Lyndhurst Secondary College (Years 7-12) is situated just north of Cranbourne in the south-western corner of the City of Casey – one of the fastest growing municipalities in Australia. Our College is projected to have an enrolment of 630 students in 2020 and is projected to rise further. Over recent years the cultural mix of the College has changed dramatically with approximately 35 per cent of our students now having a Language Background Other Than English.

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

The Lyndhurst Secondary College community is committed to providing a safe, challenging and stimulating learning environment which champions individual differences, excellence and integrity in order to develop open-minded citizens capable of contributing confidently and responsibly to an ever-changing world. We aim to be a progressive learning community whereby we are, ‘Empowering students for learning and life’. Our core values are excellence, commitment, integrity and respect, with an overarching belief in high expectations for all.

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

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

To meet the individual needs of our students we offer a range of flexible learning options and support programs. We also have a wide range of co-curricular programs. As a smaller school, we believe in getting to know our students well and we use these programs as just one of the ways to engage and learn more about the young people with whom we work. We understand the importance of ‘student voice’ in relation to school connectedness. As result, there are extensive leadership opportunities available to students across a range of areas within the College community.

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

SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.

SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

SC6 Demonstrated ability to actively promote the safety and wellbeing of all students in line with the Child Safe Standards.

The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.

As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.

Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.

A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.

Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.

Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.

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

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

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

The role of classroom teacher may include but is not limited to:

- Direct teaching of groups of students and individual students;

- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;

- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;

- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;

- Undertaking other non-teaching supervisory duties.

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

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

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

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

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

Several opportunities have opened for experienced Machine Operator/ trimmers/ Forklift driver to join Various successful Companies located in Carrum Downs. Working casual, ongoing positions with potential view to permanency.

Main duties will include:

MUST have nail gun, hand and power tools experience

Working with Roto Moulding machines 

Repetitive hands on labour duties
Fast paced production
Working with Hand tools and Power tools
Working with big machinery
Manual Handling
Trimming and inspected parts by hand
Unloading/loading truck

The successful candidate must:
- Understand & apply modern manufacturing techniques.
- Be able to work autonomously
- Follow safe working practices
- Have good diagnostics & problem solving skills - Have counterbalance and current forklift licence

- Must be a team player with good communication skills.

- Must be able to read, write and understand written, visual and oral instructions.

- Be available to work 5 days a week and START ASAP

If you believe you posses the above skills and experience do not hesitate to apply now. Only shortlisted applicants will be contacted.

VIC, Pelican Park Recreation Centre - Hastings 3915

• Great career paths and development with an entrepreneurial organisation
• Enjoy a great work / life balance with mornings, evenings and weekend classes
• casual position available 

This is a great opportunity for qualified teachers who enjoy swimming, love working with children, who want to teach the skills of swimming and the value of water safety.

The Company

Belgravia Leisure is part of the Belgravia Health and Leisure Group (BHLG) and is the fastest growing leisure organisation in Australia. Our core areas of business and facilities stewardship include health clubs, wellness and spa, golf, aquatic and sporting venues in 150 locations across Australia and New Zealand. 

We are in an exciting period of growth, and look to continue to diversify and deliver results while being a strong community citizen. With an annual turnover in excess of $180m, the group are looking for the best and brightest to assist with taking the organisation into the future.

The Role

As a Swimming Teacher you will teach effective Swimming and Water Safety to help grow our swim program. You may be required to work mornings, evenings and weekends and must be empathetic to the needs of the classes.

You will have a passion for swimming and making children safer around the water. You should be energetic, dynamic, outgoing and fun, with a flair for working with children. You will need outstanding communication skills and a commitment to customer service excellence to ensure swim school members, patrons and parents are gaining maximum benefit and enjoyment from the services provided.

Successful applicants will demonstrate the ability to communicate and interact effectively with students that have a diverse range of ages, abilities, cultures and needs. 

You may be required to work across a number of sites including Pelican Park, Somerville Recreation Centre and Civic Centre.

Skills & Attributes:

• Energetic, innovative and decisive teaching style
• Excellent verbal communication skills
• An understanding of OHS and public safety applications within your facility
• Ability to work mornings, evenings and weekends and must be empathetic to the needs of the classes
• Ability to work effectively both independently and as a strong and valuable part of the team
• Current First Aid (Level 2) & Current CPR Certificate
• Working With Children Check (or equivalent) & National Police Check
• Current AustSwim Certificate – Teaching of Swimming and Water Safety
• AUSTSWIM extension Accreditation (Desirable)
• Previous experience and success in a comparable role is not essential but highly regarded

 If you are a passionate person who realises the tremendous opportunity that this role offers and want to utilise your skills and passion in a health and leisure environment, we want to hear from you!

