Berwick College began in 1977 as Berwick High School, with an enrolment of 113 students growing to an expected enrolment of 1700 in 2020. It has grown into a well-established and vibrant community where thousands of students, including second generations of families, have experienced their secondary education.

Berwick College is a White Ribbon school and our students are at the centre of our practices, endeavouring to ensure that every student has their learning needs catered for as an individual.

We are strongly focused on learning. The College was a finalist in two categories at the 2016 Victorian Education Excellence Awards and won the 2016 VCAL Teacher Achievement Award for Team Teaching. Our focus on improving the learning has produced some of the best VCE and VCAL results in the area, including two perfect scores and a Premiers Award in 2016.

Berwick College offers an impressive number of pathways including VCE, VCAL and VET. Students receive significant counselling in choosing a pathway, which suits their level of ability and career aspirations. The High Achievers program from years 7 – 10 caters for gifted and talented students, while Applied Learning programs cater for students who wish to follow a more ‘hands-on’ pathway. We have a comprehensive sports program with excellent facilities including hockey pitches, tennis courts, netball courts, dance studio, and a stadium. We have a Basketball Academy for students from Years 7 to 11 aimed at providing an integrated academic pathway driven by young students sporting aspirations and a Dance Academy providing a pathway for Years 7 to 9 students to both VCE and VET dance and unique professional employment opportunities. We also have two bands and an instrumental music program.

Berwick College values its links with the local and wider community. It has a shared use agreement with the City of Casey for the Berwick Leisure Centre, Edwin Flack Oval and the athletics track. These facilities adjoin the college grounds. The College, in partnership with The Rotary Club of Berwick, holds two Presentation Balls each year. Our camps program has students going to destinations within Victoria, interstate or overseas.

Our focus is on gaining the best possible outcomes for our students. Although we are not a Select Entry school we contribute significantly to Nossal High School, as one of the highest contributors in the state. Most of our High Achieving students choose to remain with Berwick College, and we are very proud of the achievements of all of our students. Our academic achievements are particularly evident in the senior years, where both VCE and VCAL students perform admirably.

At Berwick College we aim to provide a learning community through…

EXCELLENCE IN LEARNING: Berwick College fosters the pursuit of knowledge and skills. We strive to do our best, we consider new ideas and encourage best practice, and we select our learning opportunities.

RICH AND VARIED PATHWAYS: Berwick College aims to prepare each person for diverse pathway choices and to make a successful transition into further education, training and employment.

POSITIVE RELATIONSHIPS: Berwick College uses democratic processes in its decision making and promotes social justice and equality of opportunity. We treat others with consideration and understanding, we are truthful and trustworthy, and we work with others.

PERSONAL GROWTH: Berwick College values the unique qualities of each person and accepts their worth as individuals. We meet our expectations, we are accountable for our actions and we work with effort, energy and persistence.

Our students are placed in one of eight Learning Teams in order to build strong relationships with the home and to personalise our processes. Each Learning Team has eight Home Groups lead by a Home Group teacher to ensure our students and families have a familiar staff member as their first contact. The best interests of our students is our guiding principle and we work closely with our families to get the best possible outcomes.

GUIDING PRINCIPLES:

As students come to the end of their journey at Berwick College, we aim for them to:

1. Possess the life skills which enable them to face challenges with confidence, resilience, empathy and respect.

2. Be adaptable to change and embrace on continuous learning through problem solving, creativity and thinking critically.

3. Have a continuing sense of community, both locally and globally and an awareness of the importance of the environment.

Dedicated teachers, wellbeing staff, career guidance and transition programs ensure our students are well supported and well cared for throughout their school

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.

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.

- Provide specialist advice, under supervision of senior personnel, to students in relation to the handling and use of materials and equipment.
- Advise and assist staff in safety matters relating to a specific functional area, e.g. handling of chemicals in a science laboratory.
- Assist with the provision of a reference service to teachers.
- Develop and implement safety procedures within work and/or teaching areas in accordance with school policy and relevant safety legislation.
- Advise teachers about technical components of curriculum implementation.
- Manage experiments and/or use of equipment and materials under the supervision of teachers and provide basic instruction where required.
- Initiate, design and develop basic computer systems and undertake routine software design.

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

APPLICATIONS NEED TO INCLUDE:
A specific response to all of the selection criteria and position details. It is suggested that applicants limit their response to no more than six (6) pages.

APPLICATION PROFORMA:

To include -
1. A cover sheet providing the name of the applicant and Department of Education and Training record number (where applicable),Working With Children Check card number, (employee category), the position applying for including the vacancy number, home address and contact telephone number/s.
2. A Curriculum Vitae including experience and qualifications.
3. The names and contact details of three (3) referees who can provide information regarding the applicant in relation to the selection criteria.

