6 students as a normal part of the school program. We take great pride at Mildura Primary in the way our school looks and presents itself to the local community and our school is extremely fortunate to have access to substantial Mildura Rural City Council community facilities adjacent to the school. These include a library, indoor and outdoor pools and ovals. Regular use is made of these facilities throughout the year. Mildura Primary School has an active commitment to Sport and Physical Education and has teams and students competing in local competitions. Local businesses have been very supportive of individual academic achievement, school sporting teams and music groups through sponsorship and awards. Today after more than 120 years, Mildura Primary is a forward thinking, academically successful school with a committed group of educators under the direction of Principal, David Midgley. The school provides outstanding experiences for 340 students. Our Catch cry of ‘Kids First @ Mildura Primary’ dictates what we do, think and act when educating our students. A ‘High Expectations’ environment caters for the individualised learning of every student. The school is thoroughly prepared to educate our students in the 21st Century. |
| Selection Criteria |
| SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs. SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth. SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents. SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement. SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching. |
| Role |
| The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning. |
| Responsibilities |
| The role of classroom teacher may include but is not limited to: |
| Who May Apply |
| Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position. |
| EEO AND OHS Commitment |
| The Department 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. |
| Child Safe Standards |
| Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx |
| DET Values |
| The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx |
| Other Information |
| - All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements. |
| Conditions of Employment |
| This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school. |
Schools (Government)
28
February
Schools (Government) - Melbourne, VIC
Location Profile Edithvale Primary School established in 1913 is situated in a unique area between Port Phi...
Source: uWorkin
Schools (Government)
28
February
Schools (Government) - Melbourne, VIC
Voluntary, Charity & Social Work
Source: uWorkin
| Location Profile |
| Edithvale Primary School (established in 1913), is situated in a unique area between Port Phillip Bay and the Edithvale Wetlands, 26kms south of Melbourne. Environmentally aware, and with an academic focus, Edithvale Primary School boasts committed, experienced teachers; friendly, hard-working students and a supportive parent community. We provide a safe and secure learning environment, encouraging children to take risks and to engage in a diverse curriculum provided by a team of teachers committed to high quality instruction. We provide a supportive, engaging, active and enjoyable environment that encourages all students and staff to achieve their personal best. Our committed staff and dedicated parent community strive to provide a learning environment that encourages and fosters creative thinking and curiosity. We encourage each of our students to recognise their unique significance to our school community and support and guide them as they explore their interests and abilities. Connecting with our Community, Working Together, Doing the Right thing and Aspiring Higher are core values that are the cornerstones of a strong culture of learning and development. High expectations are held for every student at Edithvale Primary School and students are encouraged to become critical thinkers and problem solvers. Members of our staff regularly assess and reflect upon their own work practices, through a formal Peer Observation program, in order to provide our students with opportunities to achieve success. A structured wellbeing program is provided across all levels of the school and is supported by our commitment to Restorative Practices. We actively educate students and practice the keys to developing resilience- Gratitude, Mindfulness and Empathy through our wellbeing program. Our school prides itself on identifying and supporting the leadership potential of our students and they are encouraged to participate in a range of additional extra curricula activities that the school provides in sport, the arts and caring for the environment. The school fosters close links with parents and the broader community and recognises the importance of the partnership between schools and parents to support student learning, engagement and wellbeing. We see ourselves as partners in the creation of healthy learning environments and excellent educational and wellbeing outcomes. We are further supported by our parents through their enthusiastic participation on School Council, and as classroom helpers. The percent endorsement by parents on their school satisfaction level, as reported in the annual Parent Opinion Survey was 86.2. The School Staff Survey showed an overall School Climate of 89.4%, eleven percent higher than the State Median. This suggests positive staff wellbeing. Our recent review and a rigorous interrogation of our systems, processes and data helped to forge our next Strategic Plan and we are well on the way to achieving the targets set out within this plan. The focus areas for improvement in student achievement include Mathematics and Writing and empowering students through having greater agency in their learning will be a key to further academic growth. The successful engagement of students in their learning is of vital importance and to assist us in this endeavor we will be enhancing our fleet of equipment in ICT. The leasing of new computers as well as the purchase of additional iPads helps to cater for the needs of students across all levels of the school. Our fabulous workforce is comprised of 26 equivalent full-time staff: 2 Principal class, 21 teachers, 7 Education Support staff. Our 2019 enrolment increased to 407 including several students enrolled as part of the Program for Students with Disabilities (PSD). Students are in 18 classes and attended 3 specialist classes (French, Art and Physical Education) each week. The 2018 SFOE (Students’ Family Occupation and Education) is 0.265. |
| Selection Criteria |
| SC1 Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment. SC4 Demonstrated capacity to work with students with additional needs, including intellectual disability and severe behaviour disorder. |
| Role |
| No attendance is required during school holidays. |
| Responsibilities |
| - Assist students on an individual or group basis in specific learning areas. |
| Who May Apply |
| Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position. |
| EEO AND OHS Commitment |
| The Department 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. |
| Child Safe Standards |
| Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx |
| DET Values |
| The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx |
| Other Information |
| - All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements. |
| Conditions of Employment |
| This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice. |
| Program Benefits |
| No job description available |
Schools (Government)
28
February
Schools (Government) - Melbourne, VIC
Location Profile Silverton Primary School situated in Noble Park North was built as an Open Plan School in 1...
