Posted by Cara Armstrong Kindergarten Inc on 11 Dec 2019

OrganisationCara Armstrong Kindergarten Inc

For ProviderCara Armstrong Kindergarten Inc

Closing date18.12.2019

Primary roleCertificate III Educator

Position typePart-time

LocationHawthorn East

StateVIC

About the Centre/ServiceCara Armstrong Kindergarten is an iconic play-based kindergarten which has been offering the children of Hawthorn East and its surrounding neighbourhoods a quality kinder experience and family friendly atmosphere since 1945. The centre’s philosophy is based on “working together to create a safe and inclusive place to play, grow and learn.” An emphasis is placed on providing a stimulating environment and a warm positive atmosphere where children can develop confidence, curiosity, communication skills, and cooperative behaviour. The single room kinder offers one 3yo program (2 days per week) and one 4yo program (3 days per week).

Work Days of the RoleMonday, Tuesday, Wednesday, Thursday and Friday

Hours of Work of the RoleFive half day sessions per week, totalling 23.75 hours per week: Monday 11.15am - 4:00pm, Tuesday 11.15am - 4:00pm, Wednesday 7.45am - 12.30pm, Thursday 11.15am - 4.00pm, Friday 7.45am -12.30pm. Potential to add a further 4.5 hours per week teaching the language program (refer to Additional Requirements)

DescriptionWe are seeking a passionate and enthusiastic co-educator to assist across our 3 & 4 year old sessions at our successful long established community kindergarten. We require educators who can work cooperatively and professionally as a member of our team to assist in the provision of a high quality program for children in their care. All our teachers and educators operate in a professional manner at all times, meeting the requirements of the Department of Education and Training (DET) Kindergarten Guide, the Education and Care Services National Law Act 2010, the Education and Care Services National Regulations, and the policies and procedures of the service. Successful candidates will be paid above award wage with competitive terms and conditions.

RequirementsWWCC

Additional RequirementsFluency in Mandarin is desirable (but not essential) as it would allow the successful candidate to run the existing language program for an additional 4.5 hours per week. May be required to be nominated as a person with responsibility for the day-to-day operations of the service under the service supervisor certificate, and undertake responsibilities in accordance with the relevant legislation and regulations.

Industrial Agreement/AwardVictorian Early Childhood Teachers and Educators Agreement 2016 (VECTEA)

Contact

Posted by Moreland CCCC on 11 Dec 2019

OrganisationMoreland CCCC

Closing date17.01.2020

Primary roleDiploma Qualified Educator

Position typeFull-time

LocationBrunswick

StateVIC

About the Centre/ServiceMCCCC is a community-based, not for profit co operative of 3 early childhood services. A strategic leader supports the educational leaders at each site. There is an emphasis on innovation and excellence. This year all centres launched their French language programs. It has been an outstanding success and adds to the rich program that includes a strong indigenous perspective as well as an intergenerational program. Sustainability is also a key value.

Work Days of the RoleMon - Fri

Hours of Work of the RoleFulltime with a fortnightly RDO

QualificationsEarly Childhood Education & Care Diploma Ability to speak French (at any level) would be highly desirable

RequirementsWWCC

Industrial Agreement/AwardIndividual EBA

Contact

Posted by TARRALLA KINDERGARTEN ASSOCIATION INCORPORATED on 11 Dec 2019

OrganisationTARRALLA KINDERGARTEN ASSOCIATION INCORPORATED

Closing date20.12.2019

Primary roleDiploma Qualified Educator

Position typePart-time

LocationRingwood East

StateVIC

About the Centre/ServiceTarralla Kindergarten is an independent, not-for-profit, two-room kindergarten with three 4yo groups and three 3yo groups located in Ringwood East. Tarralla is a committee run kindergarten where committee and educators work closely together and value parent participation. Tarralla Kindergarten is committed to developing each child's sense of Being, Belonging and Becoming by facilitating interesting and challenging learning experiences in a warm and caring environment. We celebrate the child as an individual, nurturing their natural curiosity and supporting them as they build enquiring minds and passionate spirits. We believe that a combination of planned Intentional Teaching and Child Focussed, Play Based, Emergent Curriculum will provide opportunities for the child to investigate, project and explore new ideas, to follow their interests, to develop their imaginations and to celebrate their achievements under the umbrella of the National Quality Framework. For more information on the kindergarten, please visit www.tarrallakindergarten.org.au