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.

Welcome to St John of God Health Care

St John of God Health Care is a leading health care provider, with private and public hospitals, home nursing and Social Outreach services throughout Australia.

With over 120 years' experience in health care, we have an excellent reputation as a caring, nurturing and supportive employer. Learning is highly valued and there are many opportunities for professional development.

The Position

St John of God Geraldton Hospital is seeking applications from suitably qualified and experienced Registered Midwives to join our team in delivering an excellent standard of patient care.

We have one Permanent Part Time position available, with 56 hours per fortnight on offer for the successful candidate. We also have several Casual positions available. Employment status will be discussed at interview.

If you are a passionate Registered Midwife who is dedicated to contributing to an exceptional patient experience, we would love to hear from you!

The successful candidate will have:

• A willingness and capacity to embrace the Mission and Values of St John of God Health Care.
• Registration with the Nursing and Midwifery Board of Australia as a Registered Midwife.
• Recent clinical experience in an acute care/relevant environment
• Ability to work collaboratively in a multi-disciplinary team.
• Well-developed skills in communication, conflict resolution, negotiation and problem solving.
• Commitment to personal and professional development.

The Benefits:

• Salary Packaging & Corporate Discounts
• Parking Available
• Professional Development

* All applicants must address the Selection Criteria (as detailed on the last page of the Position Description) *

St John of God Health Care embraces diversity and strongly encourages applications from Aboriginal and Torres Strait Islander peoples, and people with disabilities. We are committed to providing a safe environment for all children and vulnerable people in our care; and proactively take measures to protect children and vulnerable people from abuse.

For enquiries about this position, applicants should contact Susan Dempsey, Nurse Unit Manager on (08) 9965 8820 

Applications Close: 9pm 5^th January 2020

SCHOOL PROFILE

Pinewood Primary School situated in Mount Waverley is proud of our history of outstanding achievement. We continue to provide high quality education to students from various backgrounds and with a range of educational needs and abilities.

The school has a current enrolment of 778 students. Pinewood is set in a peaceful environment of natural, landscaped grounds.

We have a reputation for high academic achievement in English and Maths but also place a high emphasis on sport, physical education, STEM and the Arts. The School Strategic Plan emphasises Literacy, Numeracy and the skills required for our students to be 21^st Century Learners. Developing high quality ICT skills through an inclusive curriculum will enable students to thrive in an Inquiry Based learning environment. All year levels have access to sets of iPads in addition to desktop and notebook computers.

High school connectedness levels are a result of a highly supportive and enthusiastic community, an effective School Council, committees and a Parents Association which successfully coordinates a range of community and fund raising activities. Parents participate in school maintenance activities and contribute directly to learning programs such as literacy, numeracy, sport and school camps and excursions. A strong partnership between home and school encourages school community members to work together to provide a quality educational facility for the Pinewood community.

A strong culture of teamwork exists within the staff team at Pinewood. Teams of teachers work together, actively sharing knowledge and expertise and providing support and feedback to one another. Professional learning is collaborative with a focus on whole school improvement through the development of individual teaching capacity. More recently we have placed an emphasis on explicit teaching, assessment, student feedback and differentiated learning tasks. Enrichment and support occurs in each classroom and through external programs including Reading Recovery and English as an Additional Language (EAL) intervention. Students are provided with the opportunity to participate in a number of extra-curricular activities.

We place great emphasis on providing a caring and supportive environment for students, staff and parents. Our whole school values are Respect, Self-Confidence, Optimism, Integrity and Responsibility. We encourage students and staff to reach their individual potential by recognising and rewarding achievement, effort and excellence and sharing our learning. We promote student wellbeing through a proactive focus on relationship development utilising Restorative Practices, providing opportunities for students to develop qualities and life skills through the explicit teaching of our school values as well as an emphasis on resilience, team work, problem solving, creativity and innovation.

The grounds of Pinewood Primary School are extremely well maintained. Large areas of synthetic turf, quiet garden spots and naturally shaded grounds feature highly and encourage all members of the school and community to be part of a continually developing, sustainable environment.

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.

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

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

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

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

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

• 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

Hazel Glen College is located in the City of Whittlesea, one of Melbourne’s fastest growing municipalities. The local population has grown rapidly and continues to grow. Hazel Glen College has an active and integral role in the ongoing development of the Doreen community hub.

