RESULTS
JOB ALERT SUCCESSFULLY CREATED
A job alert for jobs matching “all jobs” in “any industry” has been created and a welcome email has been sent to . You will start to receive Job Alerts for this search within 24 hours.
19
March
Sessional Consultant Anaesthetist
The Royal Victorian Eye and Ear Hospital - Melbourne, VIC
SESSIONAL ANAESTHETISTS Situated only minutes from the Melbourne CBD, The Royal Victorian Eye and Ear Hospital is a world class specialist hospital in...
Source: uWorkin
The Royal Victorian Eye and Ear Hospital
19
March
Sessional Consultant Anaesthetist
The Royal Victorian Eye and Ear Hospital - Melbourne, VIC
Health, Medical & Pharmaceutical
Source: uWorkin
JOB DESCRIPTION
SESSIONAL ANAESTHETISTS
Situated only minutes from the Melbourne CBD, The Royal Victorian Eye and Ear Hospital is a world class specialist hospital in eye and ear care providing services across Victoria. As Australia’s only specialist eye, ear, nose and throat hospital, the Eye and Ear has been providing care for the senses for 150 years. The Eye and Ear has almost 60 different outpatient clinics for the diagnosis, monitoring and treatment of vision and hearing loss and provides a 24-hour emergency eye and ear, nose and throat service.
About the role:
An opportunity exists for Specialist Anaesthetists to join our team of approximately 80 VMOs in the Department of Anaesthesia at our East Melbourne location. You will be responsible for the provision of anaesthetic services for the 8 theatres and outpatient preadmission clinic. You will participate in audits and educational duties including teaching and training for our provisional fellows and registrars. Participation in the after hours oncall roster is expected.
Successful applicants will be Fellows of the Australian and New Zealand College of Anaesthetists (FANZCA) or equivalent.
We offer attractive employment conditions, including free parking and salary packaging.
You will be required to undertake a police records check and provide evidence of a working with children check and COVID vaccination prior to commencement.
The Royal Victorian Eye and Ear Hospital
19
March
2024 Emergency Medicine Registrar
Eastern Health - Melbourne, VIC
2024 Emergency Medicine Registrar Limited Term Full Time Join a Values Based Organisation Generous Salary Packaging and Employee Benefits East...
Source: uWorkin
Eastern Health
19
March
2024 Emergency Medicine Registrar
Eastern Health - Melbourne, VIC
Health, Medical & Pharmaceutical
Source: uWorkin
JOB DESCRIPTION
2024 Emergency Medicine Registrar
- Limited Term Full Time
- Join a Values Based Organisation
- Generous Salary Packaging and Employee Benefits
Eastern Health
Eastern Health is one of Melbourne’s largest public health services. We provide a range of emergency, surgical, medical and general healthcare services, including maternity, palliative care, mental health, drug and alcohol, residential care, community health and state-wide specialist services to people and communities that are diverse in culture, age, socio-economic status, population and healthcare needs.
About the role
As the leading public health service in the Eastern Region, we are recruiting Emergency Medicine Registrars for the 2024 clinical year.
We offer:
- Multiple training sites (Box Hill Hospital, Maroondah Hospital, Angliss Hospital) for core ED time. Each department is a mixed adult and paediatric department.
- Multiple rotations including
- critical care,
- anaesthetics,
- paediatrics,
- Emergency ultrasound special skills program,
- Royal Victorian eye and ear
- other tertiary external sites
- 150,000+ ED attendances per year
- Long standing Network commitment to emergency medicine training with a dynamic program and hands on workshops
- Dedicated CME time
- Comprehensive Primary and Fellowship teaching both Site based & Network
- >50 FACEMs for training and education & a dedicated teaching team
- ACEM examiners at all sites
- Paediatric log book accreditation
- Support for ACEM 4.10 research
- Quality improvement and leadership training in accordance with ACEM training
- Involvement in mortality and morbidity meetings
- EMC/D supervisors at all sites
- Financial support for educational courses and examinations
- Active sim program
- Emergency Ultrasound training
- A commitment to trainee wellness, mentorship and support
- Advanced Paediatric Life Support courses
About you
To be successful in the role you will have:
- Recent experience in Emergency Medicine
- Junior Registrars (HMO3 +) will be considered
- ACEM Trainee desirable
- Well-developed interpersonal and leadership skills
- Ability to work as part of a diverse team
- Strong commitment to high quality patient care
Please refer to the attached position description for further details of the role. For any queries please contact the Directors of Emergency Medicine:
Maroondah Hospital Director, Dr Robyn Gunn - 03 98713150 or robyn.gunn@easternhealth.org.au
Box Hill Hospital Director, Dr Jane Lukins - 03 9975 6043 or jane.lukins@easternhealth.org.au
Angliss Hospital Director, Dr Marty Koolstra - 03 9759 1940 or martin.koolstra@easternhealth.org.au
Vaccination against infectious disease is a mandatory requirement of this role. An offer of employment is conditional on you providing evidence that you are currently vaccinated against COVID-19 with booster & Influenza, prior to commencing employment.
What we offer
Eastern Health offers a variety of fantastic Employee Benefits, view the extensive range here!
- Diverse and engaging career opportunities
- Friendly & supportive team
- Salary packaging options
- Career progression in our teaching hospitals
Next Steps
If you believe you have the ability to make a difference in this rewarding industry, apply today!
Please note:
- All applications must be submitted online via E-Mercury
- All appointments are made subject to a satisfactory Fit2Work Check, where preferred candidates will be required to complete a Criminal History Check at the expense of Eastern Health.
- You must have Australian work rights to apply for this position.
- Recruitment agency applications will not be accepted.
Eastern Health is a child safe organisation, committed to promoting the wellbeing and cultural safety of Aboriginal children, children with disabilities and all children in their diversity.
Eastern Health is committed to creating a diverse and inclusive environment that welcomes and values all people. We recognise that diversity is essential in ensuring Eastern Health provides the best service to its consumers.
Aboriginal and Torres Strait Islander peoples, women, those from the LGBTIQ+ community, people living with disability and those from a culturally and linguistically diverse background, are strongly encouraged to apply. Those seeking support in submitting an application are welcome to contact the hiring manger listed or feel free to contact the Talent Acquisition team.
Values in Action: Respect for all | Safe always | Partnering in care | Learning and improving every day
**Please note applications will be screened upon receipt and advertising may close prior to the closing date.**
Eastern Health
19
March
Registrar - Paediatrics
Grampians Health - Ballarat Central, VIC
Paediatric Registrar 6 month fixed term, full-time (86 hours per fortnight) Commencing August 2024 till February 2025 About Grampians Health ...
Source: uWorkin
Grampians Health
19
March
Registrar - Paediatrics
Grampians Health - Ballarat Central, VIC
Health, Medical & Pharmaceutical
Source: uWorkin
JOB DESCRIPTION
Paediatric Registrar
6 month fixed term, full-time (86 hours per fortnight)
Commencing August 2024 till February 2025
About Grampians Health
Grampians Health provides healthcare to a large region at our campuses based in Ballarat, Dimboola, Edenhope, Horsham and Stawell.
Our mission is to deliver sustainable healthcare tailored to evolving community and workforce needs. We strive to enhance services and careers, providing quality healthcare to rural and regional communities. Joining Grampians Health means being part of a diverse team, with a variety of career opportunities in acute, maternity, mental health, allied health, aged care and support services.
About the role:
Grampians Health Ballarat has a 20-bed Paediatric & Adolescent Unit and a 10-bed Level 4 Special Care Nursery. We also operate a Paediatric Day Medical Unit (embedded within the Paediatric Ward) and noncomplex general, orthopaedic and ENT surgical services for children. We have 24-hour on-site staffing from Paediatric Residents and Registrars, as well as 24-hour on-call Paediatric consultant staffing provided by Paediatric VMO specialists, as well as extensive public and private paediatric outpatient services.
We have had a single paediatric Registrar position become available in the second half of this year: Second 6 months (Aug ’24- Feb ’25) x 1 position.
This position is accredited through the Royal Australasian College of Physicians (Paediatrics) for Advanced Training in General Paediatrics (General Paediatrics with a perinatal component; Rural/regional training). Although suitable for Advanced Trainees in Paediatrics, the position is well supported and would be suitable as an unaccredited Paediatric Registrar position.
This position is a full-time 1.0 EFT position. Successful applicants will work on a rotating roster alongside six other Paediatric Advanced trainees, with broad exposure to both inpatient and outpatient paediatric and neonatal medicine. The position includes a requirement for 1 night on call most weeks and 1 weekend in 7 (with 24-hour consultant support provided).
Ballarat Region
Ballarat is the largest centre in Western Victoria and the states fastest growing inland city. Dubbed Australia’s most liveable city in 2020, Ballarat is home to first class education, fine dining and boutique shopping. Uniquely located within easy access to Melbourne, Geelong, Bendigo and the Western district, Ballarat is blessed with some of Australia’s most significant heritage buildings and natural landscapes.
Please contact Dr. David Tickell, Consultant Paediatrician on david.tickell@gh.org.au, with specific enquiries.
All appointments are subject to a satisfactory police records check, immunisation clearance and Working with Children check.
All employees must be willing and able to wear Personal Protective Equipment (PPE) when required, which at a minimum is a surgical mask. Additional PPE requirements are role dependent.