Source: uWorkin
Schools (Government)
28
February
Schools (Government) - Melbourne, VIC
Education, Childcare & Training
Source: uWorkin
| Location Profile |
| Silverton Primary School, situated in Noble Park North, was built as an Open Plan School in 1977. The school has landscaped beautiful gardens, playing fields, artificial grassed playing areas and adventure playgrounds. The current enrolment of 508, and growing steadily, comes from a racially and culturally diverse background which adds richness to the learning environment within the school. Over the past few years the staffing profile has changed with the retirement of a number of experienced teachers and new employment to meet the growth in enrolments. Currently the school has a teaching staff of thirty four, two principal class personnel, one leading teacher and a mixture of expert, accomplished and graduate teachers. The school also employs a number of tutors and teacher aides to support the rich curriculum that is provided for the children. Over the past few years staff members have spent much time on:- * Establishing common beliefs and understandings about teaching and learning practices. * Developing shared goals with the school community. * Establishing shared norms and values that have then translated to a whole school approach to wellbeing. * Developing a culture where both children and staff are seen as learners. * Embedding the use of digital technologies in the curriculum. The school promotes parent and community involvement through a variety of activities including support of curriculum programs, parent education courses and support programs. The schools' Flexible Learning Centres have been structured around the four Levels of primary education, with staff professional learning teams at each of the Levels. This structure encourages extensive team planning and curriculum implementation. Personalised Learning and Inquiry Learning are approaches embedded across the school. The school promotes the use of "Authentic" learning throughout all curriculum areas. A strong coaching program has been developed and team teaching between classes is expected. Specialist programs are offered in Visual Arts, Physical Education, Science, Music, Dance/Drama and Chinese (Mandarin). Children are also offered programs in Instrumental Music, Dance, Chess and Robotics as electives. The school is recognised worldwide as an innovative school in pedagogy and implementation of ICT into its programs. As a result thousands of visitors come to the school yearly to see the practices that are in place. The school is involved in a number of DET and AITSL initiatives, including New Pedagogies for Deep Learning. Silverton is a part of the Monash University Academy program and other Universities are completing research studies on the school to see how we make such a difference. National Testing in Literacy and Numeracy place the school in the top 10% of schools nationally. Silverton is looking for an energetic and highly creative individual who is keen to work with and lead a team of staff to provide a sound, innovative and highly authentic curriculum into the future. Silverton Primary School is committed to safety and wellbeing of all children and young people. This will be the primary focus of our care and decision-making, with particular attention will be paid to Aboriginal and Torres Strait Islander children, children from culturally and linguistically diverse backgrounds, children with disabilities and children who are vulnerable. Silverton Primary School is committed to providing a child safe environment where children and young people are safe and feel safe, and their voices are heard about decisions that affect their lives. Silverton Primary School has zero tolerance for child abuse. Every person in Silverton Primary has a responsibility to understand the important and specific role he/she plays individually and collectively to ensure that the wellbeing and safety of all children and young people is at the forefront of all they do and every decision they make. For tour and further information please contact Miss Amanda Prosser, prosser.amanda.j@edumail.vic.gov.au Further information about Silverton Primary School can be found at the school’s web address: http://www.silverton-ps.vic.edu.au/ |
| Selection Criteria |
| SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs. SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth. SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents. SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement. SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching. |
| Role |
| The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning. |
| Responsibilities |
| The role of classroom teacher may include but is not limited to: |
| Who May Apply |
| Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position. |
| EEO AND OHS Commitment |
| The Department 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. |
| Child Safe Standards |
| Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx |
| DET Values |
| The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx |
| Other Information |
| No job description available |
| Conditions of Employment |
|
| Program Benefits |
| No job description available |
Schools (Government)
28
February
Schools (Government) - Melbourne, VIC
Location Profile Glen Eira College is a dynamic co-educational school committed to the values of respect exc...
Source: uWorkin
Schools (Government)
28
February
Schools (Government) - Melbourne, VIC
Education, Childcare & Training
Source: uWorkin
| Location Profile | |
| Glen Eira College is a dynamic, co-educational school committed to the values of respect, excellence and tolerance. The college offers a traditional, academic approach with firm discipline in a supportive environment and a rich and varied extra-curricular program. As well as our focus on academic rigour, we have also been focusing on the development of Languages, Music and the Performing Arts. While most of our clientele comes from the local area, we also attract students from far afield to our innovative French programs - French 1st Language and French Immersion. Our English Language Centre, strong EAL and International Student Program also reflect our international focus. The college runs a highly successful selected entry acceleration program: SEAL. This program allows talented students to work a year in advance of their peers in the core subjects of English, Maths, Humanities and Science. Feedback from parents, students and staff has been consistently positive. The facilities are excellent and will be further enhanced by a full school refurbishment and a new Netball size gymnasium. We also have a 260 seat theatre and Performing Arts Centre. The college has 48.20 EFT teachers, 2 Principal class, and 12.6 Education Support staff. The Language Centre has 6.80 EFT teachers plus 2.10 Education Support staff. The college's leadership team, with the support of our college council and parents, will continue to strive for excellence throughout the school. Language Learning at Glen Eira College We have a strong focus on high quality language learning. Students can choose from French (3 streams), Japanese (2 streams) and Hebrew. French:
Japanese:
Mainstream Japanese
We are determined to continue this improvement as our focus becomes delivery of challenging holistic educational programs that meet the needs of our students. Glen Eira College is committed to ongoing school improvement and welcomes highly capable professionals keen to be part of our growth as the school of choice in Caulfield. www.gec.vic.edu.au | |
| Selection Criteria | |
| KSC 1. Demonstrated qualifications and experience/ability to instruct and support the learning of voice. KSC 2. Demonstrated high level oral and written communication skills including the capacity to develop constructive relationships with students, parents and other staff. KSC 3. Demonstrated technical knowledge and expertise relevant to the Instrumental Music Instructor position. KSC 4. Demonstrated commitment and capacity to actively contribute to a broad range of school activities and commitment to ongoing professional learning and growth | |
| Role | |
| |
| Responsibilities | |
| The role of Instrumental Music Instructor may include but is not limited to:
| |
| Who May Apply | |
| Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position. | |
| EEO AND OHS Commitment | |
| The Department 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. | |
| Child Safe Standards | |
| Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx | |
| DET Values | |
| The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx | |
| Other Information | |
| This role is for 1 day per week. The College request that each applicant consider including the following:
Referees other than those nominated may be contacted |
Schools (Government)
28
February
Schools (Government) - West Bendigo, VIC
Location Profile WCB We Create BrillianceWeeroona College Bendigo WCB is located on the northern side of B...