Work Days of the RoleSession times are – • Tuesday 9am – 2.30pm • Thursday 8.30am – 12.30pm • Friday 9am – 2.30pm

Hours of Work of the Role• Tuesday 8:30am – 3:15pm • Thursday 8:00am – 3:00pm • Friday 8:30am – 4:00pm

QualificationsWe are currently seeking an enthusiastic Diploma Qualified Educator to work within one of our 4-year-old groups. You will assist in the planning and delivery of educational programs aimed at enhancing children's learning and development and providing opportunities to provide a foundation for development and success in learning. The successful applicant must possess - • A Diploma in Children’s Services or equivalent ACECQA approved qualification • Current Working with Children Check • National Police Check • Current Level 2 First Aid Certificate, CPR, Anaphylaxis and Asthma Certificates • Right to Work in Australia • A passion for Early Childhood Education • Willingness to work in a collaborative team • An understanding of the value of a high quality Early Years program Additional Requirements: All applicants are encouraged to provide: A cover letter outlining their experience and interest in the role and a current resume with contact details for at least two references.

RequirementsVIT Registration

Industrial Agreement/AwardVictorian Early Childhood Teachers and Educators Agreement 2016 (VECTEA)

Contact

Posted by McArthur Management Services on 12 Dec 2019

OrganisationMcArthur Management Services

Closing date15.01.2020

Primary roleOther

Position typePart-time

LocationDoncaster

StateVIC

DescriptionCommunity owned and operated Early Childhood Centre which is in the Eastern Suburbs are seeking an excellent Pedagogy Leader to work part time or full time. Their philosophy is all around valuing, accepting and respecting each child as unique individuals. They are looking for someone to join their dynamic and passionate team to further the pedagogy goals of the Centre. About the Role- Working closely with the centre director. You will lead all aspects of learning pedagogy for the centre. To Coach mentor staff to deliver programs that exceed the National Quality Standards. Providing a program that is inclusive, reflects the centres philosophy whilst meeting the needs of the community. Researching and implementing any new programs and process related to learning pedagogy. Providing further training to educators and managing professional development. Organise and manage student placements. Liaising with the parents committee Why it is worth applying! Full time or Part time Opportunity! Excellent pay rates Professional development Not-for-profit organisation Exceeding service Small service with dedicated educators. Supportive and experienced parent committee of management. To be successful: Bachelor of Early Childhood or Diploma in Children’s Services Comprehensive knowledge of the Education and Care Services National Law Act 2010 and the Education and Care Services National Regulations 2011 Comprehensive knowledge of EYLF and NQS Min 2 years of experience in a educational leader role or equivalent Current First Aid, CPR, Asthma and Anaphylaxis certificates. Minimum of 2 Referees (Previous Managers) For further information please call and ask to speak to Tracie Burwash on 9828 6565.

RequirementsVIT Registration

Industrial Agreement/AwardChildren’s Services Award 2010

Contact

Broadford Secondary College is located 70km north of Melbourne. Kilmore and Broadford are the main feeder towns for the College, both of which are experiencing sustained growth as part of the ‘Hume Corridor’. The College also draws students from other primary schools including Wandong, Pyalong and Willowmavin. In 2018, the College has an enrolment of 640 students. The college has 63 staff, three Principal Class Officers, 45 teachers and 15 ES staff which support the administration and wellbeing programs. The College is structured on a sub-school basis with Junior (Years 7-9), and Senior (10-12) sub-schools. We offer a wide range of subjects at VCE and have an established VCAL program at Foundation, Intermediate and Senior level. The College also offers students an extensive range of VET subjects which can be accessed from Year 9. VET courses delivered on site include Sport & Recreation, Business Administration and Building & Construction. Other courses are delivered at TAFE colleges which are accessible by train. The school has recently conducted a major curriculum review focused on the Victorian Curriculum years 7 to 10 as well as VCE audit with unit planning outlines developed and published. This has brought about positive changes in both teaching delivery and student attitudes. Additionally, there are major facilities upgrades occurring, consisting of; a new Literacy / English Centre of Excellence and an upgraded library facility. This has been influenced by our collaborative work with the University of Melbourne focused on Reading.