Grampians Health is a child safe organisation, committed to the safety and wellbeing of all children and young people.
Grampians Health is committed to providing a diverse and inclusive workforce. We encourage applications from Aboriginal and Torres Strait Islander people, people with disability, people from culturally and linguistically diverse backgrounds, mature age workers and lesbian, gay, bisexual, transgender, queer (or questioning), intersex and asexual LGBTQIA+.
19
March
Manager
Bendigo Health - West Bendigo, VIC
Work in an environment that offers: A supportive environment for career progression and development An opportunity to further your career The Posit...
Source: uWorkin
Bendigo Health
19
March
Manager
Bendigo Health - West Bendigo, VIC
Health, Medical & Pharmaceutical
Source: uWorkin
JOB DESCRIPTION
Work in an environment that offers:
- A supportive environment for career progression and development
- An opportunity to further your career
The Position
Position Title: Manager of Speech Pathology and Audiology
Classification: VW24-VW27
Pay per hour: $61.33 - $67.58
Hours per fortnight: 57 hours
Employment Status: Fixed Term - Part Time (October 2024)
Other requirements: COVID-19 Vaccination (3 doses)
Role Description
Managers at Bendigo Health are an integral part of the health care service team, providing leadership and direction to a dedicated staffing group.
A manager at Bendigo Health should have, or aspire, to, the personal qualities, knowledge and skills as described in the Bendigo Health Staff Capabilities Statement.
The Speech Pathology/Audiology Department provides high level clinical services to all areas of Bendigo Health, including inpatient units, outpatient services and community health. Speech Pathology provides evidence based expertise to consumers about the assessment and therapeutic management of swallowing and/or communication disorders. Audiology provides evidence based diagnostic hearing services.
The Manager of Speech Pathology and Audiology is one of the key members of the Allied Health Heads of Department leadership team responsible for operational, professional and strategic management of the Speech Pathology and Audiology departments.
Bendigo Health
Our 700 bed state of the art hospital was built in 2017. We are a leader in regional health care, combining outstanding services with a strong education, training and personal development culture. We have all of the latest technologies allowing our 5000 staff to deliver Excellent Care to Every Person, Every Time. Remuneration is in accordance with Victorian Public Health Enterprise Agreements and generous salary packaging arrangements are offered to all staff. Bendigo Health offer:
- Flexible Working Arrangements
- Salary Packaging
- Financial relocation support available for eligible applicants
- Reimbursements for the cost of obtaining any required pre-employment checks (Police Check, WWCC and/or NDIS Worker Screening Check)
- Staff health and wellbeing programs
- Access to recommended immunisations
- Smoke free environment
If successful for a position at Bendigo Health you must provide evidence of your full immunisation record as part of the on boarding process.
The Team
The Clinical Operations Division encompasses acute, allied health, cancer and mental health services. We provide a wide range of general medical, surgical and specialty services including but not limited to; Oncology, Cardiology, Renal, Emergency, Women’s and Children’s, Critical Care, Specialist Clinics, Cancer Clinics and Mental Health Services. Our Allied Health teams provide a diverse range of programs and person centred care in inpatient, outpatient, community, home and residential care settings.
Bendigo Region
Bendigo is one of Victoria’s fastest growing regional cities making it a great city to live and work in. Bendigo provides services for the region’s population of over 300,000 and so the city offers excellent schools, shopping and cultural precincts, sporting facilities and various tertiary facilities. We can offer generous flexible working arrangements - giving you more time to enjoy the fantastic restaurants, beautiful parks, walking trails and wineries within our region.
Diversity and Inclusion
Bendigo Health is an Equal Opportunity Employer. We embrace diversity and social inclusion and encourage people from a diverse cultural background, people with disabilities and or Aboriginal or Torres Strait Islander people to apply.
19
March
Registered Nurse
The Royal Victorian Eye and Ear Hospital - Melbourne, VIC
The Royal Victorian Eye and Ear Hospital is a world class specialist hospital in eye and ear care providing services across Victoria. As Australia’s o...
Source: uWorkin
The Royal Victorian Eye and Ear Hospital
19
March
Registered Nurse
The Royal Victorian Eye and Ear Hospital - Melbourne, VIC
Health, Medical & Pharmaceutical
Source: uWorkin
JOB DESCRIPTION
The Royal Victorian Eye and Ear Hospital is a world class specialist hospital in eye and ear care providing services across Victoria. As Australia’s only specialist eye, ear, nose and throat hospital, the Eye and Ear has been providing care for the senses for 150 years. The Eye and Ear has almost 60 different outpatient clinics for the diagnosis, monitoring and treatment of vision and hearing loss and provides a 24-hour emergency eye and ear, nose and throat service. Every year the Eye and Ear cares for over 220,000 patients, with over 160,000 outpatients, nearly 44,000 emergency patients and over 17,000 inpatients. The hospital is currently undergoing a major redevelopment to create a modern internal structure and to improve access for patients, visitors and staff.
Our Vision
A world leader providing exceptional care
Our Mission
We aspire to be the world’s leading eye and ear health service through:
- Outstanding patient experience
- Exemplary leadership
- Inspiring our people
- Building a platform for the future
Our Values - Integrity, Care, Teamwork, Excellence
About the Role
We are expanding our planned surgery services at the Eye and Ear and are currently recruiting experienced nursing staff for positions anesthetics and PACU.
Come and gain valuable experience in ophthalmology and ENT surgery with patients across the age spectrum.
This is a great opportunity to gain further experience in unique sub-specialties such as Cochlear implants, ophthalmic trauma and ocular oncology amongst others in a supportive environment.
Full-time and part-time positions are considered across a Monday to Saturday rotating roster with 7 day on-call requirements.
All appointments are subject to a satisfactory Police Record Check, a working with children check (if applicable) and evidence of vaccination status. All staff must be fully vaccinated for COVID-19 (3 doses) and for clinical staff, patient facing staff and staff working in clinical areas, it is a mandatory requirement to provide evidence of a current influenza vaccination.
Centrally located, close to public transport and a short walk to the CBD, we offer considerable employee benefits, including salary packaging, subsidised car parking as well as educational support.
The Eye and Ear is an equal opportunity employer and is committed to providing a work environment free from harassment or discrimination and to promoting cultural diversity and awareness in the workplace.
The Eye and Ear is a smoke free environment.
Aboriginal and Torres Strait Islander people are strongly encouraged to apply.
At The Royal Victorian Eye and Ear Hospital, we are committed to supporting people with disability to gain employment and develop their careers; we encourage you to apply. If you would like further information about this role, please contact the hiring manager or the people and culture department to discuss.
The Royal Victorian Eye and Ear Hospital
19
March
Snr Pharmacist - Manuf & Specialis Meds
The Royal Victorian Eye and Ear Hospital - Melbourne, VIC
The Royal Victorian Eye and Ear Hospital is a world class specialist hospital in eye and ear care providing services across Victoria. As Australia’s o...
Source: uWorkin
The Royal Victorian Eye and Ear Hospital
19
March
Snr Pharmacist - Manuf & Specialis Meds
The Royal Victorian Eye and Ear Hospital - Melbourne, VIC
Health, Medical & Pharmaceutical
Source: uWorkin
JOB DESCRIPTION
The Royal Victorian Eye and Ear Hospital is a world class specialist hospital in eye and ear care providing services across Victoria. As Australia’s only specialist eye, ear, nose and throat hospital, the Eye and Ear has been providing care for the senses for 150 years. The Eye and Ear has almost 60 different outpatient clinics for the diagnosis, monitoring and treatment of vision and hearing loss and provides a 24-hour emergency eye and ear, nose and throat service. Every year the Eye and Ear cares for over 220,000 patients, with over 160,000 outpatients, nearly 44,000 emergency patients and over 17,000 inpatients. The hospital is currently undergoing a major redevelopment to create a modern internal structure and to improve access for patients, visitors and staff.
Our Vision
A world leader providing exceptional care
Our Mission
We aspire to be the world’s leading eye and ear health service through:
- Outstanding patient experience
- Exemplary leadership
- Inspiring our people
- Building a platform for the future
Our Values - Integrity, Care, Teamwork, Excellence
About the Role
Senior Pharmacist - Manufacturing and Specialised Medicines Grade 3
Full-Time permanent position (40 hours/week with rostered day off) and tax effective salary packaging East Melbourne location, short walk to the CBD
The Royal Victorian Eye and Ear Hospital has a unique opportunity for a dedicated pharmacist with excellent manufacturing and clinical knowledge to join our experienced pharmacy team as a full time Senior Pharmacist - Manufacturing and Specialised Medicines on a permanent ongoing contract. This position will offer you the opportunity to further develop manufacturing, clinical and leadership skills in a niche specialist public hospital setting. The Royal Victorian Eye and Ear hospital recently completed a major redevelopment which includes a brand new pharmacy department.
Reporting directly to the Director of Pharmacy, the Senior Pharmacist - Manufacturing and Specialised Medicines’s key responsibilities are coordination of the pharmacy department’s manufacturing service, maintenance of compounding facilities and equipment, training and compliance to regulations, OH&S requirements and professional standards relating to pharmaceutical compounding and manufacturing. In addition, the role oversees the administration of Special Access Scheme (SAS), clinical trials and compassionate medicines within hospital policies and legal requirements and contributes to dispensary operations to assist deliver a quality, safe and efficient pharmacy service. On-call roster participation is included to support patient care outside of standard operating hours. The role will provide leadership to support our existing team of 30 staff.