Source: uWorkin
Schools (Government)
28
February
Schools (Government) - West Bendigo, VIC
Education, Childcare & Training
Source: uWorkin
| Location Profile |
| WCB – We Create Brilliance Weeroona College Bendigo (WCB) is located on the northern side of Bendigo and currently has a population of 650 year seven to year ten students. We operate across two campuses with our main campus located on Napier Street, Bendigo and our second campus in Kangaroo Flat. The second campus (BFLO- Bendigo Flexible learning Options) is an alternative setting and is a collaborative partnership between the five Bendigo Secondary Colleges and Kalianna Specialist School that aims to reengage learners. We have very strong educational partnerships with our associate primary schools in the White Hills cluster, the other three Bendigo year seven to ten colleges and Bendigo Senior Secondary College where our students transition for years eleven and twelve. We are fortunate to have been totally rebuilt and our beautiful learning spaces provide for a wide range of flexible teaching and learning activities including: independent study, peer tutoring, small and large group work, project based learning, lecture based learning, seminar style learning, research, performances and presentations by students and learning by building and doing. WCB has a firm commitment to maximising the educational opportunities for each and every one of our students and we place a high emphasis on all students achieving personal excellence, which is one of our five core values. Each student has a Personal Learning Plan where teachers and parents can track progress with their students to ensure that individual learning needs are met. Literacy and Numeracy are a high priority at Weeroona College Bendigo where we work to ensure that our teaching supports all students across the curriculum. We are a community of readers and encourage reading opportunities at school and at home and we have a personalised learning model for teaching Mathematics that supports individual learners. Our College has made the development of a high quality curriculum that caters for the needs of all students a major priority over the past few years. A balanced core curriculum is offered for year seven and eight 8 students and year 9 & 10 students study a mixture of core and elective studies. Recently we have introduced a STEM (Science, Technology, Engineering and Mathematics) based curriculum across the college. Our year 10 students have access to VCE courses and our year 9/10 to VET programs with successful pathways to Bendigo Senior Secondary College, our year 11 and 12 provider. WCB has a strong culture of extracurricular programs. We have a proud tradition in the Performing and Visual Arts including a well-supported instrumental music program, bands and arts spectaculars and College productions. The College also has very high standard sporting programs, where our students compete as the Weeroona Warriors. We are proud of our students who perform exceptionally well in a broad range of interschool sports activities. We have forged community partnerships with the YMCA Harriers, the Bendigo Umpires Association, the Sandhurst/Weeroona Cricket Club and the Bendigo & District Cricket Association as part of our Building Stronger Links Program. Another highlight of the College program is our participation in the RACV Energy Breakthrough competitions. The college has an outstanding record of success over many years and the students, staff and families involved have benefitted enormously from this program. Weeroona College Bendigo places a high emphasis on caring for the wellbeing of each individual student. The College has a student wellbeing team consisting of two Social Workers, a Chaplain, a Koorie Education Support Officer, a School Nurse and we have a doctor (general practitioner) and clinical nurse on site one day per week in our Wellness Pod. An important component of the support we provide for each student is their Learning Advisor. The Advisor works to support each of their students by working closely with them for the time that they are a student at our College in all aspects of their wellbeing and education and through close tracking of their learning and contact with home. We have developed a culture of high expectations for all our students and have embedded a learning protocol framework based on our school values: Respect, Integrity, Personal Excellence, Innovation and Resilience (RIPIR). To support this we have also developed a learning support plan that clearly articulates a consistent set of expectations by all staff through the use of a restorative approach. |
| Selection Criteria |
| SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs. SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth. SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents. SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement. SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching. |
| Role |
| The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning. |
| Responsibilities |
| The role of classroom teacher may include but is not limited to: |
| Who May Apply |
| Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position. |
| EEO AND OHS Commitment |
| The Department 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. |
| Child Safe Standards |
| Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx |
| DET Values |
| The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx |
| Other Information |
| For information on BFLO (Bendigo Flexible Learning Options), please contact Campus Principal Anton Van Maanen on 0447 538 663 |
| Conditions of Employment |
| This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school. |
| Program Benefits |
| No job description available |
Schools (Government)
28
February
Schools (Government) - Mornington, VIC
Location Profile MORNINGTON SPECIAL DEVELOPMENTAL SCHOOL is a Specialist school that caters for students with ...
Source: uWorkin
Schools (Government)
28
February
Schools (Government) - Mornington, VIC
Education, Childcare & Training
Source: uWorkin
| Location Profile |
| MORNINGTON SPECIAL DEVELOPMENTAL SCHOOL is a Specialist school that caters for students with moderate to severe intellectual disabilities who reside on the Mornington Peninsula. The student population reflects a diversity of socio-economic backgrounds. Students range in age from 2.8 years to 4.8 years in the Early Education Program and 5 years to 18 years in the School aged program. The school community have a shared belief that all students have the capacity to learn and will experience success. Mornington SDS provides a friendly, safe and structured environment within which students have the opportunity to prepare for their place in society. All students have an individualised educational plan designed in conjunction with parents and carers. The schools programs are designed to cater for the individual needs of a diverse range of disabilities. The curriculum is based on Victorian Curriculum and ABLES and has a strong emphasis on the development of literacy, numeracy, communication, social and independence skills. ICT is an integral part of the school program. There are strong links with our parent community through daily communications, school council and other school based functions. |
| Selection Criteria |
| SC1 Demonstrated capacity to support students with disabilities, including those who present with serious behaviours of concern. SC2 Ability to work collaboratively, as part of a team, with teachers, therapists, support staff and external agencies to implement classroom programs that support all students. SC3 Demonstrated flexibility to work in all sections of the school, from the Early Education Program and 5-18 age groups and across all curriculum areas. SC4 Good written and verbal communication skills. SC5 A demonstrated capacity to maintain the Department's professional standards. |
| Role |
| Hours of Attendance are Monday to Friday from 8.30am to 3.45pm |
| Responsibilities |
| No job description available |
| Who May Apply |
| Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position. |
| EEO AND OHS Commitment |
| The Department 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. |
| Child Safe Standards |
| Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx |
| Conditions of Employment |
|
Schools (Government)
28
February
Schools (Government) - Melbourne, VIC
Location Profile Wallarano Primary School is a large multicultural primary school situated in Noble Park The ...