The College commenced at the beginning of the 2014 school year with 143 students. Growth of the College has been rapid, with the College growing to 2500 students and over 300 staff, in only a few years. The College structures are based on educational research of the stages of learning. This comprises a Kindergarten, Junior School P-4, Middle School 5-8, Year 9 Centre and Senior School 10-12, with our first year 12 graduates in 2020.

A Child Family Centre, comprising, kindergarten, extended day care, playgroups, intervention services, maternal health centre and various other community service groups, co-located on the school site, creates an exciting and innovative early childhood education precinct.

The College motto, Learners today - Leaders tomorrow, leads the direction for our students. It is the expectation of all staff across the College to guide students and develop skills, attitudes and values required to fully participate in the rich educational journey at the College and life in the 21^st century.

Hazel Glen College enjoys outstanding physical resources that provides students with the best possible educational opportunities. The modern facilities and teaching and learning practice represent an exciting opportunity for students and parents and establishes the College’s culture, values and nature.

Hazel Glen College is committed to the academic and personal growth of every student.
A focused curriculum, dedication to innovation and a culture of care and support, allows us to meet this commitment. A balanced and comprehensive curriculum constantly challenges students to extend their learning. In providing 21^st Century teaching and learning, there is a strong focus on STEAM education across the College.
 
Our aim is to challenge students to be the very best they can be and importantly, help every student reach their potential. The skills needed for the 21^st Century, which support a love of learning that goes beyond the classroom, is actively embraced by our College.

SC1 Holds a current Provide First Aid (HTLAID003) Certificate and has a sound knowledge of first aid practices in a school environment in line with the Child Safe Standards and College Code of Conduct.

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.

The main duties to be performed are:

• Junior School Sick bay
• Excellent word processing skills – Office
• Assisting with Customer enquiries
• Filing
• Photocopying

Other duties as delegated by the Business Manager/Principal

To be a proactive and enthusiastic member of the Hazel Glen College Administration team to deliver an excellent support system for the teaching, non-teaching staff, students, parents and members of the wider school community.

Create the right first impression to all visitors to the college.

• Provide excellent data entry, word processing and general office skills to support and maintain the focus of Hazel Glen College – i.e. academic excellence.
• Maintain procedures and initiate positive improvements to enhance the smooth running of the school’s first aid area.
• Demonstrate high standards of service excellence.Work to maintain and enhance relationships within the school community.
• Undertake other duties relevant to the field of responsibility as requested by the Business Manager or Principal Class.

Provide First Aid (HTLAID003) certificate is required.

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

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

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

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

- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.

- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.

- A probationary period may apply during the first year of employment and induction and support programs provided.

- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Link to Hazel Glen College Child Safe Code of Conduct

http://www.hgc.vic.edu.au/child-safe/

Applications should include:

A specific response to all of the key selection criteria and position details.

Please attach application containing the following:

1. A cover sheet providing the name of the applicant, record number (where appropriate), home address and telephone number, telephone number of the school(s) or location where the applicant can be contacted, the position you are applying for and the vacancy number of the position

2. Specific Key Selection Criteria response

3. A CV with a summary of experience and qualifications

4. The names, email address and contact details of three referees who can provide information regarding the applicant in relation to the key selection criteria.

South Melbourne Park is a new state of the art school that opened its doors at the beginning of 2019. Enrolments are predominately Preps and Year 1. The successful applicant has a unique, exciting and rare opportunity to be a member of the administration team and help shape the culture of South Melbourne Park Learning Community.

Located in Albert Park Reserve, the new South Melbourne Park Primary School offers students modern learning facilities in a unique heritage setting, surrounded by parkland and one of Melbourne’s leading sports precincts. The historic Albert Park Signal Depot and Drill Hall buildings have been repurposed as specialist learning spaces for art, science, technology, music and exhibitions. They sit alongside a new state-of-the-art learning block, designed for 21st century teaching methods, and a gym with a competition-grade netball and basketball court.

Teaching and pedagogy inside the learning precincts aspire to world’s best practice with staff operating in Professional Learning Communities. Being able to work as a contributing and compassionate team member is paramount. The learning philosophy for South Melbourne Park is a Thinking Culture, Growth Mindset and Student Led Learning. South Melbourne Park aspires to become a place where children love to be. Every Friday is Passion Day, as learning just doesn’t happen at school, the successful applicant will nurture a joy in learning and inspire students to follow their passion.

THE VISION: South Melbourne Park is a place that inspires a new generation of curious minds.