We are looking for someone to join our friendly team in making a difference to the lives of thousands of our patients and their loved ones who has:
- Registered with the Pharmacy Board of Australia as a practising pharmacist (no restrictions)
- Previous experience working as a pharmacist in a hospital pharmacy setting
- Previous aseptic compounding experience in a hospital pharmacy setting
- Established clinical pharmacy practice skills and experience in SAS medicines, compassionate stock and clinical trials
- Experience in responding to medicines information enquiries from other health professionals
- An interest in developing clinical skills in the key specialist fields of ophthalmology and audiology.
- Familiarity with Merlin® pharmacy software is desirable but not essential
All appointments are subject to a satisfactory Police Record Check, a working with children check (if applicable) and evidence of vaccination status. All staff must be fully vaccinated for COVID-19 (3 doses) and for clinical staff, patient facing staff and staff working in clinical areas, it is a mandatory requirement to provide evidence of a current influenza vaccination.
Centrally located, close to public transport and a short walk to the CBD, we offer considerable employee benefits, including salary packaging, subsidised car parking as well as educational support.
The Eye and Ear is an equal opportunity employer and is committed to providing a work environment free from harassment or discrimination and to promoting cultural diversity and awareness in the workplace.
The Eye and Ear is a smoke free environment.
Aboriginal and Torres Strait Islander people are strongly encouraged to apply.
At The Royal Victorian Eye and Ear Hospital, we are committed to supporting people with disability to gain employment and develop their careers; we encourage you to apply. If you would like further information about this role, please contact the hiring manager or the people and culture department to discuss.
The Royal Victorian Eye and Ear Hospital
19
March
Salaried Vr Gp | Lgbtiqa Inclusive General Practice | Nfp Salary Packaging Benefits $15,800Pa
Your Community Health - Preston, VIC
Remuneration and Benefits: Salaried rate of $121/hr + Super Up to $150/hr is offered for GPs providing Gender Affirming Care Services. NFP Salary ...
Source: uWorkin
Your Community Health
19
March
Salaried Vr Gp | Lgbtiqa Inclusive General Practice | Nfp Salary Packaging Benefits $15,800Pa
Your Community Health - Preston, VIC
Health, Medical & Pharmaceutical
Source: uWorkin
JOB DESCRIPTION
Remuneration and Benefits:
- Salaried rate of $121/hr + Super
- Up to $150/hr is offered for GPs providing Gender Affirming Care Services.
- NFP Salary Packaging Benefits of $15,800+pa
- 4 weeks paid annual leave + 2 weeks paid CME leave
- $20,000 Sign-on and Retention Bonus, pro rata for part time.
- Option to negotiate contractor % Billings + 3 month Retainer engagement model if desired.
Supportive, Purpose-driven Organisation:
- Purpose-driven organisation committed to community development and a social model of health, and a commitment to work-life balance
- Access to professional support; through interdisciplinary collaboration with endocrinology, psychiatry and program-dedicated peer workers
- Access to TGDNB-specific training, mentorship, community of practice support and continuing professional development
About Your Community Health
Your Community Health provides a comprehensive range of medical, dental and allied health services and support programs to anyone, through a combination of outreach, client-based and centre-based activities.
We partner with people and communities to deliver health and wellbeing services and promote equity. We provide priority access to those most at risk of health inequalities and those that may face barriers to accessing traditional health services.
About the role
We are seeking an enthusiastic General Practitioner to join the Medical Services team on a full time or part time basis.
In addition to providing General Practice services aligned to your skills, expertise and areas of interest you will also have the unique opportunity to work alongside the Trans and Gender Diverse in Community Health (TGDiCH) program, providing primary care and LGBTIQA+ community-specific care in:
- Hormone management including initiation to gender affirming Hormone Therapy
- Preventative health care and chronic disease management
- Primary care
- Sexual health
To be successful in this role, you will have:
- AHPRA registration
- Fellowship with RACGP or RACP (Chapter of Sexual Health Medicine)
- Experience in primary care and/or sexual health medical services
- An understanding of the TGDNB community in a trauma-informed framework
For further enquiries contact:
Keegan Crow (he/him) - Director Primary Care on 0406 663 947
Your Community Health is an Equal Opportunity and Child Safe employer who supports inclusiveness and diversity. We are dedicated to attracting and retaining people from a diverse background, including but not limited to, those identifying as LGBTIQ, Aboriginal and Torres Strait Islander, people from cultural and linguistically diverse (CALD) backgrounds, and people with a disability.
Your Community Health acknowledges the Wurundjeri people of the Kulin Nation are the traditional custodians of the land.
Your Community Health
19
March
Patient Services Assistant (Level 1) - Early Parenting Centre
Barwon Health - Geelong, VIC
Make a difference to local families. Opening soon. Join Barwon Health’s new state-of-the-art early parenting centre, dedicated to supporting familie...
Source: uWorkin
Barwon Health
19
March
Patient Services Assistant (Level 1) - Early Parenting Centre
Barwon Health - Geelong, VIC
Health, Medical & Pharmaceutical
Source: uWorkin
JOB DESCRIPTION
Make a difference to local families. Opening soon.
- Join Barwon Health’s new state-of-the-art early parenting centre, dedicated to supporting families in our region.
- Are you compassionate, attentive to detail and a customer focussed individual?
- Permanent, full-time (80 hours per fortnight), multiple positions
About Barwon Health
Barwon Health is Victoria's largest regional health service and is also the largest employer in the Geelong region, employing over 8700 staff.
Barwon Health’s core facilities include the University Hospital Geelong precinct in central Geelong, the McKellar Centre precinct in North Geelong, the innovative Sunrise Centre, Barwon Health North; a vital service that includes child and family health support, renal dialysis, medical imaging, and urgent care, and five stand-alone community health centres.
A range of services are delivered across our sites including, aged care, mental health, drugs and alcohol services, community and allied health and rehabilitation services.
In addition to delivering high-quality healthcare, Barwon Health is home to a renowned research program and has strong partnerships with training and higher education providers.
About the Barwon Early Parenting Centre
Opening in the first half of 2024, the Barwon Early Parenting Centre will provide specialist support and deliver flexible, targeted services for families with children 0-4 years old.
The centre aims to enhance the parent-child relationship and support parents with strategies for achieving their parenting goals. These goals are often in areas such as sleep and settling, child behaviour, and parent and child health and wellbeing.
These goals are achieved through structured programs that vary from residential, day stay and in-home support. Programs include:
- psychosocial, physical and developmental assessments
- parenting education
- counselling
- skills development
- play-based activities
- modelling effective behaviours.
The Barwon Early Parenting Centre is located within the McKellar Centre precinct on Ballarat Road in North Geelong.
To learn more about the Victorian Government’s expansion and upgrade program to the early parenting centre network, click here.
About the role
We are seeking a qualified Patient Service Assistant to join our team at the Early Parenting Centre. In this role, you will be versatile, performing various tasks associated with the overall servicing of the centre. Your responsibilities will include food delivery, transportation, and maintaining a clean and safe ward environment. Additionally, you will assist nursing staff with hygiene tasks and patient transfers.
Direct interaction with patients in the ward areas will be a key aspect of this role, requiring effective communication with patients, families, and other staff members. We are looking for someone who is compassionate, attentive to detail, and committed to ensuring the comfort and well-being of our patients.
What we offer
- Excellent working conditions with a high sense of job satisfaction.
- Geelong and Barwon Health is an attractive destination with a sunny climate, laidback lifestyle and great pay rates.
- Attractive salary packaging benefits! Living Expenses capped at $9,010 which includes repayments on mortgages, credit cards, personal loans and rental payments and Meal Entertainment & Accommodation capped at $2,650 which includes food and drink consumed in a social or entertainment settings and some accommodation expenditure.
- From out of town? To find out more about the Geelong region visit Moving to the Region
- Located in North Geelong just off the Geelong Ring Road, the Barwon Early Parenting Centre is an easy commute from all suburbs.
- Flexible working arrangements - speak to us about hours, days or shifts that suit your lifestyle.
- Access to employee wellness program.
- A genuine community feel - we look after each other.
- Wide range of professional development that enhances your career.
- Ability to take leave without pay and purchase additional leave.
- Close to the Surf Coast and Bellarine Peninsula.
Diversity and Inclusion
At Barwon Health we are committed to a diverse and inclusive workforce where we value each person’s uniqueness. We embrace diverse life experiences and the perspectives of our people, whilst providing high-quality health care to all members of our community, regardless of age, gender, ethnicity, religion, cultural background, disability, or sexual orientation.
We are strongly committed to the safety and wellbeing of all children and young people. Click here for further information on the Victorian Government’s Child Safe Standards: About Child Safe Standards | Victorian Government (www.vic.gov.au) we are also proud to be Totally Smoke Free.
If we can assist you with any reasonable adjustments to submit your application for this role, please contact talent.acquisition@barwonhealth.org.au noting your preferred method of communication and contact details and a member of the team will be in touch.