Simply complete the application process by clicking the Apply Now button and we’ll be in touch.

About your new role

My Client is looking to find a Store Manager In Training (MIT/ASM) for the Frankston store who is successful in leading from the front and implementing a strong sense of culture and communication to get results. You will be given full training in this role and have ongoing support from your Regional Manager.

This Role is great for someone who wants to work for a structured and stable brand across Australia, they have been a family owned and operated business for years and their values still remain all about the people. We are searching for a manager who has a strong focus on success through their leadership and management operations for the growth of the store. You will be vital to inspiring and leading by example a high achieving team that is knowledgeable and provides customer service experiences that are second-to-none.

Rewards in your role

• $50-$55K +Super + Commission
• 3 Tier Bonus Structure so triple the opportunity to earn money
• Every Second weekend off
• Reputable and Strong brand in Australia
• Work for a Successful and Committed Regional Manager

Skills that are required

• Have experience in running a team of 7+
• Minimum of 4 years management experience
• Must have jewellery/fashion/ beauty or speciality retail experience
• You will have come from successfully leading a team to over $1million in annual sales
• Strong in driving KPI's on the shop floor - you will be able to create accountability
• A proven background in achieving personal sales targets as well as team targets
• Very strong selling ability and also building repeat customers
• Operations skills in Wage Control, Inventory and Stock Management
• The ability to control cost and use a P&L would be highly regarded
• Skills in recruitment and interviewing key people in the business
• You will pride yourself in training and development
• Your Management approach be firm but also inclusive

If this role sounds like the career change you have been searching for then APPLY NOW! Interviews happening NOW!

Senior Educator - Mount Martha, Craigie Road

Goodstart is Australia’s largest provider of early learning and care. Founded with a vision for all Australia’s children to have the best possible start in life, as a not-for-profit social enterprise, we exist purely to improve the lives of Australia’s children and their families. We are entirely Australian owned employing over 15,000 people, and caring for over 71,000 children.

About our Centre:

• 115 Place, Purpose Built Centre with 95% occupancy
• Great relationships with family and children through utilization of Key Educator relationships
• Fun loving, supportive and long standing teams
• Working towards extending community engagements 
• Work with a highly skilled Director 

The Benefits:

• Friendly and support team with large national head office support
• We pay competitive salaries above the national award rates
• Employee benefits that range from childcare discounts and purchased additional annual leave
• Flexible working hours which is fair for all staff
• Full Time, 38 hours per week on a rotational roster
• Permanent Position, based in the Toddlers room

About You:

• Diploma level, ACECQA recognized qualifications
• Strong knowledge of the Early Years Learning Framework and national Quality Standard
• Exceptional knowledge of safety and wellbeing
• Passionate Educators who are driven by their desire to provide quality learning experiences
• Willingness to learn and be a part of the team
• Strong communication skills, reliable and punctual

Goodstart Early Learning are proud of our inclusive work environment that supports and encourages individual growth and strong teams. Goodstart Early learning acknowledges Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of all lands on which we come together. We recognize Aboriginal and Torres Strait Islander cultures as enduring, living cultures and pay our respects to Elders past and present.

Posting Notes: MOUNT MARTHA, MELBOURNE || VIC || Australia (AU) || VIC North - Region 31 || SF:LI || Diploma - Children's Services or equiv || Full-Time

Casual Educator – Goodstart Mount Martha (Craigie Rd)

Goodstart is Australia’s largest provider of early learning and care. Founded with a vision for all Australia’s children to have the best possible start in life, as a not-for-profit social enterprise, we exist purely to improve the lives of Australia’s children and their families. We are entirely Australian owned employing over 15,000 people, and caring for over 71,000 children.

Working as the casual educator, you will assist with running the children’s daily routines. You’ll enjoy flexible hours and variety all while being supported by an experienced group of educators.

Our services are open from 6.30am to 6.30pm Monday to Friday. You will be required to be available for multiple shifts each week and have flexibility to work at short notice.

We’re looking for an inspiring and enthusiastic educator to join a highly motivated team, providing fun and educational programs to children in our care.