CULTURAL VALUES:
KIDS AT THE HEART - We are here for the students

WHERE CHILDREN LOVE TO BE - We nurture joy in learning

A STEP AHEAD – We raise the bar to inspire each other

PLAY, AS A TEAM – We collaborate and thrive together

LEARNING JUST DOESN’T HAPPEN AT SCHOOL – We connect with our community and beyond

Additional Notes

• THE SCHOOL IS ACCESSIBLE BY PUBLIC TRANSPORT. ALL DAY PAID PARKING IS AVAILABLE AT THE BACK OF THE SCHOOL.

• PLEASE COMBINE YOUR APPLICATION RESPONSES AND CV OR OTHER ATTACHMENTS INTO ONE DOCUMENT.
• POSITION IS 3 DAYS PER WEEK FOR 2020.

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 Cases 21, Compass and the Microsoft Office Suite 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.

SC6 Capacity to work within the South Melbourne Park Primary Schools' vision and values of the school.

[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.

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

- First Aid Duties

- Preparation & circulation of the school newsletter.

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

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

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

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

- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.

- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.

- A probationary period may apply during the first year of employment and induction and support programs provided.

- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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

There has been a Primary School in Foster, South Gippsland, since 1872. The current site, in Pioneer Street, was established in 1965. It is situated in a rural environment located 30 kilometres from Wilson’s Promontory National Park.

The enrolment varies between 200-215 with a growing number of families moving into the school catchment area. The majority of students, however, come directly from the Foster Kindergarten and move on to South Gippsland Secondary School in Year 7. Students come from a wide area of the district, served by nine buses. Most parents are working parents and are based locally in farming, service, professional or tourism services.

The school is equipped with a variety of permanent classrooms, operating 9 grades, the majority of which are composites. There are nine classroom teachers, three specialist teachers, a Primary Welfare officer, together with five Educational Support staff.

Government and School Council funds have been used to refurbish and rebuild facilities to support modern teaching methods and flexible learning areas.

Our students are given opportunities to participate in a variety of extra curricula activities and programs such as Camps, Excursions, Incursions and Interschool Sports.

The school has updated its ICT resources, having a mix of desktops, laptops, netbooks & iPads. The computer ratio for students is 1:1. All staff have laptop computers/ipads.

English and Mathematics remain central to the curriculum, underpinned by an emphasis on Learning to Learn (Guy Claxton). The school offers a range of specialist classes which appeal to different learning styles and organises incursions which address areas such as drama, science, writing, music or performance skills. Sport, Music, Dance and Drama are popular in the wider school community and students are encouraged to participate both in and out of school hours.

The school is a Stephanie Alexander Kitchen Garden School. This program is timetabled to support the curriculum and is accessed by all students from Grades 3-6.

Foster Primary School values its strong links with the wider community with Volunteers supporting school programs in areas such as LAP, classroom helpers, Camps & Excursions and the Kitchen Garden.

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. (Level 2 First Aid essential)

SC3 Demonstrated proficiency in the use of office systems, including CASES21, 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.

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

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

Edgars Creek Secondary College is a new school located in Epping North/Wollert. Edgars Creek Secondary College is providing students from Year 7 – 12 with the opportunity to access world-class educational facilities. It is a co-educational school that will form part of a wider education and community precinct, which along with the secondary college will include a primary school, a community activity centre and a council reserve. The College is now in its second year with over 230 year 7 and 8 students, It will grow year level by year level with the first Year 12 cohort in 2023. The College was allocated $22,800,000 in capital works funding in the 2019 State budget. This will enable the construction of Stage 2 buildings which will include specialist Food, Performing and Visual Arts, Sports facilities and learning communities.

The school has a state-of-the-art STEM building, with a series of science labs, flexible break-out spaces, and material tech and digital technology learning spaces. The spaces have been specifically designed to cater for contemporary teaching and learning approaches with a focus on interdisciplinary project-based learning in the areas of design, technology and the sciences. Edgars Creek Secondary College also includes an additional two-storey administration and library resource centre. Edgars Creek Secondary College is designed to be a school that is an important piece of community infrastructure with its facilities being used in the future for the delivery of both educational programs and community projects.

Vision:

Edgars Creek Secondary College is a school that provides all young people with the opportunities to be passionate about learning, innovative and creative with their learning while developing a strong sense of community and global responsibility.

Mission:

Edgars Creek Secondary College is to provide an educational experience that will not just prepare students for future pathways in the 21^st Century but stimulate students to see the possibilities for innovation and inspire them to create their own unique opportunities for the future be it through further education, training or business enterprises.

Aim:

Edgars Creek Secondary College aims to equip all young people with the skills and capabilities they need for economic, social and cultural success in the 21st century. The personalized learning needs of all young people will be catered for via a highly differentiated curriculum. This will be supported by the use of evolving technologies, collaborative and problem-based learning and strong literacy and numeracy core skills. Students will build their skills, self-confidence, leadership abilities and community spirit through a rigorous, but rich and varied curricular and co-curricular program.