This role must be fully vaccinated for COVID-19 and influenza and meet the requirements of the Barwon Health immunisation policy.
Barwon Health
19
March
Psychiatrist (Vmo) - Early Parenting Centre
Barwon Health - Geelong, VIC
Make a difference to local families. Opening soon. Join Barwon Health’s new state-of-the-art early parenting centre, dedicated to supporting familie...
Source: uWorkin
Barwon Health
19
March
Psychiatrist (Vmo) - Early Parenting Centre
Barwon Health - Geelong, VIC
Health, Medical & Pharmaceutical
Source: uWorkin
JOB DESCRIPTION
Make a difference to local families. Opening soon.
- Join Barwon Health’s new state-of-the-art early parenting centre, dedicated to supporting families in our region.
- Fantastic career opportunities!
- Permanent, part-time (16 hours per fortnight)
About Barwon Health
Barwon Health is Victoria's largest regional health service and is also the largest employer in the Geelong region, employing over 8700 staff.
Barwon Health’s core facilities include the University Hospital Geelong precinct in central Geelong, the McKellar Centre precinct in North Geelong, the innovative Sunrise Centre, Barwon Health North; a vital service that includes child and family health support, renal dialysis, medical imaging, and urgent care, and five stand-alone community health centres.
A range of services are delivered across our sites including, aged care, mental health, drugs and alcohol services, community and allied health and rehabilitation services.
In addition to delivering high-quality healthcare, Barwon Health is home to a renowned research program and has strong partnerships with training and higher education providers.
About the Barwon Early Parenting Centre
Opening in the first half of 2024, the Barwon Early Parenting Centre will provide specialist support and deliver flexible, targeted services for families with children 0-4 years old.
The centre aims to enhance the parent-child relationship and support parents with strategies for achieving their parenting goals. These goals are often in areas such as sleep and settling, child behaviour, and parent and child health and wellbeing.
These goals are achieved through structured programs that vary from residential, day stay and in-home support. Programs include:
- psychosocial, physical and developmental assessments
- parenting education
- counselling
- skills development
- play-based activities
- modelling effective behaviours.
The Barwon Early Parenting Centre is located within the McKellar Centre precinct on Ballarat Road in North Geelong.
To learn more about the Victorian Government’s expansion and upgrade program to the early parenting centre network, click here.
About the role
This position will assume responsibility for overseeing the provision of exceptional mental health care at the Barwon Early Parenting Centre (EPC). Key responsibilities include leadership of the team and services, as well as the direct provision of clinical care to children aged 0 - 4 years and their families. Additionally, the role will involve supporting the development of the mental health workforce through supervision, education, and training initiatives. Furthermore, the incumbent will play a pivotal role in driving ongoing service improvement through activities such as quality assurance and enhancement endeavours.
What we offer
- Excellent working conditions with a high sense of job satisfaction.
- Geelong and Barwon Health is an attractive destination with a sunny climate, laidback lifestyle and great pay rates.
- Attractive salary packaging benefits! Living Expenses capped at $9,010 which includes repayments on mortgages, credit cards, personal loans and rental payments and Meal Entertainment & Accommodation capped at $2,650 which includes food and drink consumed in a social or entertainment settings and some accommodation expenditure.
- From out of town? To find out more about the Geelong region visit Moving to the Region
- Located in North Geelong just off the Geelong Ring Road, the Barwon Early Parenting Centre is an easy commute from all suburbs.
- Flexible working arrangements - speak to us about hours, days or shifts that suit your lifestyle.
- Access to employee wellness program.
- A genuine community feel - we look after each other.
- Wide range of professional development that enhances your career.
- Ability to take leave without pay and purchase additional leave.
- Close to the Surf Coast and Bellarine Peninsula.
Diversity and Inclusion
At Barwon Health we are committed to a diverse and inclusive workforce where we value each person’s uniqueness. We embrace diverse life experiences and the perspectives of our people, whilst providing high-quality health care to all members of our community, regardless of age, gender, ethnicity, religion, cultural background, disability, or sexual orientation.
We are strongly committed to the safety and wellbeing of all children and young people. Click here for further information on the Victorian Government’s Child Safe Standards: About Child Safe Standards | Victorian Government (www.vic.gov.au) we are also proud to be Totally Smoke Free.
If we can assist you with any reasonable adjustments to submit your application for this role, please contact talent.acquisition@barwonhealth.org.au noting your preferred method of communication and contact details and a member of the team will be in touch.
This role must be fully vaccinated for COVID-19 and influenza and meet the requirements of the Barwon Health immunisation policy.
Barwon Health
19
March
Classroom Teacher (Classroom Teacher)
Schools (Government) - Melbourne, VIC
Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and n...
Source: uWorkin
Schools (Government)
19
March
Classroom Teacher (Classroom Teacher)
Schools (Government) - Melbourne, VIC
Education, Childcare & Training
Source: uWorkin
JOB DESCRIPTION
Selection Criteria
SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
Role
The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
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.
Responsibilities
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.
Who May Apply
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
EEO AND OHS Commitment
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
Child Safe Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department'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 department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
Location Profile
A Profile of Emerson School
Emerson School celebrates its 50th year of operation in 2023. Opening in 1973, Emerson has made a huge impact in the Specialist School sector pioneering various initiatives which all result in a better, more inclusive learning environment for the students.
The success of educational programs at Emerson School gathered momentum in the 1990's. The school reached an enrolment of 200 in 1995, which was previously beyond the wildest dreams of special educators. The trend continued unabated with an enrolment of 300 being reached in 2003. The figure of 400 was reached in 2013, which has been maintained to this day.
It is wonderful to be part of the Emerson educational environment where young five-year-olds are learning to optimize their learning capacity and 18-year-olds are developing a strong sense of independence and personal ambition. Emerson has developed an outstanding reputation for its Vocational Pathway Certificate studies that now include the following options: -
· Building and Construction Studies
· Child and Aged Care Studies
· Digital Media Studies
· Essential Food Studies
· Food and Hospitality Studies
· Horticultural Studies
· Industry and Enterprise Studies
· Merchandising and Retail Studies
· Performing Arts Studies
· Sport and Recreation Studies
· Visual Arts Studies
· Automotive Studies
Emerson is proud to be part of 110 years of development in Specialist Education in Victoria. On paper, our school provides for students with mild intellectual disabilities. However, in reality, we are unlocking the skills and talents of students who formerly were unaware of their potential to learn and contribute to our society. Our school now operates on two campuses whereby its capacity to serve the students of Victoria has been greatly enhanced and includes a brand new Administration-Senior School Block which opened its doors in July this year. The creation of a new Technology Wing will begin in January 2024.
At Emerson School we are committed to unlocking the potential within every student. This concept has truly captured the spirit and essence of our school. Once students enrol, they embark on a scholarship journey whereby they defy previous educational assessments of their limitations.
Emerson School, The Home of Specialist Education since 1973.
Schools (Government)
19
March
Ed Support Level 1-Range 2 (Ed Support Level 1-Range 2)
Schools (Government) - Churchill, VIC
Selection Criteria SC1 Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environme...
Source: uWorkin
Schools (Government)
19
March
Ed Support Level 1-Range 2 (Ed Support Level 1-Range 2)
Schools (Government) - Churchill, VIC
Education, Childcare & Training
Source: uWorkin
JOB DESCRIPTION
Selection Criteria
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 Capacity to work cooperatively with a range of people including teachers, education support, students and parents.
SC4 A commitment to professional learning and growth.
SC5 Demonstrated understanding of the importance of values in education and an awareness and appreciation of the Staff 'Beliefs and Values' at Bairnsdale West Primary School.
Role
An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.
An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.
Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).
A role at this range may include:
- Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
- Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
- Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken 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.
- 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 would be typical examples.
An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are 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. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.
Responsibilities
- Provides routine support for teachers including assisting with planning of student routines
- Supports communication between teachers and parents
- Communicates with teachers on routine matters related to students and/or other responsibilities
- Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
- Communicating with student/s to support comprehension of basic tasks and information
- Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
- Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
- Supports teachers in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly defined support needs and resources, assisting teachers with the communication of student outcomes and educational programs
- Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
- Provides specialised communication support for students and teachers in areas such as AUSLAN and braille
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: brett.west@education.vic.gov.au
Child Safe Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at:
DE Values
The Department’s employees commit to upholding DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:
http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
Other Information
- All staff employed by the department and schools have access to a broad range of employment conditions and working arrangements.
- 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
Please ensure that your application includes:
- A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- A section addressing the selection criteria and the requirements for application under the Who May Apply section
- Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
Conditions of Employment
- 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
Location Profile
Bairnsdale West Primary School is a vibrant school community with a staff committed to meeting the needs of all students. The school continues to provide a wide range of programs in the areas of consolidation, intervention and extension. The staff at Bairnsdale West are committed to the school motto of 'a caring, learning, community' and the Beliefs and Values of our staff are listed below.
The following beliefs and values are based on the commitment that students will be the primary consideration in all decision making.