About our Centre:

• Wonderful team of dedicated, passionate and long term Educators and Teachers.
• Well established Centre that consists of two buildings.
• Work with a highly skilled Director

The Benefits:

• Fun loving, like minded and supportive team working towards a shared goal
• Feel good and make a difference working with a Not-for -profit social enterprise, help to deliver social impact, improve lives and advocate change.
• We pay highly competitive salaries above the national award rates

About You:

• Certificate 3 ACECQA recognized qualifications or higher
• Strong knowledge of the Early Years Learning Framework and national Quality Standard
• Exceptional knowledge of safety and wellbeing
• Passionate and driven by your desire to provide quality learning experiences
• Strong communication skills both written and verbal, reliable and punctual

Goodstart Early Learning are proud of our inclusive work environment that supports and encourages individual growth and strong teams. Goodstart Early learning acknowledges Aboriginal and Torres Strait Islander Peoples as the Traditional Custodians of all lands on which we come together. We recognise Aboriginal and Torres Strait Islander cultures as enduring, living cultures and pay our respects to Elders past and present.

Posting Notes: MOUNT MARTHA, MELBOURNE || VIC || Australia (AU) || VIC North - Region 31 || SF:LI || Certificate III - Children's Services or equiv || Casual

Casey Fields (Five Ways) Primary School (interim name) is a new government school being built at Chapelton Road, Cranbourne East, 3977, and will open Term 1, 2020. There will be provision for a Foundation to Year 6 Primary School consisting of facilities for long term enrolment of 525 students with a peek enrolment estimated at 1100.

Casey Fields (Five Ways) Primary School’s (interim name) aims: to provide a friendly, safe and purposeful environment in which students are able to value and enjoy learning together; and to value personal growth and wellbeing for all students. The school endeavours to create an atmosphere that is stimulating, meaningful and in which all students can experience success. The school also aims to create a stimulating and supportive environment for all teachers to assist in the development of exemplary and engaging programs. Parents are encouraged to feel a sense of ownership of the school and the programs and every effort is made to make them feel welcome and confident in contributing.

The school facilities consist of 2 learning community buildings, specialist teacher’s areas, administration areas, a performing arts and physical education building and associated outdoor areas.

The facilities have been designed with the following key design principles in mind:

• Designs that place a strong emphasis on flexibility;
• Learning spaces that are capable of supporting different learning styles and recognise that that children learn in different ways;
• Buildings with a public realm that are visually stimulating, inviting to the community and readily accessible to all;
• Comfortable and safe work places for all students, staff and visitors; and

Cost effective building designs that allow for low lifecycle and operational costs and minimal building maintenance.

SC1 Demonstrated experience and skills in coordinating a specific education support function.

SC2 Demonstrated capacity to supervise the work of other support staff and to develop procedures and guidelines relating to the work area.

SC3 Demonstrated high level oral and written communication skills.

SC4 Possess the technical knowledge and expertise relevant to the position.

SC5 Demonstrated capacity to provide advice and support to management in respect to the work area.

SC6 Demonstrated commitment to professional learning and growth for both self and others.

[Attendance requirement for this position]

Performs and/or supervises tasks that are carried out in accordance with guidelines, accepted practice and school policy. This may include the supervision and coordination of other education support class staff within the work area or educational program. Supervision and coordination would be limited to ensuring routine tasks are performed to required standards. Input into identifying training needs and development of education support class staff within the work area or educational program becomes an important feature at range 2.

Specialised support to achieve specific outcomes is a feature of range 2. Typically this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the operation of a work area (e.g. managing the day to day operation of a school office) under the direction of the principal or another senior manager.

Provides support to teachers and students that is beyond the routine support provided at education support class Level 1, range 1. Within an educational program assists teachers with the coordination of the support function, such as directing/organising the work of other support staff or providing a specialist support role.

Undertakes medical intervention support tasks or other specialised student/teacher support roles that require specific training that must be updated from time to time. The role is for a specific purpose for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.

Performs technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science and information technology laboratories would be typical examples.

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

- Manage the use and maintenance of equipment within a work area.
- Ensure security is maintained within a work area.
- Manage procedures relating to the hiring of school buildings and equipment in accordance with school policy.
- Manage procedures relating to the maintenance of specialist collections, e.g. library resource material and collections.
- Evaluate and select equipment and materials and make recommendations to senior management.
- Develop procedures relating to the use and maintenance of equipment and materials.
- Coordinate the purchase of equipment and materials.

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

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

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

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

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

Context:

Barton Primary School is a new PPP (Public/Private Partnerships) school that opened on the first day of the 2017 school year. It is situated in the growth corridor of south east Melbourne in the City of Casey, 5km from the main street of Cranbourne. The school’s current enrolment is 550 students however the school is anticipated to grow to 800+ within 3-5 years. Currently we have 65% EAL student population. The school has been designed to create contemporary learning environments that facilitate learning through enabling teachers to have a collaborate approach. This allows all students to experience a range of teaching and learning approaches to ensure they reach their potential. The school curriculum is based on the Victorian Curriculum

Establishing the new Barton Primary School

The new school presents an exciting opportunity for the School Leadership Team and teaching staff to exercise a significant influence on the creation of a contemporary school connected to the community and the future effectiveness of learning outcomes of the students. There are high expectations for all members of our school community, including our students as we aspire to our values of Optimism, Success, Respect and Determination.