General Teachers

Broadford Secondary College has developed consistent teaching practices with high expectations for staff and students centred around our school values 'Respect, Responsibility, Organisation, Persistence and Excellence' and our school motto of 'aspire, strive, achieve'. The BSC staff have developed the 'Broadford Secondary College Instructional Model' which is a framework for high quality teaching at BSC, based around current educational research including the High Impact Teaching Strategies (the HITS) and designed within the context of our students and school community. Staff engage in regular and structured professional learning, and work collaboratively with each other in Professional Learning Communities (PLC's). The College has a peer observation structure where staff observe each other to provide feedback and support on teaching practice. Teachers also work in Key Learning Area (KLA) groups to design, document and implement a guaranteed and viable curriculum that is engaging, differentiated and uses ICT effectively as a teaching and learning tool.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

- Direct teaching of groups of students and individual students;

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

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

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

- Undertaking other non-teaching supervisory duties.

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

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

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

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

All applicants must have a personal profile on Recruitment on Line and ensure that it is up to date including VIT registration status. Applications should also be lodged on Recruitment on Line to ensure that notification of outcomes is delivered to a current email address.

Applications must include:

1. A specific response to each of the key selection criteria and position details. It is suggested that applicants limit their response to no more than 7 pages.
2. A CV with a summary of experience and qualifications.
3. The names and contact details of up to three referees who can provide information regarding the applicant in relation to the key selection criteria.
   Additional Information
   Mr David Mills is the Executive Officer acting on behalf of the Selection Panel. He can be contacted for more information on 03 5784 1200.

• 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

At Traralgon College we are focussed on achieving our purpose of ‘growing together as adaptable, confident, successful learners and citizens’. This is supported by a well-developed vision which describes what our students will do, how our staff work, individually and in teams, and how our leaders work. Our college is focussed on working in teams and we believe in these teams taking collective accountability for the learning, wellbeing and pathways of our students.

Our college values which we believe support the achievement of our purpose and vision are:

· Respect for self, others and our environment,

· Responsibility to strive for success,

· Resilience to take on new challenges.

Our curriculum is planned using the Understanding by Design framework and we are focussed on supporting student growth through inquiry learning and a positive and supportive learning culture. We emphasise the need to plan for deep learning and to plan for and teach the learning behaviours we look for in our students. The College’s Positive Behaviour Support program is developing and has had a positive impact on our learning environment.

Traralgon College is the sole government secondary provider in Traralgon, situated at the eastern end of the Latrobe Valley in Gippsland. The college has an enrolment of just under 1000 students with slightly over half of these at our Junior Campus (yrs 7 – 9) and just under half at the Senior Campus (yrs 10 – 12). Our two campuses are approximately 4 km apart.

Our ambition is to be the school of choice for students and parents in Traralgon. We are also creating a destination for teachers and leaders to develop their practice within a dynamic, professionally challenging, stimulating and rewarding environment.

Our community is a relatively diverse community in socio economic terms drawing on students from Traralgon as well as the surrounding smaller towns. We cater for many students from disadvantaged families as well as those from better off situations.

The college offers a curriculum which progresses from a core curriculum at year 7 to a core with electives at years 8, 9 & 10 and an extensive VCE and VCAL program with VET options at years 11 & 12. At our junior campus, we are developing a strong ‘studies of Asia’ focus and Chinese language program. We offer a range of extra-curricular programs similar to most other larger secondary colleges as well as international travel opportunities with our sister school in China and through programs such as World Challenge. We also offer an award winning Wakakirri program that is a true college collaboration.

The College provides a comprehensive and inclusive curriculum with a range of pathways to meet the interests and needs of a wide variety of students. Literacy, numeracy and ICT are integrated into the teaching and learning program. A wide range of VCE subjects and VCAL studies are offered to our senior students, including a strong suite of VET courses offered internally and externally and access to School Based Apprenticeships and the ‘Headstart’ apprenticeship program.

We support students who are at risk of disengagement with a Hands on Learning program and with alternative programs at years 8, 9 and year 10. We have a 1:1 laptop program for all students to support inquiry and use of ICT in the classroom.

The college is led by a principal team with a College Principal across both campuses and a Campus Principal and Assistant Principal at each campus. Together with the leading teachers they form the college and campus leadership teams. Staff employed at Traralgon College are employed on a college basis and may from time to time be transferred from one campus to the other in line with the college’s needs.

Selection Criteria 1

Demonstrated understanding of initiatives in student learning including the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement and evaluate learning and teaching programs in accordance with the Victorian curriculum.

Selection Criteria 2

Demonstrated high level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning.