Respect
· Recognising and valuing the opinions of others
· Recognising and valuing the diverse talents and abilities of all individuals
· Acknowledging the effort and achievements of others
· Encouraging a positive presentation and image of the school
Honesty
· Being truthful to ourselves and others
· Reflecting on our own values and opinions regularly
· Taking personal responsibility for words and actions
· Giving and accepting honest feedback to assist development
Inclusiveness
· Encouraging and providing opportunities for all to participate in the school community
· Recognising and utilising everybody¿s abilities and contributions
· Supporting minorities by making decisions empathetically
· Understanding where others ¿come from¿ so there is less judgement
Effective Communication
· Communicating is the responsibility of everyone
· Speaking to relevant people
· Listening to direct and indirect messages
· Strategically applying the timing and the delivery of interactions
Enjoyment and Humour
· Having the ability to laugh at yourself
· Having the ability to laugh with others respectfully
· Having fun
· Developing an approach to education that values humour
Teamwork and Co-operation
· Working together to achieve common goals
· Recognising and valuing the abilities and contributions of team members
· Accepting and supporting group decisions
Schools (Government)
19
March
Lote French Classroom Teacher (Classroom Teacher)
Schools (Government) - Melbourne, VIC
Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numerac...
Source: uWorkin
Schools (Government)
19
March
Lote French Classroom Teacher (Classroom Teacher)
Schools (Government) - Melbourne, VIC
Education, Childcare & Training
Source: uWorkin
JOB DESCRIPTION
Selection Criteria
SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
Role
The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
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.
Responsibilities
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.
Who May Apply
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
EEO AND OHS Commitment
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
Child Safe Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department'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 department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Conditions of Employment
- 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
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
Location Profile
At Mornington Park Primary School our caring staff are committed to the development of the whole child academically, physically, socially and emotionally. Our philosophy is firmly based on the belief that within a stimulating, and caring environment, individual needs can be met to enable all students to reach their potential.
We believe that optimum development depends on self-confidence and self-esteem, cooperation and consideration for others. In providing an outstanding curriculum, we are committed to the recognition of the individual.
This school is proud to offer two curriculum streams. We have a traditional education and one based on the educational philosophies of Rudolf Steiner. Parents have a choice about the type of education their child enters into.
We believe that a positive attitude towards learning is pivotal to success, and that accommodation of diverse styles of learning and acknowledgement of prior learning must underpin all successful curriculum planning.
We are therefore committed to creating positive classroom climates, in which students are encouraged to take increasing responsibility for their own learning as they progress throughout the school, and in which risk-taking is encouraged in the pursuit of personal excellence.
At all times great emphasis is placed on building relationships amongst students, between teachers and students, and with parents and caregivers of our students.
Schools (Government)
19
March
Classroom Teacher Part Time 22.5Hrs Incentative Up To $5,000 (Time Fraction Pro Rata) (Classroom Teacher)
Schools (Government) - Melton, VIC
Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and nume...
Source: uWorkin
Schools (Government)
19
March
Classroom Teacher Part Time 22.5Hrs Incentative Up To $5,000 (Time Fraction Pro Rata) (Classroom Teacher)
Schools (Government) - Melton, VIC
Education, Childcare & Training
Source: uWorkin
JOB DESCRIPTION
Selection Criteria
SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
Role
The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
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.
Responsibilities
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.
EEO AND OHS Commitment
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
Child Safe Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department'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 department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Other Information
The successful applicant will receive the bonus $5,000 incentive after the completion of the first school year of employment pro rata to time fraction working
The bonus applies to new applicants only
Possibility of shared grade teaching
Conditions of Employment
- 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
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
Location Profile
COBURN PRIMARY SCHOOL
Address: Richard Road, Melton South
Telephone: (03) 9971 2900
Email Address: coburn.ps@education.vic.gov.au
Contact Person: Mrs Helen Weston
School Hours: 8:50am to 3:15pm
School profile: Learn to Live
FINANCIAL INCENTIVE APPLIED TO THIS POSITION
If you want to work with a community of teachers that are committed to growth through collaboration, then we are the school for you. Coburn Primary School prides itself on a strong culture of learning for all, and a deep commitment to our students, students who deserve nothing but the best. Join the Coburn Primary School team and be part of a PLC that strives for excellence!
Coburn Primary School is situated in Melton South and is set in a picturesque and garden environment bordering the Blackwood Reserve with a student population of 625 students. Our school values are Together we are respectful, Together we are cooperative, Together we are responsible and Together we strive for excellence. We work hard to ensure all students develop both academically and socially/emotionally.
Ours schools mission statement is ¿It is the mission of Coburn Primary School to collectively build, educate and empower a community of life-long learners¿.
The school is structured in single year levels, 5 Prep Classes, 5 Year 1, 5 Year 2, 4 Year 3, 4 Year 4, 4 Year 5, 4 Year 6, a total of 31 classes. The school is exceptionally well resourced with outstanding grounds, facilities including school owned one to one iPads in all learning environments. The school buildings makeup compromises of two main buildings, a number of well-maintained portables, a Gymnasium that is fitted out with large fans and digital screens, a Science and Performing Arts hub, one wet and one dry Art room, an open plan learning area, and a wellbeing space known as the World of Wonder. The school also has an onsite canteen that is run by an external organisation, providing morning tea and lunch orders every day. We run a breakfast program three days per week which is managed by our Education Support staff. At Coburn Primary School we provide a stimulating learning environment and can proudly say that the work embedded through this strategic plan has ensured that our school is safe and orderly. Our Leading Teacher/MHiPS Coordinator leads the Wellbeing work of our strategic plan, working closely with teachers, students and parents to ensure the best care plans for our students are in place.
Students are provided the highest quality academic program driven by data and the latest initiatives in education are implemented across the school. We offer a broad, innovative and differentiated curriculum that promotes independent learning for all. At Coburn Primary School, we believe that all students have the right to learn in a safe and friendly environment that meets their academic and social needs. We ensure that there is a continuous and robust curriculum across the school to meet the needs of students in each year level and area. All members of staff at Coburn Primary School actively work to develop their professional capacity to provide the best possible education for our students. As a result of intensive professional learning, we have developed a consistent and coherent whole-school approach to the teaching of literacy and numeracy. Our three instructional coaches work with staff understanding the cohort and class data, which lead the work as part of the PLT meetings.
The school offers specialists programs including Visual Art, Performing Arts, Health & Physical Education, and Science. We pride ourselves on being a well organised and managed school that is strategic in its thinking, planning and implementation of curriculum programs.
Our enrolment comprises of students from a range of cultural backgrounds reflecting the changes within the Melton South community.
Schools (Government)
19
March
Mental Health Practitioner - Psychologist (Ed Support Level 1-Range 4)
Schools (Government) - Melbourne, VIC
Selection Criteria Ability to implement a range of small group and whole-school mental health prevention and promotion activities aimed at imp...
Source: uWorkin
Schools (Government)
19
March
Mental Health Practitioner - Psychologist (Ed Support Level 1-Range 4)
Schools (Government) - Melbourne, VIC
Education, Childcare & Training
Source: uWorkin
JOB DESCRIPTION
Selection Criteria
- Ability to implement a range of small group and whole-school mental health prevention and promotion activities aimed at improving student mental health and wellbeing, including the delivery of capability building and awareness raising activities for staff and/or students on key mental health and wellbeing issues affecting the school’s student population.
- Demonstrated ability to input into the development, implementation and evaluation of processes and strategies aimed at enhancing mental health and wellbeing prevention, promotion and early intervention.
- Demonstrated experience in assessing, conceptualising and analysing wellbeing issues, and providing evidence-based direct counselling support to clients with a range of mental health needs.
- Demonstrated experience in coordinating supports for young people with complex needs including referrals to a range of specialist services as appropriate.
- Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people.
- Clear understanding of legislative requirements regarding privacy of health information.
Role
The Mental Health Practitioners (MHP) initiative was announced by the Minister for Education in late 2018 to expand mental health and wellbeing support in government schools. The initiative provides for a suitably qualified mental health professional in all government secondary school campuses and specialist school (with secondary-aged enrolments) settings.
Operating in collaboration with the relevant Department of Education Regional Mental Health Branch, this role has the following functions:
- Enhancing mental health prevention and promotion activities in the school by contributing to whole-school health and wellbeing plans, building the capability of teaching staff and school leadership to address matters relating to student mental health and wellbeing, and helping to develop and deliver appropriate programs and strategies in the school according to specified school priorities
- Providing early intervention services (including short-term counselling) for individual students and groups identified as at-risk and/or experiencing or demonstrating mild to moderate mental health concerns; and
- Coordinating supports for students with complex needs both within and external to the school, including proactively working with regions, local mental health service providers and other health professionals to engage further support as required.
Education support class level 1 range 4
The successful applicant will be an experienced professional who will carry out their duties and responsibilities, relative to their professional discipline, with a high level of autonomy and with minimal reliance on professional supervision. The successful applicant will be responsible for the development and implementation of professional support programs within an educational environment, including guidance to other professional staff.
As an education support class position, this role supports the educational services being provided to students, but will not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic).
For more information on the responsibilities of an Education Support class level 1 range 4 employee, please visit the Victorian Government Schools Agreement 2022: https://www2.education.vic.gov.au/pal/industrial-agreements/resources
Responsibilities
- Providing advice and professional learning to others, including teachers and other school wellbeing staff, to build the capacity of schools to improve students wellbeing, learning and developmental outcomes.
- Delivering professional support services in a school, including mental health prevention and promotion activities and early intervention activities (including short-term counselling) for students with a range of mental health needs, applying sound theoretical knowledge and practical expertise.