Source: uWorkin
Schools (Government)
28
February
Schools (Government) - Melbourne, VIC
Education, Childcare & Training
Source: uWorkin
| Location Profile |
| Wallarano Primary School is a large multicultural primary school situated in Noble Park. The school services a culturally rich community of 686 students with over 40 nationalities, of which 60 % are from a non-English speaking background and speaking a total of 45 different languages. 32% of families receive the CSEF. These factors give us a Student Family Occupation (SFO) Index of .67 and Equity Funding [SFOE] of .56. Enrolments over the past 10 years have been increasing steadily and are currently at 686. The school opted for an enrolment zone in the short term to try and reign in the enrolments. Wallarano Primary School is an optimistic, inclusive and culturally rich school that has an extremely high focus on a sense of community, staff and leadership development, student achievement and multi-media education. Wallarano is committed to providing an exemplary approach to 21st Century learning with the focus being on building the confidence and capacity of the individual learner - empowering students to have a sense of their own effectiveness and value as a learner - encouraging them to take risks and work collaboratively. We believe resilience, goal setting, thinking skills, independence, flexibility, adaptability and creativity are essential skills for our children. We have a large and very inclusive integration program that caters for over 40 funded children. Our knowledgeable and inclusive educators actively plan for the learning and development of every child, supporting all children to learn alongside their peers as members of the community. We proactively ensure that we develop warm and trusting relationships that allow the children to develop a strong sense of self, friendships with others and a sense of belonging. The school community has developed special purpose facilities to enhance the teaching and learning program and the options available for our children. These include:- Information & Communications Technology, Junior Computer Lab, , Speech Therapy, Bridges, Meeting/Interview room, Maths/Literacy Assistance, Hall/Gymnasium, Performing Arts Centre, Sports Equipment, Conference and Community rooms and Media Studio. Future plans include the building of a multisensory room and additional furniture to further enhance the delivery of a cutting edge 21st Century curriculum.A major playground upgrade has been undertaken which saw the construction of a magnificent P-6 playground with a substantial all weather structure covering it, as well as the completion of the Wallarano Billabong Sand Kitchen; a sandpit and developmental play area for the junior students. The school’s staffing profile includes 3 Principal Class, 2 Leading Teachers, 30 classroom Teachers, 7 Specialist Teachers; 3 Teaching and Leaning coaches, 2 English as a Second Language/Mini Lit teachers, 2 Getting Ready in Numeracy [ GRIN] teachers, 1 Speech Therapist, I Psychologist/Welfare Officer and 24 Educational Support Staff members |
| Selection Criteria |
| SC1 Demonstrated understanding of initiatives in student learning including the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement and evaluate learning and teaching programs in accordance with the Victorian curriculum. SC2 Demonstrated high level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning. SC3 Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning. SC4 Demonstrated high level written and verbal communication skills and high level interpersonal skills including the capacity to establish and maintain collaborative relationships with parents, other employees and the broader school community to focus on student learning, wellbeing and engagement. SC5 Demonstrated behaviours and attitudes consistent with Department values, including a commitment and capacity to actively contribute to and manage major curriculum or student activities 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. SC6 Demonstrated knowledge and capacity to implement an engaging PE program across all year levels. |
| Role |
| The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning. |
| Responsibilities |
| The role of classroom teacher may include but is not limited to: |
| Who May Apply |
| Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position. |
| EEO AND OHS Commitment |
| The Department 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. |
| Child Safe Standards |
| Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx |
| Other Information |
| - All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements. |
| Conditions of Employment |
|
Schools (Government)
28
February
Schools (Government) - Cranbourne, VIC
Location Profile Marnebek School Cranbourne was established in 2002 in a major growth area of outer South E...
Source: uWorkin
Schools (Government)
28
February
Schools (Government) - Cranbourne, VIC
Administration & Secretarial
Source: uWorkin
| Location Profile | |
| |
| Selection Criteria | |
| SC1 Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment. | |
| Role | |
| 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. | |
| Responsibilities | |
| - Undertake clerical and keyboard duties in support of the school administration function. - Assist in the exchange of information between the community and the school. | |
| Who May Apply | |
| Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position. | |
| EEO AND OHS Commitment | |
| The Department 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. | |
| Child Safe Standards | |
| Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx | |
| Conditions of Employment | |
|
Schools (Government)
28
February
Schools (Government) - Melbourne, VIC
Location Profile Information about the College and it s programs can be found at www rowvillesc vic edu au ...
Source: uWorkin
Schools (Government)
28
February
Schools (Government) - Melbourne, VIC
Education, Childcare & Training
Source: uWorkin
| Location Profile |
| |
| Selection Criteria |
| SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs. SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth. SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents. SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement. SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching. |
| Role |
| The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning. |
| Responsibilities |
| The role of classroom teacher may include but is not limited to: |
| Who May Apply |
| Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position. |
| EEO AND OHS Commitment |
| The Department 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. |
| Child Safe Standards |
| Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx |
| DET Values |
| The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx |
| Other Information |
| - All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements. |
| Conditions of Employment |
|
Schools (Government)
28
February
Schools (Government) - Charlton, NSW
Location Profile Wedderburn is a small rural community in the North Central district approximately one-hour dr...
Source: uWorkin
Schools (Government)
28
February
Schools (Government) - Charlton, NSW
Trades & Services
Source: uWorkin
| Location Profile |
| Wedderburn is a small rural community in the North Central district approximately one-hour drive from Bendigo. The town has a population of 800 people of whom approximately 200 live on town boundary farms. Students draw from the small communities of Korong Vale, Borung and Inglewood. Our F-12 school has a current enrolment of 212 students. Central to the strategic direction of Wedderburn College is the improvement of learning outcomes for all students and improvement in student engagement in learning. Our College has a whole school focus on improving the literacy and numeracy of students and on developing a curriculum that is relevant for students in the 21st century. We are committed to the implementation of the School Wide Positive Behaviour Support (SWPBS) framework and to continuous improvement across our whole college. The College’s vision: ‘Developing positive learners for a world community’, reflects our desire for all students to access opportunities that will allow them to realise positive and productive futures for themselves. The values that underpin the Colleges beliefs are Respect, Responsibility and Resilience. The College occupies a significant and valuable place within the wider Wedderburn community and this relationship is a source of pride for both. The College recently finalised building works, which included upgrading the library to a modern Resource Centre with a separate Junior Literacy area, a new administration, and staff work area, a dedicated Numeracy room, Digital Technology Lab, as well as other infrastructure work in College grounds |
| Selection Criteria |
|
| Role |
| 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. |
| Responsibilities |
| The responsibilities of this position will be:
|
| Who May Apply |
| Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position. |
| EEO AND OHS Commitment |
| The Department 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. |
| Child Safe Standards |
| Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx |
| DET Values |
| The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx |
| Other Information |
| No job description available |
| Conditions of Employment |
| No job description available |
Schools (Government)
28
February
Schools (Government) - Melbourne, VIC
Location Profile Croydon Special Developmental School is a school for students with moderate to severe intelle...