 Selection Criteria 3

Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning.

 Selection Criteria 4

Demonstrated high level written and verbal communication skills and high level interpersonal skills including the capacity to establish and maintain collaborative relationships with parents, other employees and the broader school community to focus on student learning, wellbeing and engagement.

 Selection Criteria 5

Demonstrated behaviours and attitudes consistent with Department values, including a commitment and capacity to actively contribute to and manage major curriculum or student activities and a commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning.

Traralgon College is seeking a Maths & Science teacher who will impact positively on students’ learning growth and contribute to our school improvement agenda. The position will be based at our Junior Campus, however it should be noted that all positions are College-based and able to be allocated anywhere within the college based on student need. We have a strong emphasis on developing an inquiry-focussed curriculum that accounts for the full range of learners at our school. Our school uses the Understanding by Design framework when for planning for student learning and our instructional model is based on the Gradual Release of Responsibility theory

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

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

Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities. A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.

Range 2 classroom teachers will be expected to:

• Have the content knowledge and pedagogical practice to meet the diverse needs of all students
• Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
• Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
• Supervise and train one or more student teachers
• Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.
   
  Classroom teacher Range 1
  The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
  
  At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities. The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
  
  Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
  
  Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.

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

- Direct teaching of groups of students and individual students;

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

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

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

- Undertaking other non-teaching supervisory duties.

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

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

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

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

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

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

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

Eligibility for incentive payments:

• The successful candidate must be a new employee to this school
• A minimum commitment of 2 years employment in this position
• The incentive is payable to the successful candidate who meets requirements for relocation as set out on https://www.education.vic.gov.au/hrweb/employcond/Pages/pexpTS.aspx

Retention payments will be paid at the end of the second, third, and fourth year of employment in this position, subject to successful completion of each year respectively.

For information on relocation and removal assistance, refer to ‘Reimbursement of travel and personal expenses - teaching service’ policy available at https://www.education.vic.gov.au/hrweb/employcond/Pages/pexpTS.aspx

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

This position attracts an incentive payment of $21,000 (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment.

A $9,000 (pre-tax) annual retention payment is available at the conclusion of the second, third and fourth year of employment.

Additional relocation assistance may be available upon appointment to the position.

More information about Targeted Financial Incentives is available at https://www.education.vic.gov.au/about/careers/teacher/Pages/targeted-initiative-attract-more-teachers.aspx

Baringa School is committed to excellence in Special Education. We aim to provide an innovative, caring and stimulating environment where learning is relevant and purposeful and where students develop a sense of belonging through mutual respect and cooperation. Our school motto is “Learning, Caring, Achieving”.

Baringa School is located in Moe, which is in the Latrobe Valley. The school provides a comprehensive educational program for students who have an intellectual disability aged from 5 to 18 years of age. Current enrolment is 180.

The student population is drawn from a wide geographical area incorporating Trafalgar through to Traralgon.

GUIDING PRINCIPLES

Baringa School community sees the provision of a safe, caring and positive learning environment as its most important goal. The environment aims to support students as they strive to develop social, emotional, communication and educational skills that will lead to independence. School community commitment to providing a curriculum that challenges student learning through achievement and success is strong.

CURRICULUM

The curriculum at Baringa is based on the Victorian curriculum and covers English, Mathematics, Personal & Social Development, Health & Physical Education, Independent Living Skills, Art, Technology and Communication. A number of enrichment programs are also offered including Outdoor Education, Camps, Advance (a community volunteer program) vocational training including Work Experience and Pre work skills, and travel training.

The school operates in Units of Primary (ages 5 – 12 ) Secondary (ages 12 -1 6) and for students over 16 a range of options including preparation for post school pathways and independent living skills are provided. Student support services include speech therapy, a full time Primary Welfare Officer and Chaplain provide student and family support. One of our Learning Specialist positions is also a full time Student Welfare Coordinator.

Individual student needs determine the curriculum focus for each student. Parents and professionals identify these collaboratively during Support Group meetings. When collated, these needs drive the curriculum provided for students. Through this process, Individual Learning Plans and personal goals for students are established. Many students present with challenging behaviour and require individual behaviour plans and modified or negotiated programming to ensure successful participation at school.

FUTURE PLANS

Baringa School has a continuing commitment to work together to improve all school environments. The concept of promoting positive student behaviour through positive programming continues to be an important underpinning program to support students in all areas of learning.