- Planning and implementing evidence-based intervention strategies for students with complex needs including collaborating with families, other professionals and agencies when appropriate to effectively manage risk.
- Working collaboratively with the school to enhance mental health prevention and promotion across the school by contributing to policies and operational practices that will guide the work of others, including other school wellbeing staff and teachers.
- Liaising with other department areas (including secondary school nurses and Student Support Services staff) and external service providers where necessary to provide appropriate support to students.
- Maintaining professional competence and continued professional development, including attending professional development activities throughout the year.
- Meeting relevant policies and legislative requirements in relation to student health information, privacy and consent.
Please note: Continued professional development is a registration requirement under the National Law, which governs the operations of the National Boards and Australian Health Practitioner Regulation Agency (AHPRA).
Who May Apply
Required
- Applicants must be qualified as a psychologist, social worker, mental health nurse, occupational therapist or counsellor of a prescribed class. Specifically:
- For Psychologists, applicants must hold full registration with AHPRA
- For Mental Health Nurses, applicants must hold full registration with AHPRA and hold a postgraduate qualification in mental health
- For Social Workers, applicants must be eligible for membership with the Australian Association of Social Workers
- For Occupational Therapists applicants must hold full registration with AHPRA
- For Counsellors applicants must have completed a Bachelor or Master of Counselling and be a practising member of either the Australian Counselling Association (ACA) or the Psychotherapy and Counselling Federation of Australia (PACFA)
- Demonstrated direct counselling experience
- A current Working With Children Check.
Desirable
- For Psychology applicants, specialisation in educational and/or developmental psychology.
- For Mental Health Nurse applicants, holding a Mental Health Nurse Credential and membership with the Australian College of Mental Health Nurses.
- For Social Work applicants, membership with the Australian Association of Social Workers and an Accredited Social Worker Trade Mark.
- For Occupational Therapy applicants, a Better Access to Mental Health Endorsement.
- For Counselling applicants, Level 3-4 registration (ACA) or a Registered Clinical Counsellor endorsement (PACFA).
EEO AND OHS Commitment
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
Child Safe Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department'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 department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Other Information
- Bayside P-12 is a multi-campus college, employees may be required to travel between campuses
- Applicants MUST answer ALL Selection Criteria.
- 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
Location Profile
INTRODUCTION
Bayside P-12 College is a large multi-campus co-educational college serving the community of the City of Hobsons Bay in Melbourne's western metropolitan area. The college consists of a Year P-9 Campus located in Altona North, a Year 7-9 campus located at Williamstown and a Year 10 - 12 campus in Newport. The college has a multi-cultural student population.
GUIDING PRINCIPLES
The college is committed to:
* Providing a comprehensive curriculum that meets the needs of all students;
* Providing a friendly, safe and disciplined environment in which students are able to value and enjoy learning;
* Encouraging and celebrating student success and achievement;
* Developing skills and knowledge that will enable students to live in a rapidly changing and increasingly technological society, to show leadership, to act co-operatively, to demonstrate self discipline and to be socially aware;
* Encouraging the participation of parents, students and staff in the full life of the college; and
* Providing equal opportunities for all students.
CURRICULUM
Bayside P~12 College provides educational leadership in the district and the region. The college provides a comprehensive course of study for Years P-10 in the eight Learning Areas and the broadest range of VCE and VET units at Years 11- 12. The senior campus has an excellent VCAL program. Bayside College has a 1:1 student netbook program. There are support programs for integration students and other students requiring special education. Throughout the curriculum students are encouraged and expected to take an active and responsible role in their learning.
There are a range of co-curricular activities organised across the three campuses involving many students: Foundation Day, year level and adventure camps, excursions, debating, drama and band performances. The annual visit from our `sister' school in Japan (Anjo-Higashi High School), is a highlight, along with our Art and Technology show and school production. Other programs include our advance programs in surf lifesaving, bike education, wilderness photography, sport, and the Student Representative Council. Each of these activities provides an opportunity for the College to promote the social, personal and community skills of its students.
The Senior campus ensures that students have a broad range of subject choice and the flexibility for each student to select a program around their individual career aspirations. The College has developed strong links with TAFE colleges and other tertiary institutions. This provides students with access to a wide range of courses and the opportunity to combine some tertiary units with the Victorian Certificate of Education. The provision of VET units by the local cluster of schools, centered at Bayside, encourages students to broaden their options for further study. The VCE campus provides a positive young adult learning environment, which is supportive and friendly, and appropriate to the needs of VCE students. Adults and part-time students are encouraged to enroll and all students are encouraged to participate in the life of the college.
COMMUNITY
The college is an integral part of the broader local community. School facilities are regularly used by community groups in the area and this promotes awareness, support and cooperation. The college works with local industry and is supported in range of endeavours, including work experience and work education. There is a formal partnership with Mobil Altona Refinery which provides additional resources to the school and greater community support for the curriculum. The Victorian School of Languages use the Altona North campus to teach a wide range of LOTE languages on Saturday mornings.
FACILITIES
Each campus is designed to enable the delivery of the widest possible curriculum. The Altona P-9 campus and the Paisley Senior campus at Newport have both been re-built and provide state of the art student learning facilities. The Williamstown campus has an elite, select entry Tennis school providing sporting opportunites for talented students. The college has extensive facilities: three libraries, three gymnasiums and a great range of outdoor education equipment. Students have supervised access to the Internet through the classroom via student netbooks.
The school grounds are regularly maintained and upgraded to improve the school environment. Students are actively involved in this planning and development. The college utilises a wide range of local community resources such as athletic tracks, gymnasiums, swimming pools, sports complexes, Science Works, theatres, and the facilities made available by the local council and local industry.
Bayside P-12 College will continue to provide educational leadership in the district through the further development of our college.
Bayside P-12 is a multi-campus college, employees may be required to travel between campuses
Schools (Government)
19
March
Classroom Teacher (Classroom Teacher)
Schools (Government) - Melbourne, VIC
Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numera...
Source: uWorkin
Schools (Government)
19
March
Classroom Teacher (Classroom Teacher)
Schools (Government) - Melbourne, VIC
Education, Childcare & Training
Source: uWorkin
JOB DESCRIPTION
Selection Criteria
SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
Role
The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
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.
Responsibilities
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.
Who May Apply
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
EEO AND OHS Commitment
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: brett.west@education.vic.gov.au
Child Safe Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at:
DE Values
The Department’s employees commit to upholding DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:
http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
Other Information
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- 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
Conditions of Employment
- 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
Location Profile
Pakenham Primary School’s vision is to create an inclusive school environment that empowers students to achieve their personal best socially, emotionally and academically. Our purpose is to create a learning environment where all students take responsibility for their learning in order to reach their personal best. We provide each student with the academic, social and emotional skills to become lifelong learners and successful participants in society. We aim to create an inclusive, positive and supportive learning environment reflecting a personalised approach to education.
Pakenham Primary School is centred in a rapidly growing area in the South-East growth corridor. The school will work in partnership with the local community to provide authentic learning opportunities for all students.
Pakenham Primary School opened in 2019 as was built to accommodate 475 primary school students. The school represents an innovative, collaborative and contemporary approach to education.
The school has two Learning Communities that have been architecturally designed to allow for a flexible learning space catering for a range of teaching and learning styles. Each Learning Community will house over 200 students and are designed to incorporate learning activities including Art, STEM, independent learning and flexible group work.
The Learning Communities create collaborative interior and exterior spaces providing rich and diverse learning environments. They include a number of physically enclosed and acoustically separate spaces. The intent is to create choice by providing multiple learning settings that can be used in numerous ways. Along the length of the Learning Community buildings there are several undercover areas that can also be used in conjunctions with interior spaces. There are multiple openings along the length of the building that open onto the Learning Street. The Learning Street promotes the inclusion of outdoor learning activities.
There is a dedicated building for Performing Arts and Physical Education. This building also houses the school cafe and can be used after hours by different user groups.
Pakenham Primary School acknowledges that the behaviour of staff, parents, carers and students has an impact on our school community and culture. We have a shared responsibility to create a positive learning environment for the children and young people at our school. Pakenham Primary School’s three school-wide expectations of Be a Learner, Be Respectful and Be Safe reinforce our positive school culture.
Be a Learner
To be a learner at Pakenham Primary School, students need to value the importance of education, put their best effort into learning, utilise a range of learning strategies to achieve success, and demonstrate a growth mindset.
Be Respectful
To be respectful at Pakenham Primary School, students need to maintain an attitude that demonstrates respect for themselves, others, learning and the environment.
Be Safe
To be safe at Pakenham Primary School, students need to behave in a manner that exhibits safety towards themselves and others, both physically and emotionally, as well as the environment.
The school will ensure our expectations are demonstrated by:
- The provision of a balanced curriculum that caters for individual needs and abilities which encourages academic achievement and personal success
- Ensuring that the development of literacy and numeracy skills and the acquisition of critical thinking, problem solving and decision making strategies are a key part of our curriculum
- Students having a positive and happy attitude to their learning
- The continued development of positive school wide behavioural attitudes and relationships with all members of the school community
- Students, staff and community demonstrating a sense of pride and respect for our school
- The provision of opportunities that engage parents and the local community in the school.