Source: uWorkin
Schools (Government)
28
February
Schools (Government) - Melbourne, VIC
Education, Childcare & Training
Source: uWorkin
| Location Profile |
| Croydon Special Developmental School is a school for students with moderate to severe intellectual disabilities. The school strongly advocates the philosophy that all students will be given every opportunity to reach their full potential and all individuals be encouraged to strive towards maximum independence. The learning experiences, quality of life and needs of students will be central to all decision making. A positive self-image is crucial to the learning process and is nurtured ensuring each student experiences success. The school is implementing the School Wide Positive Behaviour Support framework. Students are aged between 4.8 and 18 years and are grouped in classes according to age and student needs. Individual Education Programs are provided for all students in the school by a multi-disciplinary team including parents/care givers and paramedical staff. The school has three sections -Junior, Middle and Senior and within each section, students work to develop core skills and understandings appropriate to their age and ability. We have a comprehensive and challenging curriculum based on the Victorian Curriculum - A-D and emphasis on particular curriculum areas relates directly to individual needs, abilities and interests. Classrooms are staffed with Special Education trained teachers and teacher assistants. There are specialist staff allocated to Hydrotherapy/Swimming, Music, ICT, Independent Living Skills, PE, Bike Riding, Travel Training, Work Placement and Early Education. Whilst communication forms the core of the curriculum, where appropriate, emphasis is also placed on independent living skills, social behaviour, functional academic skills and recreation. Specialised staff includes therapy to enhance student participation in the curriculum. These services are provided by physiotherapists, speech pathologists, an occupational therapist and allied health assistants. The school also supports the health and welfare of students by employing a School Nurse for 5 days a week and Primary Welfare Officer for 2 days a week. |
| Selection Criteria |
| KSC1: Demonstrated understanding of initiatives in student learning including Victorian Curriculum and ABLES resources and the capacity to implement educational programs for students with significant intellectual disabilities, autism, physical disabilities and complex behaviours. KSC2: Demonstrated capacity to promote and utilise positive behaviour strategies and communication strategies for students with a moderate-severe intellectual disability, Autism and complex needs. KSC 3 Demonstrated ability to effectively monitor and assess student learning and behaviour data and to use this data to inform teaching for improved student learning. KSC 4 Demonstrated high level written and verbal communication skills and high level interpersonal skills including a capacity to develop constructive relationships with students, parents, staff and external agencies. |
| Role |
| The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning. |
| Responsibilities |
| The role of classroom teacher may include but is not limited to: |
| Who May Apply |
| Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position. |
| EEO AND OHS Commitment |
| The Department 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. |
| Child Safe Standards |
| Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx |
| DET Values |
| The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx |
| Other Information |
| This position is for one day per fornight that being a Friday. Please provide three referees with your application. |
| Conditions of Employment |
| No job description available |
| Program Benefits |
| No job description available |
Schools (Government)
28
February
Schools (Government) - Melbourne, VIC
Location Profile Glendal Primary School established in 1971 is situated on two and one half hectares of land...
Source: uWorkin
Schools (Government)
28
February
Schools (Government) - Melbourne, VIC
Education, Childcare & Training
Source: uWorkin
| Location Profile |
| Glendal Primary School, established in 1971, is situated on two and one half hectares of land in Glen Waverley. Glen Waverley is an eastern residential suburb of Melbourne, approximately twenty kilometres from the central business district. Students are drawn primarily from the neighbourhood area, with some families travelling from near-by suburbs to attend the school. New enrolments are currently limited to families living in the school zone, unless vacancies exist. The school had an enrolment of 906 students in 2019. The student population reflects the characteristics of the surrounding community with a diversity of backgrounds. Facilities include an Administration building housing a Conference Room, Community Room (Mi Café – Meet and Inform), Health Centre and Staffroom. Other facilities features include an Arts Centre, Library and Computer Lab and a Science building incorporating six classrooms and literacy spaces for Reading Recovery and English as an Additional Language (EAL). A full-sized gymnasium and a Performing Arts Centre accommodate weekly assemblies, concerts and musical performances as well as music and physical education classes. The 2019 staffing profile consists of 48.9 full time equivalent (FTE) teaching staff with a complementary support staff. Teaching staff comprises a Principal, three Assistant Principals and five Leading Teachers/Learning Specialists. The school’s curriculum framework incorporates the eight learning areas required by the Education and Training Reform Act 2006, aligned with the new Victorian Curriculum and incorporating an emphasis on Literacy and Numeracy. An integrated approach to learning is also aligned with the Victorian Curriculum incorporating the explicit teaching of thinking and problem solving skills and a well-resourced digital technologies program. In addition, a range of extra curricula and other opportunities is provided to students. These include specialist programs consisting of Physical Education and Sport, Music and Performing Arts, Visual Arts and two Languages Other Than English (Mandarin in Foundation to Year 6 and French in Years 5 and 6) and a specialist Science and Technology/Robotics program across the school. Support and enrichment programs are offered including Science Talent Search, Competition Chess, Robotics, RACV Energy Breakthrough Competition, a wide range of sports, filmmaking, choir, Bollywood and Chinese dancing, Senior and Junior Band and Performing Arts productions. The school has a Global Relations program that includes regular student exchanges with Joint Environmental Mission sister schools in the USA (Pennsylvania and Hawaii). This program is an integral part of the school wide ‘Sustainability and the Environment’ program. Exchange visits also occur with a sister school in Christchurch, New Zealand. Our LOTE programs are supported by the option of language study in Noumea (French) and China (Mandarin). |
| Selection Criteria |
| SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs. SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth. SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents. SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement. SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching. |
| Role |
| The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning. |
| Responsibilities |
| The role of classroom teacher may include but is not limited to: |
| Who May Apply |
| Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position. |
| EEO AND OHS Commitment |
| The Department 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. |
| Child Safe Standards |
| Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx |
| Conditions of Employment |
|
Schools (Government)
28
February
Schools (Government) - Melbourne, VIC
Location Profile Mount Evelyn Primary School MEPS is a progressive school providing individualised child-ce...
Source: uWorkin
Schools (Government)
28
February
Schools (Government) - Melbourne, VIC
Education, Childcare & Training
Source: uWorkin
| Location Profile |
| Mount Evelyn Primary School (MEPS) is a progressive school providing individualised, child-centred learning that is characterised by a determination to assess and track each child’s individual learning needs across all learning domains. Learning takes place in a climate that values learning excellence, a sense of community, sustainability and enjoyment of learning. Personal values of integrity, care, respect and responsibility provide the foundations for achieving this. The school’s teaching and learning philosophy and principles are clearly articulated and made public via on the school’s website at www.mtevelynps.vic.edu.au We believe that learning is a journey, not a race. Whilst each child may make that journey in their own unique way, given adequate time, guidance and support, all can make the journey. Our school exhibits a willingness to continuously reflect upon, and if necessary challenge, existing practice. This is nowhere more evident than in the early years and we are using a contemporary, evidence-based approach to learning based on the principles of early childhood learning. We refer to this approach as Developmental Learning. Our developmental approach is child-centred and explicit planning for learning and teaching is done across cognitive, social, emotional, physical and communication domains. This approach, first introduced through the early years commencing from 2006, is now in place at all Levels with a significant emphasis upon inquiry-based learning. Engagement of students is a key driver of learning and there is an emphasis at MEPS upon authentic learning through Investigations in the early years and Educational Research Projects in the later years. Relationship building is also of key importance at our school. There is an acknowledged ethos in the school of ‘our kids’ rather than ‘my kids’ and we look to teachers to build each class, and the school as a whole, as a robust learning community. A major emphasis for our school is to ensure that we are teaching children to become lifelong learners and to not just see school primarily as a place of knowledge acquisition. Emphasis is placed upon the use of thinking tools and our students are specifically taught the importance of self management, working collaboratively and taking responsibility. Our teaching staff are expected to demonstrate high quality teaching skills and have the ability to successfully employ flexible, contemporary approaches to learning. Collaborative team planning and where appropriate, a team approach to the delivery of learning, are seen as a critically important part of our teaching approach. To ensure consistency across the school, approaches to teaching are whole school from Foundation to Level 6, particularly in the areas of Literacy. Established in 1910, the school services a very demographically diverse urban fringe community. The school is actively involved in the community and over two thirds of the children come from one of three local pre-schools. Families vary from those on acreage to those in dual housing allotments or in rental accommodation. The Mount Evelyn Primary School community is seen to be highly involved, with the participation of parents strongly encouraged. Parents assist in classrooms and support programs, School Council, Parents’ Association and fundraising, and the development and maintenance of the school grounds. Mount Evelyn Primary School is seeking staff who are committed to a progressive approach to learning and who are committed, flexible and keen to work in a team-oriented school environment. A strong work ethic, excellent interpersonal skills and the ability to inspire students are seen as essential qualities. |
| Selection Criteria |
| SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs. SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth. SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents. SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement. SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching. SC 6 Demonstrated ability to plan, resource and teach an engaging Foundation to year 6 Indonesian Languages program |
| Role |
| The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning. |
| Responsibilities |
| The role of classroom teacher may include but is not limited to: |
| Who May Apply |
| Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position. |
| EEO AND OHS Commitment |
| The Department 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. |
| Child Safe Standards |
| Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx |
| DET Values |
| The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx |
| Other Information |
| No job description available |
| Conditions of Employment |
|
| Program Benefits |
| No job description available |
Schools (Government)
28
February
Schools (Government) - Wonthaggi, VIC
Location Profile Newhaven Primary School is located 140km from Melbourne in the peaceful fishing village of Ne...