Curriculum priorities focus on student achievement and engagement through the extension of literacy and numeracy across the school, extension of information technology to support learning, and further training in improving teaching and learning across the school, with a particular emphasis on explicit teaching and differentiated learning.

Ensuring that staff have strong capabilities in relation to working in a special education setting will continue to be an important focus for professional learning, particularly as experienced and Special Education qualified staff retire and new staff come into the school. Knowledge and understanding of the principles underpinning School Wide Positive Behaviour Support and Understanding Poverty are important aspects of our culture and beliefs in relation to student wellbeing and engagement.

SC1: Demonstrated capacity to lead a team, including capacity for directing the work of others in order to meet relevant outcomes.

SC2: Demonstrated high level oral and written communication skills, must be able to relate and interact with staff and students.

SC3: Possess the technical knowledge and expertise relevant to the position.

SC4: Demonstrated capacity to provide advice and support to management in respect to work area

SC5: Demonstrated commitment to professional learning and growth for both self and others.

SC6: An understanding of intellectual disability combined with an ability to maintain a calm and supportive environment particularly in relation to dealing with difficult and challenging behaviours.

Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.

Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.

Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.

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

Education support class employees contribute to the provision of a high quality school environment for students.

• Lead and coordinate the delivery of a range of IT support services across the School for all staff and students.
• Manage the administration and maintenance of IT equipment and systems.
• Ensure confidentiality of records are maintained.
• Use appropriate IT purchasing and budget management.
• Investigate innovative use of evolving technologies and work with the Leadership team to plan for delivery and supply.
• Actively engage with students by supporting them with their learning projects.
• Work collaboratively within a multidisciplinary team.
• Other duties as required by the Principal.

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

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

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

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

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

Location:

Footscray City Primary School (FCPS) is a Foundation to year 6 school established in 1870 in the inner west suburb of Footscray, in the City of Maribyrnong, seven kilometres from central Melbourne. The school is located next to the City of Maribyrnong Council Offices and is four hundred metres south of the Footscray railway station. We are also a campus for the Western English Language School (WELS).

Facilities:

The school’s history is reflected in its three buildings. The original 1870 Bluestone Building is now used for the music program, instrumental music and the allocation of classroom spaces for the WELS. The 1910 brick building houses six classrooms and a large central area. The 1970’s brick building houses the school’s administration area, staff-room, art program, canteen, multi-purpose room, Out of School Hours Care, teaching spaces for seventeen classes and a variety of offices and small group rooms.

The school’s grounds currently have two main playground areas, a synthetic grass soccer field, active use garden areas, vegetable garden, chook pen, sandpits and asphalt hard-court space for basketball, bat-tennis, and volleyball. The space formerly used as a grass oval is now under construction with the addition of a Gymnasium and Performing Arts Building.

Demographics:

The 2019 school enrolment is 477 and this has grown steadily since 2012 when the enrolment was 170. The school was significantly restructured following a Department of Education intervention at the end of 2011. The prep enrolment in 2012 was 22, however the prep enrolment in now consistently sitting at 80 students. The enrolment is expected to grow to beyond 500 over the next few years, with the predicted enrolment for 2020 is 520+.

Curriculum: (The following information should be addressed within the responses to the selection criteria)

The school focuses on the development of student capabilities in literacy and numeracy, believing these are the foundations for learning all areas of curriculum.

The instructional mode and instructional strategies implemented in all classroom and specialist programs is based on the research of Robert Marzano, McREL International, Richard and Rebecca Dufour and John Hattie. Focus is placed on all students learning at high levels, educators working collaboratively in Professional Learning Communities and evidence-based practice to ensure growth for every child.

Our Annual Implementation Plan prioritises the building of Excellence in Teaching and Learning, particularly in the areas of ‘Building Practice Excellence’ and ‘Curriculum Planning and Assessment’. The school places a strong emphasis on leaders operating with a focus on curriculum, instruction and assessment, and we have a range of leadership opportunities including PLTs, Curriculum Priority Areas and Curriculum Coaching of teachers. Our priority is to deliver improved student learning outcomes for every student through personalised learning programs, an orderly environment and the development of a Growth Mindset.

Our Specialist Programs are delivered by teachers specifically trained in their respective fields and with significant experience in the areas of Visual and Performing Arts, Language Learning (Mandarin) and Physical Education. The Specialist Professional Learning Team work collaboratively as a team and with teachers across the school, ensuring students are exposed to concepts across the learning programs and have the opportunity to access a diverse curriculum.