At Pakenham Primary School we foster a belief that each student will be given the opportunity to achieve social, emotional and academic excellence. We aim to ensure each child learns the strategies, behaviours and attitudes of lifelong learners, along with the social skills needed to work, play and get along with others.
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
Schools (Government)
19
March
English & Humanities Teacher (Classroom Teacher)
Schools (Government) - Melbourne, VIC
Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and ...
Source: uWorkin
Schools (Government)
19
March
English & Humanities Teacher (Classroom Teacher)
Schools (Government) - Melbourne, VIC
Education, Childcare & Training
Source: uWorkin
JOB DESCRIPTION
Selection Criteria
SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
Role
A classroom teacher at Balwyn High School is charged with the responsibility of designing and delivering an educational program for their students which is consistent with the aims and objectives of the School including those articulated in the School's Values and Vision Statement.
These focus on:
- developing curriculum programs that cater for students preferred learning styles and to develop students as autonomous learners
- integrating the use of computer-based learning technologies into the curriculum to enhance educational outcomes for all students
- caring for students as individuals by catering for their physical, emotional and academic needs using recent educational research to inform best practice.
Responsibilities
- adopt strategies which will improve the quality of the teaching and learning that occurs in their classroom and which will ensure that all students make progress
- integrate the use of appropriate computer-based learning technologies into their classroom programs
- be actively involved in the school's professional learning program and a professional learning team
- implement the school¿s Values and Vision statement
- undertake direct teaching of groups of students and individual students and other non-teaching supervisory duties as determined by the School principal
- keep abreast of all activities and developments in the School
- be actively involved in curriculum design, shared and collaborative practice
- contribute to the school's co-curricular program and to participate in activities such as parent/student/teacher meetings, staff meetings, camps and excursions
- contribute to the development, implementation and evaluation of a curriculum area or other curriculum program within the School
- participate in school decision making processes
- carry out the teaching duties as required by the Principal of the School
- comply with the timetable at the School
- perform their official duties with skill, care, diligence and the professional standards
- create a positive environment conducive to learning for the students of whom he or she is in charge in line with the school's student well-being and pastoral care policies
- give full cooperation and assistance to the Principal and all other members employed at the school in the development and implementation of the course of study to be followed in the school and in the performance of their respective duties
- in accordance with any directions of the Principal, assess the educational development of students, compile and maintain records of that development and provide reports to parents
- comply with any Government policies and legislation
- observe safe working practices
- assist in protecting the buildings and grounds of the school from damage; and
- undertake other classroom teaching related and organisational duties as determined by the school Principal
Who May Apply
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
EEO AND OHS Commitment
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
Child Safe Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department'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 department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Other Information
Applicants are free to structure applications in any manner they choose, but must ensure that the following are included:
· A specific response to all of the selection criteria and position details. It is suggested that applicants limit their response to not more than 7 pages
· the names and contact details of up to three referees who can provide information regarding the applicant in relation to the selection criteria
Conditions of Employment
- 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
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
Location Profile
Information about Balwyn High School, its ethos, programs and the Strategic Plan 2021 - 2024, Vision, Values and Mission Statement can be obtained at our website www.balwynhs.vic.edu.au
Schools (Government)
19
March
Classroom Teacher - Mathematics / Science (Classroom Teacher)
Schools (Government) - Melbourne, VIC
Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and ...
Source: uWorkin
Schools (Government)
19
March
Classroom Teacher - Mathematics / Science (Classroom Teacher)
Schools (Government) - Melbourne, VIC
Education, Childcare & Training
Source: uWorkin
JOB DESCRIPTION
Selection Criteria
SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
Role
The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
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.
Responsibilities
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.
Who May Apply
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
EEO AND OHS Commitment
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
Child Safe Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department'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 department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Other Information
- 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
Conditions of Employment
- 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
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
Location Profile
At our college, we are committed to a quality, first-class education that encourages its young people to develop the skills required to thrive in an ever-changing, global community. For our young people to achieve at a high level, they need to be supported by their community, students, staff, and parents. At Officer Secondary College, we foster strong, positive partnerships that put the student at the centre and believe learning is maximized when it takes place in an environment enriched with high expectations, personalised learning, challenge, inclusion, and support.
We value academic pursuits and take pride in helping our students to develop solid core values, and an appreciation of the world around them. We encourage students to be inquisitive and think critically, be creative, view issues and problems from a range of perspectives and to see learning as an ongoing adventure. We promote and cultivate independent thought and the building of character. This enables students to contribute to their communities in a meaningful and positive way. Our students are supported to expound our college values- Excellence, Inclusion, Respect, Creativity, Critical thinking, and Global Citizenship and uphold our College's motto, "Learning Together, Learning to Lead, Together we Inspire"
Our teaching environment is designed to maximise student learning by creating a calm and orderly learning environment. We thrive in designing spaces that value student attention and allow our students to achieve the best possible outcomes.
Our teachers work collaboratively across the College to ensure that the curriculum is delivered in a consistent teacher/student centered format which allows students to learn in a supportive environment to consolidate and then build on their understandings to become confident learners. Additional support is available to students to revise concepts or to further extend their knowledge, this ensures every opportunity is given to all students to achieve their potential.
Having a highly committed staff and supportive community provides us with the optimum conditions for success.
Learning Communities
To facilitate Student support and allow each student to be known and feel connected, Officer Secondary College has implemented four Learning Communities. Each Vertical Sub School is made up of students from Year 7 - 10. These Learning Communities, are supported by Sub School Learning Culture Leaders, Learning Community Leaders and Learning Community Teachers, foster an encouraging and friendly atmosphere in which students can learn effectively, and focus on preventing problems before they occur. Each Learning Community will foster the junior and senior years and allow students to build friendship groups, work with peers and develop relationships within their Learning Community.
Each Learning Community Leadership team also includes a Learning Specialist who supports the teachers in the Learning Community to improve their practice and a Wellbeing Team member, who ensures each student¿s emotional needs are met. All teachers are assigned to a Learning Community and teach the students in this Learning Community. This support includes closely monitoring the academic and personal growth of each student in their Learning Community. Students remain in the same Learning Community from Year 7 to 10 at Officer Secondary College, which allows Sub School Learning Culture Leaders and Learning Community Leaders to develop a close relationship with each student and understand each student individual needs. Learning Community Leaders liaise with student¿s families as the need arises.
In year 11 students transition from the 7 -10 Vertical Sub School to the Senior Sub School. This allows a dedicated team, again lead by a Sub School Leader and a Year 11 Learning Community Leader and a Year 12 Learning Community Leader.
Student Leadership
At Officer Secondary College our focus is on developing student¿s confidence and leadership qualities. We cultivate a nurturing atmosphere, empowering students to embrace challenges, whether within academic pursuits, in sports, student leadership, the Performing Arts and Instrumental Music. Our supportive environment means that students can develop the leadership qualities needed to succeed in school and beyond.
At Officer Secondary College there are many opportunities for active participation. Student Leadership positions result from a rigorous process involving written applications, interviews, and student voting, fostering holistic school engagement. There are a variety of responsibilities and activities that the student leadership team are involved with during the year, with a particular emphasis upon building their capacity as leaders. These opportunities allow students to enhance their leadership skills, to experience success and meet challenges which build self-confidence and resilience and to build on the six school values: Creativity, Inclusion, Respect, Excellence, Critical Thinking and Global Citizenship
SWPBS
Officer Secondary College has Gold recognition of SWPBS. We are extremely proud of our staff, students, and community as we continue to create a positive school climate, a culture of student competence and an open, responsive management system for all members of the College.
Please ensure that your application includes:
- a resume including relevant experience as well as personal details (name, address, email address and contact numbers, business and home)
- a section addressing the selection criteria and the requirements for application under the Who May Apply section
- names and contact numbers (telephone and email) of at least two referees
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
PLEASE ENSURE THAT YOU INCLUDE YOUR VIT/WWCC DETAIL IN YOUR APPLICATION
Schools (Government)
19
March
Classroom Teacher - Humanities (Classroom Teacher)
Schools (Government) - Whittlesea, VIC
Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numera...
Source: uWorkin
Schools (Government)
19
March
Classroom Teacher - Humanities (Classroom Teacher)
Schools (Government) - Whittlesea, VIC
Education, Childcare & Training
Source: uWorkin
JOB DESCRIPTION
Selection Criteria
SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
Role
The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
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.
Responsibilities
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.
Who May Apply
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
EEO AND OHS Commitment
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
Child Safe Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department'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 department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Conditions of Employment
- 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
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
Location Profile
Whittlesea Secondary College is located in the semi-rural suburb of Whittlesea in Melbourne's north. With an enrolment of 750 students and set on 30 acres, the campus enjoys an open country style atmosphere and prides itself on being a well-established center within the local community.
With spacious surroundings and excellent modern facilities WSC delivers exciting, diverse and innovative curriculum to meet our student¿s needs. Our purpose is to empower students so that they can `take control¿ of their learning and their lives. We work together to help young people find their voice and discover their passions. We foster the growth and development of the whole person so each student can thrive and contribute positively in the rapidly changing modern world.