Expectation:

At Edgars Creek Secondary College the expectation is that all teachers are committed to collaborating in a multidisciplinary way while working in a professional learning community. All teachers are expected to develop and/or demonstrate a deep understanding of the College’s pedagogy (e.g.use of High Impact Teaching strategies; the work of Hattie and Marzano; data analysis) and the ability to action the delivery of a guaranteed and viable Victorian curriculum. The College has begun to develop a coaching and peer observation model which contributes to ongoing adult learning and skill improvement. It is an expectation and requirement that all teachers will embrace the School Wide Positive Behaviour framework that focuses on the teaching and re-teaching all students behavior expectations and routines. All staff work in partnerships with parents and families to provide ongoing feedback about student learning growth and wellbeing.

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 An understanding of current educational approaches to Teaching and Learning in a 21^st century environment, including the use of adaptable learning spaces, collaborative planning and expertise in the use of ICT to improve students learning outcomes in a one on one BYOD environment.

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

Applications should include:

1. A cover sheet providing the name of the applicant, record number (where appropriate), home address and telephone where you can be contacted, the position you are applying for and the vacancy number of the position.

2. Specific Key Selection Criteria response.

3. A CV with a summary of experience and qualifications.

4. The names, email addresses and contact details of three referees who can provide information regarding the application.

Link to Edgars Creek Secondary College Child Safe Code of Conduct http://www.edgarscreeksc.vic.edu.au/wp-content/uploads/2019/07/Child-Safe-Code-of-Conduct.pdf

• 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

Harvest Home Primary School is a Public Private Partnership (PPP) School that opened in 2017. Under the PPP model, the school is designed, constructed and maintained by the private sector to high contractual standards over 25 years, allowing Principals and teachers to focus on student learning, rather than asset management. The School is located on Harvest Home Road, Epping in the City of Whittlesea and has a current enrolment of 824 students.

The state of the art facility provides the very best in contemporary educational design and promotes active student-centred learning through the creation of ICT rich, adaptable and functional learning environments. Through this approach, students are empowered to think ‘beyond their own context’ which enables them to be connected as a ‘global citizen’. The school has been designed with a strong emphasis on community partnerships, with a ‘community hub’ that encourages community engagement and use. A full size Stadium, Performing Arts studio and two STEAM centres provide students and teachers with facilities that are reflective of 21st Century design and learning.

Teachers and students work in Learning Communities to create flexible teaching options and to better cater for the individual needs of all students. All teachers adopt a shared responsibility for all students within each Learning Community. The curriculum and teaching program and strategies encourage all students to have high expectations of themselves and their work, and to produce their best in a positive climate.

The school has exemplary programs and is seen as a prominent school in the area of School Wide Positive Behaviour Support (SWPBS) and Respectful Relationships which are both underpinned with a Positive Climate Training Centre. Other programs also include STEAM, Sport, Literacy and Numeracy, together with the Arts. All students participate in the Specialists subjects of Physical Education, Visual Art, Media Art/Performing Art, Science and Spanish.

The school provides access to an education of the highest quality for the young people of Epping. Students are engaged through stimulating, relevant and inspiring educational experiences that ignite a life-long passion for learning and a strong community connectedness. Harvest Home Primary School upholds high expectations for all with an emphasis on embedding our positive school culture.

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.

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.

- Coordinate the delivery of administrative services within the school.
- In consultation with the principal, determine and manage work priorities within the school office.
- Develop and implement strategies to ensure effective administration procedures.
- Maintain school's records system, including computerised student, staff and school records.
- Coordinate the implementation of requisitioning, purchasing and issuing procedures.
- Manage client reception.
- Liaise with school staff in regard to support requirements.
- Coordinate staff timetabling.

• Must have Cases21 experience
• Ensure all attendance data is accurately entered on Compass.
• Contact parents to follow up unapproved student absences.
• Process and distribute student late/leave passes
• Maintain and process student enrolments and transfers
• Maintain and replenish Enrolment Packs
• General reception duties
• Providing First Aid services to students
• Entering sick bay visits
• Work effectively with other team members
• Other duties as directed by the Principal and Business Manager

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

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

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

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

- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.

- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.

- A probationary period may apply during the first year of employment and induction and support programs provided.

- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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

• Are you interested in joining the best of the best?

Anytime Fitness Jandakot is currently looking for an enthusiastic, experienced and results based Personal Trainer who wants to maximise their opportunities.

If the answer is YES! Then keep reading... because we want you!