We also offer a high quality Instrumental Music Program, with students accessing this learning during the school day with highly trained and specialised music educators. Students have the opportunity to work in individual and small group settings, with regular performance presentations to their peers and community members. We have a proven record of this program enhancing the learning and wellbeing of our students, and contributing to improved learning outcomes across the curriculum.

Community Involvement

The parent community is actively involved in the school and their children’s learning. This is in the form of involvement in school council sub committees, classroom volunteers, maintenance and improvements to facilities and grounds, fundraising and community events such as our Bi-annual Art Show (Visual Arts) and Big Day Out (Performing Arts), participating in Curriculum Celebrations and Student Learning Conferences. Teachers and school leaders in our school must be committed to supporting community involvement in the school’s programs, understanding its contribution to growth in student wellbeing.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

- Direct teaching of groups of students and individual students;

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

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

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

- Undertaking other non-teaching supervisory duties.

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

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

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

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

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

Mount Rowan was established in 2017 as a campus of Ballarat Secondary College and in 2019 we became Mount Rowan Secondary College. We provide a high quality year 7-12 education for students in the Mount Rowan, Wendouree, Creswick, Miners Rest and surrounding areas including Ballarat North and outlying communities to the north of Ballarat. The school was previously the Wendouree Campus of Ballarat Secondary College offering years 7 to 10 schooling but has been revitalised following extensive consultation with the community.

Launching in 2017 with its new name, mission and values of Pride, Respect and Excellence, the school offers a broad curriculum in years 7 to 10 and an exciting range of VCE and VCAL subjects taught in small classes in a safe and friendly learning environment.

The school is structured around four vertical houses which focus on student resilience, social development and wellbeing and academic progress and achievement to build in all students those skills and attributes that will support their successful learning and future pathways.

 In 2017 we commenced a major building program that, by early 2020, will refurbish the majority of the school facilities, including a Senior Centre, a General Purpose Classroom Hub for year 7 to 10 students as well as creating a STEAM Centre and establishing a state of the art performance centre and school café. The Campus already boasts significant sporting facilities and spacious grounds and the new additions will further enhance the learning environment and opportunities for all of our students.

All Mount Rowan staff celebrate learning with our students, not only academic achievement, but guiding our students to be respectful citizens of the 21st Century.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

- Direct teaching of groups of students and individual students;

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

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

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

- Undertaking other non-teaching supervisory duties.

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

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

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

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

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

Who we are

Downer is the leading provider of integrated services in Australia and New Zealand. Through trusted relationships and world leading insight we work closely with our customers to design, build and sustain assets, infrastructure and facilities.

Our Mining, Energy and Industrial division provides engineering and construction, contract mining and asset services to customers in the resources, energy, power generation and industrial sectors. As part of this team, you’ll join a group of innovative thinkers who work together to deliver market-leading, safe, cost effective and environmentally friendly outcomes that exceed customer expectations.

Position summary

EXPRESSION OF INTEREST – Rope Access Technician

• Dynamic and collaborative environment
• Darwin Residential Position

POSITION SUMMARY
We are accepting Expressions of Interest from suitably qualified Rope Access Technicians available for local work across various industrial and LNG sites in Darwin.

ABOUT YOU
A team player, with excellent interpersonal and communication skills. Demonstrated commitment and dedication to Zero Harm, working safely at all times. Knowledge in the safe use of hand/power tools and equipment required to perform tasks.

All suitable applicants will provide:
• Current IRATA – Level 1, 2 or 3
• Trade Qualification – Australian Recognised (if applicable);
• Current Drivers Licence
• Working at Heights (issued within the last 2 years);
• Construction Induction White Card;
• Provide all necessary documentation/qualifications/tickets relevant to the position;
• Updated resume clearly outlining positions, duties performed, duration, projects, employer, including at least two (2) referees
• Evidence of your right to work in Australia

WHAT WE OFFER
These roles offer you the opportunity to work in a dynamic environment. If you are passionate about what you do and motivated to succeed, apply now.

As an employer who embraces Equal Opportunity and promotes diversity, we encourage men and women of all ages and backgrounds, including Indigenous Australians, to apply.

HOW TO APPLY
Please follow the link to apply.