The over-arching drivers in our curriculum are personalising learning and increasingly building each child’s capacity to direct, influence and take responsibility for, their own learning.

The successful candidate will need to have the flexibility and adaptability to be able to handle the rigours of working in a brand new school. This will include the need for extra work during the normal school year. It could also include the need for attendance and participation at staff activities or Professional Learning opportunities outside of normal hours.

The successful candidate for this position will be expected to support the work of the Principal in establishing a strong and positive culture for our developing school.

Important information for applicants

• Applications MUST address the specified selection criteria. A limit of one page of standard 12 point text is suggested for each selection criterion.
• Personal and other information should not exceed 2-3 pages.
• Applicants must make every attempt to lodge applications through Recruitment Online.
• In the rare case that applicants are unable to access Recruitment Online, e-mail applications will be accepted at felsinger.andrew.a@edumail.vic.gov.au
• ***Hard copy applications are not required or encouraged.

• The applicant’s name, contact details and the position number for which they are applying should be clearly displayed on the front page of any attachment.
• Application attachments are preferred in PDF format.
• Microsoft Word (.doc or .docx) format is also acceptable.
• Compressed files such as .zip files are not compatible with the Recruitment Online system.
• Graphics and artwork are not encouraged and should be kept to a minimum.
• Multiple attachments should not be used. Cover letters, references and other items, if included, should be incorporated into the one application attachment.
• The names and contact details of up to three referees must be provided with the application.
• Applicants are strongly advised to visit our website to find out more about our school as we will not be conducting tours: www.bartonps.vic.edu.au

Should you have further queries in regard to the position, please contact :

Principal Andrew Felsinger:

Phone: 03 87664000

SC1 Demonstrated high level knowledge of the relvant curriculum. Demonstrated expereince in responding to student learning needs

SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

SC6 Demonstrated high level capacity to deliver a comprehensive and differentiated Languages program Spanish and to drive its implementation across the school.

SC7 Demonstrated high level capacity to work in adaptable learning spaces that takes into account the individual learning needs of all students and embraces ICT & current pedagogical practices.

The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.

As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.

Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.

A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.

Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.

Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.

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

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

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

The role of classroom teacher may include but is not limited to:

- Direct teaching of groups of students and individual students;

- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;

- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;

- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;

- Undertaking other non-teaching supervisory duties.

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

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

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

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

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

Casey Fields (Five Ways) Primary School (interim name) is a new government school being built at Chapelton Road, Cranbourne East, 3977, and will open Term 1, 2020. There will be provision for a Foundation to Year 6 Primary School consisting of facilities for long term enrolment of 525 students with a peek enrolment estimated at 1100.

Casey Fields (Five Ways) Primary School’s (interim name) aims: to provide a friendly, safe and purposeful environment in which students are able to value and enjoy learning together; and to value personal growth and wellbeing for all students. The school endeavours to create an atmosphere that is stimulating, meaningful and in which all students can experience success. The school also aims to create a stimulating and supportive environment for all teachers to assist in the development of exemplary and engaging programs. Parents are encouraged to feel a sense of ownership of the school and the programs and every effort is made to make them feel welcome and confident in contributing.

The school facilities consist of 2 learning community buildings, specialist teacher’s areas, administration areas, a performing arts and physical education building and associated outdoor areas.

The facilities have been designed with the following key design principles in mind:

• Designs that place a strong emphasis on flexibility;
• Learning spaces that are capable of supporting different learning styles and recognise that that children learn in different ways;
• Buildings with a public realm that are visually stimulating, inviting to the community and readily accessible to all;
• Comfortable and safe work places for all students, staff and visitors; and

Cost effective building designs that allow for low lifecycle and operational costs and minimal building maintenance.

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

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

SC3 Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to the position.

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

SC5 A commitment to professional learning and growth.

[Attendance requirement for this position]

Undertakes routine tasks that are usually carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established and direction is readily available.