Anytime Fitness Jandakot is an established and highly regarded 24/7 fitness club within this leading international brand.We have an amazing member base, excellent support programs and a Club culture that is like no other.

What we are looking for in our new team member:

• Friendly, outgoing individual who has a passion for helping people
• Loves fitness, and understands in the importance of healthy living
• Cert III and IV in Fitness 
• First Aid and CPR training (current certification)
• Police Check Clearance
• Working with Children Card

What we can offer you as a Personal Trainer!

• Excellent support while you build your business in a high performance culture
• Fun, dynamic and supportive team environment
• Flexible working hours 
• Flexible setup structure (including employment opportunity for the right candidate)

Who are we?

We are Family. We are Mothers, Daughters, Fathers, Sons. We are Friends. We are Teammates, Leaders. Soulmates. We are Accountants, Pilots, Doctors, Lawyers, Professors and Hockey Players. We're Champions of Wellness. We're for generosity. Giving back. We believe in Optimism. We are Warriors who work hard. We are Designers of our own lives. Trailblazers. Star Reachers. We are Positive. Powerful. Unstoppable. And Awesome. We are Life Changers. 

Inspiring Lifelong Learning

Lilydale Heights College is a single campus co-educational 7 to 12 College located in the northern area of Lilydale.

Established in 1970, Lilydale Heights has not only responded positively to, but also anticipated change and as a result has met community needs. The College, which draws its student population from a diverse range of backgrounds, has an effective and supportive College Council and parent body. Teaching and educational support staff are a committed and professional staff team.

Lilydale Heights College is a fully inclusive learning community which enables students to become successful lifelong learners and confident global citizens.

This core purpose is underpinned by three core values:

Excellence: Challenging yourself to achieve your best

Respect: Respecting yourself, others and our environment

Responsibility: Being accountable for all your actions

At Lilydale Heights College we aim to give every student the very best possible education in order to prepare them for life beyond school. We are purposefully striving to keep pace with our exciting world by connecting students and learning programs that are rich and varied. At Lilydale Heights we teach more than subjects. We understand the need to prepare our students to meet an ever changing future. We educate for life and work to inspire lifelong learning.

Lilydale Heights College builds on its culture, diversity and values, developing the qualities, talents and strengths of each young person; it engages with the needs and interests of society and with the challenges of higher education and the workplace.

Our educational program is wide and varied and our record of success is outstanding. Students find they can pursue their interests and strengths to the best of their ability, and are encouraged to achieve their personal best. We are proud of our record and of our success in helping students achieve their dreams once they leave school.

Lilydale Heights College has a strong and supportive College Council that ensures that the school continues to excel in everything we do. In addition, we have a structured leadership profile where every child has a Learning Leader, Student Liaison Coordinator and Form teacher to help support their learning. Students are also supported in their learning through the work of our Student Welfare and Careers Coordination teams. This structure allows Lilydale Heights College to support every individual student and assist them in their journey throughout their secondary schooling life and beyond.

Beyond the classroom students are encouraged to involve themselves in the broad co-curricular program. Learning here takes place in many shapes and forms. Students have the opportunity to participate fully on the sporting field, in music ensembles, on the stage, in student leadership activities, Vocational Education and Training courses, in the Technology, Hospitality and Foods areas, to travel to our sister schools in Japan and China as well as attend local camps around Victoria and Australia. Our Deb Ball, Year 10 Formal and Year 12 Social complete the social calendar, providing positive social interactions and important moments on the journey to adulthood.

www.lilydaleheights.vic.edu.au

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.

- Provide specialist advice, under supervision of senior personnel, to students in relation to the handling and use of materials and equipment.
- Advise and assist staff in safety matters relating to a specific functional area, e.g. handling of chemicals in a science laboratory.
- Assist with the provision of a reference service to teachers.
- Develop and implement safety procedures within work and/or teaching areas in accordance with school policy and relevant safety legislation.
- Advise teachers about technical components of curriculum implementation.
- Manage experiments and/or use of equipment and materials under the supervision of teachers and provide basic instruction where required.
- Initiate, design and develop basic computer systems and undertake routine software design.

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 position is 4 days a week but can be flexible with the days and hours.

• 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

Amazing opportunity for a qualified Sonographer to join the leading imaging provider. They are seeking somebody to join their locations along the beautiful Northen Beaches of Sydney. 

This provider delivers exceptional patient care and imaging excellence. Further your career whilst working in one of Sydney's most desirable areas - enjoy the tranquillity of some of NSW's top beaches yet within easy reach of the bustling CBD. 

You will benefit from top Radiologists on-site and have access to the best facilities and equipment available. 