Source: uWorkin
Schools (Government)
28
February
Schools (Government) - Wonthaggi, VIC
Education, Childcare & Training
Source: uWorkin
| Location Profile |
| Newhaven Primary School is located 140km from Melbourne in the peaceful fishing village of Newhaven, gateway to Phillip Island. Phillip Island boasts many natural attractions and is popular for its many surf beaches and wildlife. |
| Selection Criteria |
| SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs. SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth. SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents. SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement. SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching. |
| Role |
| The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning. |
| Responsibilities |
| The role of classroom teacher may include but is not limited to: |
| Who May Apply |
| Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position. |
| EEO AND OHS Commitment |
| The Department 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. |
| Child Safe Standards |
| Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx |
| DET Values |
| The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx |
Schools (Government)
28
February
Schools (Government) - Ouyen, VIC
Location Profile Manangatang P-12 College is a Foundation to Year 12 College catering to the needs of the loca...
Source: uWorkin
Schools (Government)
28
February
Schools (Government) - Ouyen, VIC
Any Industry
Source: uWorkin
| Location Profile |
| Manangatang P-12 College is a Foundation to Year 12 College catering to the needs of the local community. It is committed to on-going curriculum enhancement and implementation, student welfare, and college development. The college is proud of its excellent physical resources and the fine academic results of its students. As a member of the Mallee Education Cluster, close professional ties exist with teachers in neighbouring schools. Shared professional development, projects and student interactions occur across these schools. The college offers a quality and challenging curriculum with small classes of friendly students. As a small P-12 College, all staff members undertake duties additional to their teaching. This allows the opportunity to develop a broad range of experiences otherwise not available in larger schools. There is also an opportunity to develop experience and skills in other curriculum areas of interest. The successful applicant will be of outstanding ability. He/She should be able to demonstrate exemplary practice in all areas of professional service and school involvement via appropriate references and CV information. Accommodation, at very reasonable rental, is available within walking distance of the school. |
| Selection Criteria |
| SC1 Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment. |
| Role |
| [Attendance requirement for this position] |
| Responsibilities |
| - Assist students on an individual or group basis in specific learning areas. |
| Who May Apply |
| Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position. |
| EEO AND OHS Commitment |
| The Department 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. |
| Child Safe Standards |
| Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx |
| DET Values |
| The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx |
| Other Information |
| - All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements. |
| Conditions of Employment |
|
| Program Benefits |
| No job description available |
Schools (Government)
28
February
Schools (Government) - Geelong, VIC
Location Profile Grovedale College is a medium sized College with an enrolment of 900 plus students located in...
Source: uWorkin
Schools (Government)
28
February
Schools (Government) - Geelong, VIC
Advertising, Media, Arts & Entertainment
Source: uWorkin
| Location Profile |
| Grovedale College is a medium sized College with an enrolment of 900 plus students located in a semi rural setting serving the southern suburbs of Geelong, together with the rural and surf coast communities to the south, east and west. Extensive educational resources enable Grovedale College to provide an academic focus together with many Arts, Sciences, Sports and Technology opportunities. VCE enhancement subjects, VCAL and VET Courses, provide many new opportunities for University and TAFE studies and exciting pathways to the future. Excellence, achievement and improvement are central to all College programs. Grovedale College operates the Grovedale P – 12 Deaf Facility in conjunction with Grovedale West Primary School. In recent years a multi million dollar-building program has provided the College with excellent physical resources. Such resources enable us to enhance our programs and deliver an exciting, challenging and fulfilling experience. Our facilities include a state of the art computer network linking all classrooms, computer pods, a computerized Library Resource Centre, Senior School Study Centre, Technology Wing, Visual and Performing Arts Studios, Gymnasium, Fitness Centre, sports ovals and courts. The Arts/Technology facilities and some general purpose classrooms have benefited from a $3 million upgrade. The design for these new facilities is based on a pedagogy best described as interactive experiential leaning (ieLearning). Our new Language/Learning Centre has been designed around our focus on collaborative learning. Ongoing curriculum reform and refinement has resulted in structural change such as the creation of two sub schools, the introduction of a Home group Program, compact teacher teams and most importantly a series of initiatives based around the concepts of active curriculum, higher order thinking and a multidisciplinary approach to planning and learning. The success of these programs provides strategies and examples of success on which the pedagogy of interactive experiential learning can utilise and extend. At Grovedale our approaches to Teaching and Learning recognize that students and staff must be able to use computers and electronic learning technologies with confidence and understanding to enhance their teaching and learning as well as their ability to participate in evolving information technologies. The use of learning technologies in the classroom is a priority at Grovedale. All students and staff have access to extensive College computer resources including the College Intranet/Gateway and the Internet. A combination of eLearning devices are used compulsorily across the College. Sport is prominent in the life of Grovedale College. An extensive interschool and house sport program provide students with the opportunity to develop personal skills and fitness and to enjoy the benefits of teamwork in a spirit of healthy competition. Our unique location and proximity to the Surf Coast, Corio Bay, Port Phillip Bay and the Otway Ranges allows for a comprehensive outdoor education and excursions program to operate. Surfing, kayaking, snorkelling, body boarding, windsurfing, bike riding, horse riding, rock climbing and lifesaving are all part of the program. The development of the Grovedale Education and Sporting Precinct coupled with the introduction in 2005 of a Sports Academy program provides students with the opportunity to pursue an elite sports pathway. The Precinct is indicative of strong community based links. The College successfully participates in Public Speaking programs, Inter-School Debating and Australian subject competitions that include English, Mathematics, Science, Arts and Technology. Student leadership is an integral part of our school culture. An active leadership program exposes students to challenges, which develop personal and social skills, confidence, initiative and self-reliance. This is achieved through a broad range of activities such as Student Council, Peer Helpers, Supportive Friends and camps program. The College also conducts an Advance Program at Year 10. Performing Arts are well catered for in the College, with performance opportunities in workshops, GAFFA and production. College Leadership programs have been enhanced by staff and students working with Leading Teams and refining the College based implementation. Performance and Development Culture is a Grovedale College priority. Regular formal and informal feedback is provided to staff members. The College Leadership Team meets weekly to oversee the College vision and its implementation. A culture of continuous improvement, accountability and of high level instructional leadership is an expectation of all staff. |