The College has 83 staff members including three Principal Class. The Principal and 2 Assistant Principals lead a team of 5 Leading Teachers, 4 Learning Specialist and 54 teaching staff, with 17 EFT Education Support Officers
Whittlesea Secondary College has always taken pride in delivering exciting, diverse and innovative curriculum and has established a strong identity and tradition in fulfilling lifelong learning. Our curriculum offers a broad partnership of learning programs. Senior students have opportunities to pursue diverse pathways in VCE/VET/VCAL and School Based Apprenticeships, leading to further education in University/TAFE and vocational pathways. An operational Trade Training Centre offers VET courses in Automotive, Engineering and Building and Construction.
The College is always striving to improve student learning in literacy and numeracy at all levels and utilises the monitoring of student assessment to address individual needs. We have a strong focus on supporting student motivation and engagement, encouraging curiosity and creativity to enhance student results. Improved outcomes across the school are driven by innovative curriculum and inquiry-based student learning supported by extensive computing technologies. The development and use of the COMPASS School Management System is being used to link students, teachers and parents and act as a communication tool for all. Students in Years 7-12 are informed and maximize career opportunities through the career program in line with the Victorian Careers Curriculum Framework.
School community involvement is nurtured at WSC with many groups of parents and community members being actively involved in curriculum and extracurricular programs. These programs include Performing Arts/Music performances, sporting events including state level, scholarship programs, College sponsorship, Community Health activities, and development of the Whittlesea Community Gardens.
At Whittlesea Secondary College we value student centered learning and facilitate and foster strong student leadership across the whole school. Students are empowered to use their knowledge to build individual pathways for their futures and embrace a collective understanding of the global world we live in.
Schools (Government)
19
March
Yr3 Or Yr4 Teacher - 4 Day Teaching Week (Ongoing) - Starting Term 2 (Classroom Teacher)
Schools (Government) - Melbourne, VIC
Selection Criteria Your application for this position must specifically address each of the selection criteria below...
Source: uWorkin
Schools (Government)
19
March
Yr3 Or Yr4 Teacher - 4 Day Teaching Week (Ongoing) - Starting Term 2 (Classroom Teacher)
Schools (Government) - Melbourne, VIC
Education, Childcare & Training
Source: uWorkin
JOB DESCRIPTION
Selection Criteria
Your application for this position must specifically address each of the selection criteria below:
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.
Please include the name, email address and phone number of at least 3 relevant referees.
Role
The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
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.
Responsibilities
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.
Who May Apply
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
EEO AND OHS Commitment
The Department of Education and Training is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.
Child Safe Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
DE Values
The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
Other Information
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- 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
Conditions of Employment
- 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
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
Location Profile
Located on beautiful Wurundjeri Country, Strathtulloh Primary School has been educating with HEART since 2022. We are a brand-new state of the art school, located in the suburb of Strathtulloh. We opened in January 2022 with 710 students already growing to over 1150 students and now employing over 110 staff.
Our students are phenomenal learners, supported by a community which really values and supports education and our school. School Wide Positive Behaviour Support (SWPBS) and Respectful Relationships (RR) feature strongly at our school, along with a culture that supports positive, proactive and passionate wellbeing and learning for students and staff. Our students, staff and community demonstrate outstanding positive behaviours and consistently work to demonstrate and build their #StrathtullohHEART.
We pride ourselves on being an inclusive and progressive school community. Our staff are our most valuable resource and we provide support & recognition accordingly.
Why work at Strathtulloh?
- 5hrs non face to face time provided to full time teachers per week;
- Numerous strategies in place to reduce workload and an improved work life balance;
- Graduate teachers receive the additional support of a mentor and coach focused on your unique needs; this includes support from Principal Class members, Leading Teachers and Learning Specialists. Plus an additional hour of non face to face teaching time;
- Co-Teaching Environment - you're not alone, you have the support, shared planning and camaraderie of a team;
- Flexible teaching spaces, NOT open plan, purpose built for our co-teaching explicit teaching approach;
- Free before & after school program for children of staff;
- Direct access to several local community resources including a full athletics track, bike/traffic education, community centre & kindergarten and wetlands;
- Staff shower and change facilities for any staff who want to get active during their break times or travelling to school;
- A terrific team of staff who engage in a variety of social events, celebrations and functions;
- On site cafe with great coffee!
The Strathtulloh community are encouraged to be Helpful, Excelling, Accepting, Resilient and Trustworthy people as they demonstrate, support and strive for a #StrathtullohHEART
Why do we have so many positions available?
- We continue to grow - we already know we have an additional 12 homegroups/classes of students for 2024 and the in zone enrolments continue to come in;
- We have staff starting families and we know that due to our growth we can accommodate making their replacements ongoing positions;
- We have promotions to cover - these are internal and external positions where teachers are successful with Leading Teacher, Learning Specialist or AP positions;
- We have staff travelling for all of 2024 and due to our ongoing growth we're able to cover their approved leave with ongoing positions;
- We have staff moving into positions closer to their homes and moving interstate.
Secondary trained, overseas, graduate and permission to teach teachers are also encouraged to apply for this position.
Please email strathtulloh.ps@education.vic.gov.au to book a tour of the school.
Schools (Government)
19
March
Integration Aide 0.80 - Ed Support Level 1-Range 2 (Ed Support Level 1-Range 2)
Schools (Government) - Melbourne, VIC
Selection Criteria SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating a...
Source: uWorkin
Schools (Government)
19
March
Integration Aide 0.80 - Ed Support Level 1-Range 2 (Ed Support Level 1-Range 2)
Schools (Government) - Melbourne, VIC
Education, Childcare & Training
Source: uWorkin
JOB DESCRIPTION
Selection Criteria
SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
SC2 Demonstrated capacity to work and collaborate with others in a team environment.
SC3 Demonstrated capacity to communicate effectively in a team environment, including 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 and other school staff in respect to the work area.
SC6 A commitment to professional learning and growth for both self and others.
Role
Patterson River Secondary College is seeking a passionate and enthusiastic Integration Aide to work across the College in a range of classes. The role is 0.8 over 5 days. Patterson River has a strong culture of Inclusion underpinned by a large team of Support Staff who work in all year levels across the College.
An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.
An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.
Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).
A role at this range may include:
- Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
- Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
- Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken 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.
- 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 would be typical examples.
An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are 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. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.
Responsibilities
- Provides routine support for teachers including assisting with planning of student routines
- Supports communication between teachers and parents
- Communicates with teachers on routine matters related to students and/or other responsibilities
- Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
- Communicating with student/s to support comprehension of basic tasks and information
- Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
- Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
- Supports teachers in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly defined support needs and resources, assisting teachers with the communication of student outcomes and educational programs
- Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
- Provides specialised communication support for students and teachers in areas such as AUSLAN and braille
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
Child Safe Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department'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 department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Other Information
- 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
Conditions of Employment
This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.
Location Profile
Patterson River Secondary College is a friendly, high performing school. We work to create a supportive and productive learning community where students are challenged by high expectations and encouraged to achieve their personal best in all endeavours. Our College values of Persistence, Excellence, Community & Respect guide our decision making and actions. Patterson River has close connections with the community and sees itself as an important hub of the local community.
Set next to the Seaford Wetlands and within walking distance of the beach, our school enjoys beautiful surrounds. Our grounds are spacious and contain several landscaped courtyards which provide attractive shaded seating areas for our students. Student learning takes place in a safe and stimulating environment with a range of modern facilities which include a three-court basketball stadium, Performing Arts Centre, Senior School Centre, Year 7, Year 8 and Year 9 learning centres along with a new STEM centre, food rooms and community room. Staff are provided with free out of hours access to our new weights and circuit gym.
The school offers a wide range of programs to support student learning, including:
- Integrated, thematic & multi-award-winning Year 9 Program (Learning 4 Life)
- Large Instrumental Music Program
- Established VCE VM Program
- EXCEL Academic Program
- EXCEL Sport Program
- VET (Patterson River Secondary College is the lead school for the $20m Frankston START Trade Training Centre)
- Doctors in Secondary Schools Program
- PLC link School for the Bayside Peninsula Area
- Hub School for the Head Start program for Bayside Peninsula Area
- State of the Art STEAM lab
The College's leadership structure is aligned to the following areas of responsibility led by an Assistant Principal:
- Excellence in Teaching & Learning (Curriculum Operations)
- Positive Climate for Student Learning (Student Operations)
- Community Engagement & Support Services (School Operations)
The current Student Family Occupation & Education (SFOE) Index is 0.47. The College enjoys a positive school climate and student connectedness, with staff, student and parent opinion surveys all reporting results which place the College in the top quartiles in state-wide comparisons.
College tours can be arranged by contacting:
Daniel Dew (College Principal) daniel.dew@education.vic.gov.au
Further information about our College can be found by visiting our website www.prsc.vic.edu (including Strategic Plan and Annual Report) or newsletters via: https://inewsletter.co/VYpKOv/archive
Schools (Government)
JOB ALERT SUCCESSFULLY CREATED
A job alert for jobs matching “all jobs” in “any industry” has been created and a welcome email has been sent to . You will start to receive Job Alerts for this search within 24 hours.
- Job Seekers
- Member Dashboard
- AirCV
- Talent Communities
- Help for Job Seekers
- uWorkin.com
- Sign In
- Terms
- Privacy
- Create a Talent Community
- Promote local employment to your region, community or member organisation with a uWorkin Talent Community. Find out more.