Hours can be flexible and based around your lifestyle - if desired evening and weekend work is also available. 

Requirements:

• Full ASAR Accreditation
• + 2 Years' Experience
• MSK and Vascular Highly Desirable
• Professional and Personable Approach

• Up to $80 / hr + Paid Incentives
• Work Alongside Top Radiologists
• Join Australia's Leading Imaging Provider
• Flexible Hours
• Focus on Professional Development with Paid Conference Leave
• Experienced Team - Sub Speciality Expertise
• Focus on High-Quality Service 
• Modern Purpose Built Facilities
• Convenient Locations for Transport Hubs
• Close to beaches and CBD
• On-Site Parking 

If you think you would be a good fit for this role email your resume to Judith (Principal Associate, Medical Imaging) on

and feel free to follow up with a phone call to +61 468 718 119 - all in confidence!

I focus on Medical Imaging roles throughout Australia and would love to have a chat with you and help further your career.

We are the industry leaders in healthcare recruitment

For more Imaging Jobs in Sydney please visit www.gorillajobs.com.au

• Work alongside vulnerable young people as a part of an allied health team
• Permanent full time position available located at Orange
• Attractive salary and generous development benefits

About Marist180

Marist180 (www.marist180.org.au) is a not-for-profit organisation committed to creating positive change for vulnerable young people and their families. Following a successful application to deliver the Intensive Therapeutic Care contract (replacing Out of Home Care in NSW), Marist180 is now seeking applications from industry professionals including Youth Workers, Case Managers, House Managers, Allied Health Professionals and Therapeutic Specialists.

The Position

As a direct influence of the Intensive Therapeutic Care contract, we are now seeking experienced Allied Health Workers for the Orange region. Use your expertise to assess and address the needs of children and young people as well as the support and training of staff within the agency.

This role works very closely with staff to deliver appropriate therapeutic interventions with children and young people who have experienced significant trauma, to ensure that all decisions reflect the needs of the child or young person are guided by principles of permanency planning.

The Candidate

We are looking for resilient and practical applicants who are committed to providing therapeutic support to our young people in care through positive engagement and advocacy, working within the community towards trauma integration.

To be successful it is essential you:

• Degree in Social Work, Family counselling, Psychology, Mental Health Nurse or equivalent
• Minimum 5 years’ post degree experience
• Possess experience in working with children and young people experiencing complex trauma and working with families within the child protection system
• Demonstrated experience in working with the issues faced by children and young people of a complex trauma background
• Demonstrated capacity to assist staff to support young people; and
• Registration in a relevant professional body
• Unrestricted and current NSW Drivers licence (minimal Provisional 2 - Green P's)
• Current and valid First Aid and CPR certification
• Working with Children's Check
• Clear National Criminal History Check

Applicants who have training and experience in working in disability services, drug and alcohol, mental health and juvenile criminal justice will be highly regarded.

How to apply

This is a role where you truly can make a difference. For more information on the requirements of the role, please refer to the position description attached.

Click “Apply Now” to submit your online application, please ensure you attach a resume and a covering letter describing how you meet the position requirements.

Marist180 is committed to building a diverse and inclusive culture across the agency. We welcome and encourage applications who meet the requirements of the position from diverse community groups and ages including Aboriginal and Torres Strait Islander, people with disabilities and other diversity groups. Marist180 recognises the benefits that such an approach brings for our staff and clients within our programs.

Please Note: Successful applicants will be subject to a National Criminal History Check and a verification of your Working with Children’s Check. Only successful applicants will be contacted

Australia’s largest inflight caterer, we are chosen by many of the world’s airlines for our fresh award-winning meals and outstanding service.

With a geographically diverse footprint, we employ over 4,000 people across 9 cities, produce over 64 million meals and service over 246 thousand flights each year.

Offering a suite of services, we are more than an inflight caterer. We also manage buy-on-board catering programs, provide inflight retail solutions, operate airport lounges and provide readymade meal manufacturing for export, airline and non-airline markets.

Parent company dnata - part of the Emirates Group – is one of the world’s largest air services providers. Established in 1959, the company ensures the aviation industry operates smoothly and efficiently in 127 airports. Offering ground handling, cargo, travel, and inflight catering services in 85 countries across six continents, dnata is a trusted partner for over 270 airline customers around the world.

The Opportunity

We have two full-time Safety Adviser/Trainer positions available to join our team based at the Sydney Airport (dC).