| Selection Criteria |
| SC1 Demonstrated understanding of initiatives in student learning including the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement and evaluate learning and teaching programs in accordance with the Victorian curriculum. SC2 Demonstrated high level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning. SC3 Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning. SC4 Demonstrated high level written and verbal communication skills and high level interpersonal skills including the capacity to establish and maintain collaborative relationships with parents, other employees and the broader school community to focus on student learning, wellbeing and engagement. SC5 Demonstrated behaviours and attitudes consistent with Department values, including a commitment and capacity to actively contribute to and manage major curriculum or student activities 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. SC6 Demonstrated ability to work in teams to develop, implement and assess curriculum. |
| Role |
| The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning. |
| Responsibilities |
| The role of classroom teacher may include but is not limited to: |
| Who May Apply |
| Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position. |
| EEO AND OHS Commitment |
| The Department 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. |
| Child Safe Standards |
| Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx |
| DET Values |
| The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx |
| Other Information |
| - Teaching staff please ensure that you enter your VIT registration details in Recruitment Online - 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 are provided. - Detailed information on all terms and conditions of employment is available online at the Department's Human Resources website at www.eduweb.vic.gov.au/hrweb - Shortlisted applicants will be required to provide the panel with proof of their teaching method qualification. |
| Conditions of Employment |
|
Schools (Government)
28
February
Schools (Government) - Melbourne, VIC
Location Profile Hoppers Crossing Secondary College opened in 1984 and is a single campus Co-educational schoo...
Source: uWorkin
Schools (Government)
28
February
Schools (Government) - Melbourne, VIC
Education, Childcare & Training
Source: uWorkin
| Location Profile |
| Hoppers Crossing Secondary College opened in 1984 and is a single campus, Co-educational school with an enrolment of approximately 1,500 students. Situated in an urban growth corridor, approximately 20 minutes west of Melbourne, the College welcomes students from Years 7 to 12, from Hoppers Crossing and the surrounding district. Innovative and challenging educational programs The College places great importance on developing innovative and challenging educational programs, through which young people recognise the value of growth through learning. This is being achieved through a close working partnership of staff, students, parents and the wider community. Hoppers Crossing Secondary College aims to achieve the extra-ordinary by providing an education which has a focus on each individual student and developing their potential. Academic rigour is valued at all stages of learning and the classroom focus is on challenge, engagement and achievement. All staff focus on the delivery of a Common Instructional Teaching Model centred on the 9 High Yield Teaching Strategies that produce significant learning gains for every student. The time and effort that teachers put into their classes ensures the best educational outcomes for our students which has most recently been reflected in our improved VCE Results. We take pride in offering our students guided support throughout their chosen pathway of VCE, VCAL or VET studies and prepare them for post-secondary options, including tertiary entry and further training or employment. In recent years our rate of Year 12 students entering further education, training or full time employment has been maintained at over 90%. Co-curricular & Enrichment Programs Hoppers Crossing Secondary College offers a diverse range of innovative educational co-curricula and enrichment programs across Years 7 to 12. These programs include international exchange programs such as: Estancia High School California Cultural Exchange Program, Chinese Overseas Learning Experience and Italy Language Immersion Program. Other co-curricula programs include - High Resolves Student Leadership Program, Year 9 High Achievers Preparation Program, Year 7 & 8 Numeracy and Literacy Support Programs, School For Student Leadership, Wakakirri Secondary Schools Challenge, Inter-House & Inter-School Sports, Year 7 and 10 Scholarship Programs, Student Representative Council, Junior and Senior Music Programs and Group Performances, Work Experience Programs, Managed Individual Pathways for all students from Years 10 — 12 and Parent Information Sessions across all levels. Through University Enhancement Studies and TAFE articulation pathway programs, it is possible to incorporate TAFE certificates and University degree studies within the students’ VCE/VCAL years. ICT facilities The College prioritises ICT across the curriculum with the inclusion of interactive whiteboards in selected classrooms and media projectors in every classroom, as well as two Apple Mac laboratories and two Microsoft laboratories as well as a BYOD/1 to 1 Netbook Program, aimed toward preparing students with the skills required for them to take their place as 21st century learners and citizens. |
| Selection Criteria |
| SC1 Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment. |
| Role |
| [Attendance requirement for this position] |
| Responsibilities |
| - Assist students on an individual or group basis in specific learning areas. |
| Who May Apply |
| Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position. |
| EEO AND OHS Commitment |
| The Department 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. |
| Child Safe Standards |
| Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx |
| DET Values |
| The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx |
| Other Information |
| -Specific information in relation to this position can be found on the College website under the ‘contact’ link. (www.hopcross.vic.edu.au) -The Selection Panel reserves the right to seek referees other than those nominated on your application. - All applicants need to be aware that with regard to the Child Safety Standards, information may be collected in order to establish their suitability for child-connected work. - All staff employed by the Department of Education and Training and schools have access to a broad range of employment conditions and working arrangements. |
| Conditions of Employment |
| No job description available |
| Program Benefits |
| No job description available |
Schools (Government)
28
February
Schools (Government) - Cranbourne, VIC
Location Profile Officer Specialist School is a new purpose built facility servicing the needs of students age...