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

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

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

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

- Assist students on an individual or group basis in specific learning areas.
- Assist with the communication between students and teachers, particularly the interpretation of instructions.
- Provide basic physical and emotional care for students.
- Participate in team meetings.
- Assist with toileting, meals, lifting, and administration of medication to students requiring special care.
- Assist with the supervision of pupils in playgrounds, at camps, on excursions, in sporting activities, therapy activities and life skills.
- Assist in the preparation of student resources and equipment.
- Prepare basic curriculum support resources.
- Set up and put away equipment and materials in support of teaching programs.
- Observe students and draw the attention of the teacher to them where necessary.
- Participate in the monitoring and evaluation of programs and evaluation of individual student involvement and achievement.
- Assist with communication between teachers and non-English speaking parents/students.
- Assist in the translation of documents.
- Assist students with the preparation and service of meals.
- Ensure work areas and materials, equipment and appliances are maintained in a clean and ready to use condition.
- Assist in the preparation of equipment and purchasing of materials and supplies as required.

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

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

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

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

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.

Eastbourne Primary School provides high quality and engaging educational programs that encourage opportunities for success. We promote positive values within a safe, supportive and caring environment. As a school community we value Respect, Collaboration, Community and Learning.

We are achieving sound improvement across all levels and in all curriculum areas through a dedicated caring staff. We have many innovative, engaging programs that cater for a diversity of student needs with a strong emphasis on personalised teaching and learning.

Our excellent facilities include a well resourced library, multipurpose room, kitchen and computer laboratory. These are complemented outdoors by our integrated garden art and the large playing areas, vegetable garden and play pod. Our Recreation Centre caters for skills based physical education, Perceptual Motor Program, our musical performances and many community user groups.

Our Out of School Hours Care program is of high quality.

The School Council and the Parents and Friends Group, work harmoniously with the school community to continue to improve our student's quality of education.

Eastbourne Primary School is proud that our students are performing at or above the predicted range in student learning across the curriculum.

The school is committed to child safety. We want children to be safe, happy and empowered. We support and respect all children, as well as our staff and volunteers.

We have zero tolerance of child abuse, and all allegations and safety concerns will be treated very seriously and consistently. We have specific policies, procedures and training in place that support our leadership team, staff and volunteers to achieve these commitments.

We have legal and moral obligations to contact authorities when we are worried about a child’s safety, which we follow rigorously.

Eastbourne Primary School has a clearly outlined whole school student management process based on consistency, strong teacher/student relationships and a developing Restorative Practices model.

We continue to make sound progress with the students in the Program for Students with Disabilities through our strong partnership with parents and our term meetings.

The 'You Can Do It" program has been in operation for over 10 years. It provides a foundation for good work habits, sound organisation skills and expectation of behaviour for all students.

This program and many others underpin the stimulating and nurturing environment our school community provides.

Student input into decision making is strongly supported by fortnightly student leadership meetings and participation of students on our School Council.

Student wellbeing and engagement will also be further supported through our:

*Chaplaincy Program

*Healthy lifestyles focus

*Kids Matter

*Strong links with community organisations

*Expressive Therapies

Eastbourne Primary School provides all our students with sound transitional programs based on excellent rapport and communication with surrounding preschools and secondary colleges.

Our Foundation transition program involves a 16 week induction to prepare students for their first year of school.

We also offer an excellent transition program throughout the school during the year for all year levels with our 'Buddies' and our Multi -aged Days.

SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.

SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.

As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.

Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.

A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.

Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.

Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.

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

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

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

The role of classroom teacher may include but is not limited to:

- Direct teaching of groups of students and individual students;

- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;

- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;

- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;

- Undertaking other non-teaching supervisory duties.

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

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

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

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

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

Toll People are currently seeking experienced MC Drivers for an upcoming and ongoing role in the south eastern suburbs of Melbourne. If you are ready to take the next step within transport, this could be the job for you.

What's on offer? 

• South East suburbs location
• PM shifts
• Excellent pay rate
• Ongoing role
• Local route
• Free onsite parking

You will be responsible for:

• Unloading and loading of trucks
• Load restraint
• Delivering product in a safe manner
• Following all safe work procedures on site

The successful applicant will need to possess the following: 

• Current MC Licence
• Minimum of 4 years' experience driving B-Doubles
• 2 references to confirm driving history
• Experience with dogs and chains (not a necessity but advantagous)
• Excellent driving history and the ability to undergo computer based inductions
• Willingness to undergo a national police check 
• Flexibility 
• Reliability 
• Physically fit
• A current VicRoads demerit point & conviction driving report

Toll People are Australia’s most recognised provider of Transport, Logistics, Supply Chain and Warehouse staff. Whilst we service the Toll group, we also service hundreds of external clients and partners, offering complete recruitment solutions from permanent and executive recruitment, business support recruitment to flexible labour and award-winning training and development programs.

Please note: We will not accept unsolicited CV's from recruitment agencies/third parties and we will not be liable or responsible for any fees or costs associated with unsolicited CV's sent directly to line managers. 

Only successful applicants will be contacted