Key Responsibilities

• Contributes to the administration and implementation of an occupational health and safety activities plan aimed at reducing the incidence of accidents within the company
• Supply Induction and other safety specific training to employees and contractors
• Conducts regular safety inspection audits and recommends specific accident prevention control measures including those related to safety training
• Assists port leadership and provides WHS advice to stakeholders in regard to safety and risk prevention with guidance and clear guidelines always available
• Assists Managers/Supervisors maintain compliance with the company safety policy

Selection Criteria

• Demonstrated success in a similar role
• Completed Cert IV in WHS or higher combined with experience in applying this knowledge in a work environment
• A Certificate IV in Training & Assessment
• Understanding of law in regard to industrial relations and workers' compensation matters
• Knowledge of WHS legislation
• Knowledge of the WHS system development
• Strong influencing skills
• Sound knowledge of statistical analysis, ergonomics, safety investigation
• Experience in job safety analysis, risks and hazard management
• Comprehensive knowledge of accident investigation techniques
• Knowledge and experience of Injury Management & RTW procedures
• Must be energetic, passionate and enthusiastic with a demonstrated focus on system improvement

Benefits

• Flexible working arrangements
• Competitive pay rates
• Career advancement opportunities
• Company benefits and incentives – including up to 5 weeks’ annual leave for full-time employees and discounted private health insurance
• Supportive and friendly team environment

If this sounds like you, please apply via https://dnatacatering.expr3ss.com/home

Please see the Position Description for more details.

Be sure to include a covering letter addressing the key criteria set out in the Job Advertisement shown here as the first page of your resume. 

We thank all applicants in advance as only successful applicants will be contacted for an interview.

The successful candidate is responsible for covering her / his own relocation expenses.

Bob Jane T-Marts has a great opportunity available for an experienced Tyre Fitter to join Sunbury's fast paced team.

ABOUT THE ROLE:
We are looking for people who have mechanical aptitude and genuine interest in the industry who want to make a career within a family business.

In this role you will be responsible for:

• Removing and replacing tyres
• Diagnosing tyre damage & wear
• Diagnosing wheel balance problems and balancing wheels
• Performing puncture repairs conforming to relevant standards
• Selecting correct tyres tubes and rims and accessories
• Providing high standard of customer service in a professionally presented environment

ABOUT BOB JANE T-MARTS:
Founded in 1965, Bob Jane T-Marts has established itself as Australia’s leading independent tyre retailer and has a national network of franchised and company owned tyre retail stores that provide exceptional service across approximately 150 stores nationwide.

Embracing over 50 years of experience, Bob Jane T-Marts remains the most trusted name for tyres, wheels and batteries in Australia.

WHAT YOU WILL NEED:
We are looking for someone with the following skills, experience & attributes.

• A current manual driver’s licence - Essential
• Excellent customer service skills
• Honesty and integrity
• Have a cheerful "Can do" Attitude
• To be punctual & reliable
• To have good communication skills
• Previous tyre fitting, balancing and fault diagnosis experience preferred, but not essential
• Sound knowledge and adherence to OH&S practices
• Must be able to work on Saturdays
• Appropriate Australian working rights
• Have a genuine interest in the industry
• Willing to undertake ongoing training and development

In return you will be offered the opportunity to develop your technical skills through ongoing training and development, career progression and job security in an industry leader as well as other employee benefits.
 

Please include a cover letter and resume giving us a brief overview of your previous relevant experience and what interests you in this role.

If you're ready to join Australia's No. 1 team in tyres,

please apply now! 

Healthcare Australia Victoria are seeking passionate Registered Nurses to join a nationwide team of health professionals that touch the lives of over 35,000 people in care daily.

With shifts being offered on a casual basis at facilities across Melbourne, you will be able to provide a high level of care and support to patients with varying needs, and liaise with permanent hospital staff to ensure optimal patient outcomes.

To be considered for this role, you will be able to demonstrate:

• A current AHPRA registration
• At least 12 months recent experience as a Mental Health nurse
• Post-graduate qualification highly regarded
• Interest in, or experience with, correctional health a bonus
• Ability to travel for shifts using public transport or your own vehicle

Join the Healthcare Australia family to discover great benefits, including:

• Flexibility to decide when and where you work
• Choice of weekly pay or QuickPay service to receive payments within 48hrs of a shift
• Free online and practical education packages that equal CPD points
• Unbeatable bonus & incentive schemes (CASH 4 HOURS & Refer a Friend)*

For further information or a confidential chat, contact Rose Scullion on 03 9009 6422 or register your details at www.healthcareaustralia.com.au 

HCA Victoria is Melbourne's leading specialist nursing agency and forms an integral part of Healthcare Australia, Australia's largest national healthcare recruitment solutions provider.

We are here to support nurses at all stages of their career and can offer you flexibility and even the opportunity to travel due to our national scope.