Source: uWorkin
Schools (Government)
28
February
Schools (Government) - Cranbourne, VIC
IT
Source: uWorkin
| Location Profile |
| Officer Specialist School is a new purpose built facility servicing the needs of students aged between 5-18, with mild to severe intellectual and associated disabilities in the shires of Cardinia and Casey. The school is built to cater for 272 students. There are 27 classrooms, visual and performance arts spaces, food technology, multipurpose and withdrawal spaces and extensive therapy spaces. Areas for social gathering are also featured. 1. Community
We place importance on the need to be:
Learning will be maximised within a safe environment, where students feel both motivated and empowered as they strive to be the best they can be. Environmental awareness will be promoted across the school community, fostering respect for personal and communal property and our environment 4. Learning Lifelong learning will be fostered for all members of the school community. It will be both collaborative and independent, following individual pathways to the future. Diverse learning styles, interests and abilities will be catered for through flexible teaching styles. Learning will be through participation in engaging, meaningful curriculum incorporating both broad curriculum and relevant life skills. It will promote creative thinking and problem solving and participation.
Technology plays an important role in accessing the curriculum for students with additional learning needs. Augmentative communication devices, switches and individually tailored computer programs provide support for student learning.
|
| Selection Criteria |
| SC1 Demonstrated understanding of initiatives in student learning including the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement and evaluate learning and teaching programs in accordance with the Victorian curriculum. SC2 Demonstrated understanding of how students learn and effective classroom teaching strategies and the capacity to work with colleagues to continually improve teaching and learning. SC3 Demonstrated capacity to monitor and assess student learning data and to use this data to inform teaching for improved student learning. SC4 Demonstrated high level written and verbal communication skills and high level interpersonal skills including the ability to establish and maintain collaborative relationships with parents, other employees and the broader school community to focus on student learning, wellbeing and engagement. SC5 Demonstrated commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning SC6 Demonstrated understanding of curriculum to enable the implementation of individual learning plans that assist students with an intellectual disability to achieve positive outcomes SC7 Demonstrated understanding of the development and implementation of effective behaviour management programs for students with challenging behaviours |
| Role |
| 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. |
| Responsibilities |
| Core responsibilities include: |
| Who May Apply |
| 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. |
| EEO AND OHS Commitment |
| 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. |
| Child Safe Standards |
| Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx |
| DET Values |
| The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx |
| Other Information |
| - All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements. |
| Other Information |
| A tour of the school will be conducted on Tuesday, 5th of March at 4.00pm. Bookings are essential. Please contact the office on 5943 2800. |
Schools (Government)
28
February
Schools (Government) - Melbourne, VIC
Location Profile VisionFairhills Primary provides a vibrant and engaging learning community which promotes in...
Source: uWorkin
Schools (Government)
28
February
Schools (Government) - Melbourne, VIC
Education, Childcare & Training
Source: uWorkin
| Location Profile | ||||||
| Vision Fairhills Primary provides a vibrant and engaging learning community, which promotes individual excellence, encourages social responsibility and develops effective relationships between students, staff, parents and the wider community. Core Values The Shared Values of Fairhills Primary School Community are - Safety, Teamwork, Achievement, Responsibility, Respect School Profile Fairhills Primary School was established in 1965 and is situated in Manuka Drive, Ferntree Gully. Located in a residential area of the city of Knox, the school is at the base of the Dandenong Ranges. The School Family occupation index is 0.5752. We are a small school with an enrolment of approximately 130 students. The staff includes a Principal, a Leading Teacher, eight teachers, three integration aides, a Primary Welfare officer/Chaplain, one part time business manager and one part time administration officer. A major refurbishment of the interior of current buildings was finished at the end of 2014. The school features an Information Literacy Centre which connects four main flexible learning spaces. A stand-alone building is the Centre for The Arts and has two inter connecting Visual and Performing Arts areas. Interactive whiteboards are in all spaces. The excellent facilities include:
The school is open plan. We have high expectations on all who work in this school to take advantage of the possibilities for creative and connected learning and respectful relationships that this innovative and award-winning site offers. Structures and programs already in existence make team planning and working together a high priority. All staff are expected to work as one to improve student learning outcomes in respectful honest relationships which build on the strengths of each team member. We provide a clear and consistent message to all students around their learning and implement programs to support learning and to broaden horizons. All staff and volunteers are expected to be highly motivated to work with all in a professional manner and to fully understand and comply with professional boundaries. Fairhills Primary School is a child safe environment. We expect all who work here to work within the school’s child safety practices including the Child Safety Code of Conduct. Student and Staff Wellbeing are a high priority. Student Support Services and personnel are called on to assist with diagnostic and remedial intervention. Fairhills PS has the services of a Guidance Officer and Speech Pathologist. The school has an underpinning philosophy that personal sense of worth and confidence in each student is enhanced by providing an environment that is both supportive and challenging. Initiative, achievement, creativity and individualism are all celebrated in a community atmosphere of mutual respect and concern for others. Student Wellbeing is underpinned by Restorative Practice which enables students to reflect on the impact of their behaviour on others. This is further supported through the school by the You Can Do It program, as well as a House System, buddies and Junior School Council. Fairhills Primary School is a KIDSMATTER school. Fairhills Primary School is committed to maximising the educational potential of each child. Curriculum is based on the Victorian Curriculum and stimulates creativity and curiosity to build a solid foundation in all areas with a particular focus on literacy and numeracy. A skills based developmental curriculum is used throughout the school which encourages all students to develop problem solving skills and to take responsibility for their learning. Specialist programs include The Arts: Performing, Music and Visual Arts and Physical Education. The school has a camp program from Years 3 to 6. The school maintains close links with local pre-schools and neighbouring secondary schools. School orientation and transition experiences, parent information sessions, teacher information exchange and parent training sessions all contribute to successful transition from pre-school to Prep and from Year 6 to Year 7. Before and after school care and vacation programs are available to all families. The school maintains partnerships with its community, School Council and the Parents and Friends Association. Parents are kept well informed of their children’s progress, the school’s curriculum and coming activities through comprehensive written reports, interviews, information evenings, fortnightly newsletters, annual reports, meetings, the Website and Compass an electronic communications system. Moi BEAURAIN Principal Fairhills Primary School Manuka Drive (PO Box 258) Ferntree Gully. 3156. Telephone: 9758 3007. Website: http://www.fairhills ps.vic.edu.au | ||||||
| Selection Criteria | ||||||
| SC1 Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment. | ||||||
| Role | ||||||
| [Attendance requirement for this position] | ||||||
| Responsibilities | ||||||
| ||||||
| Who May Apply | ||||||
| Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position. | ||||||
| EEO AND OHS Commitment | ||||||
| The Department 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. | ||||||
| Child Safe Standards | ||||||
| Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx | ||||||
| DET Values | ||||||
| The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx |
Schools (Government)
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