If you experience any technical difficulties with your application, please email Kellie.Fitzgerald@downergroup.com

WE RESPECTFULLY REQUEST NO RECRUITMENT AGENCY APPROACHES

How to apply

To apply for this great opportunity please click the apply now button

Closing Date: 26 Dec 2019 AUS Central Standard Time

About Toll

Toll is a leading provider of integrated logistics services, generating annual consolidated revenue of AU$8.8 billion and operating an extensive network of over 700+ sites throughout more than 45 countries across the world. As Toll continues to experience exceptional growth locally and internationally, we seek to recruit professional & passionate people who are keen to see their career grow with the business.

The Role

Toll Group have a permanent opportunity for an experienced Driver Trainer for Parkinson. This role requires a driver trainer to provide specialist training, assessment and coaching for Toll drivers in all relevant aspects of their duties including, but not limited to, induction & on boarding, legislative requirements & Toll Group procedures. 

This position requires you to implement the business driver training strategy (incorporating risk, quality, HSE and human resource management systems) continuous improvement considerations in driver training assessment. As the

Driver Trainer, you will play a key role in the ongoing training and development of drivers to increase service quality and manage the health, safety and wellbeing of employees and the environment, as well as meeting customer contractual requirements.

Benefits:

• Permanent Opportunity
• Exciting opportunity to make a difference
• Immediate start

Key Responsibilities

• Conduct a range of training programs to support delivery of Toll Group driver training initiatives. This will involve group and 1 to 1 training sessions where required.
• Report issues related to driver behaviour and compliance and make recommendations with regard to future action.
• Provide regular update on training plan.
• Assess driver competencies as part of pre-employment checks and re-assess current drivers to comply with business requirements and standards.
• Prepare individual driver assessment reports further follow up and review
• Review training and assessment effectiveness and make recommendation for continuous improvement.
• Plan and coordinate training requirements and activities– annual forward planning and monthly requirements are communicated to operations to forward plan.
• Undertake in conjunction with Training Managers driver training needs analysis and develop training plans that ensure daily operation and equipment impacts are minimised.
• Deliver agreed training and assessment approaches as per training plan.
• In conjunction with Toll Group Operations Training, support the design and develop quality driver training materials in line with adult learning methodologies.

Skills & Experience

Knowledge/Experience

• Experience
• Skilled and competent driver/MHE operator (as required)
• Skilled and competent trainer and assessor
• Ability to identify and remedy operational inefficiencies and service problems
• Ability to work autonomously and in a team environment

• Knowledge of:
• HV mass management, fatigue management, dangerous goods, load restraint, road transport rules and regulations
• Transport systems and management
• Workplace Health and Safety policies and legislation, and approaches
• Quality systems and procedures
• Toll services, standards and procedures (Safety, HR, Risk and Quality)

Technical/Professional Skills required

• Strong knowledge of computer systems and information technology (Outlook, Excel, Word and PowerPoint)
• Experience in using business systems such as Learning Management System
• Strong numerical and literacy skills
• Document writing skills - ability to produce quality reports
• Presentation and communication skills
• Coaching skills
• Problem solving skills and outlook
• Time management and organisation skills
• A can do approach towards driver safety and risk reduction

Qualifications

• Certificate IV or Diploma in Workplace Training and Assessment
• Drivers Licence Heavy Combination Class (MC)
• DG Licence would be advantageous
• Forklift (LF - LO)

Working at Toll

At Toll, we’re proud to be a leading integrated logistics provider in the Asia Pacific region. And we know our success is due to the quality and skill of our talented people - quite simply, our people are our most valuable asset.

We work hard to create a workplace that supports our people’s careers and that is a safe, respectful and inclusive place to work.

When you join Toll, you’ll join 40,000 customer-focused people who are working across 1200 locations in more than 50 countries. Our employees are passionately committed to our vision - to deliver outstanding logistics solutions for our customers, at every stage of the supply chain.

All Toll Group employees must be entitled to work in Australia and undertake a criminal history check, pre-employment medical and drug & alcohol testing

If you're interested in this role, click 'apply now' or email Katrina – katrina.hollibone@tollgroup.com

Southern Cross Care (Qld) is currently implementing the eCase 5 Care Management System. As a part of that project, we will be moving from paper based to electronic records with the associated change in processes and practices.

To support the project’s goals, SCCQ will engage

 with the focus of enhancing the professional development, capability and practices of clinical and non-clinical staff through the delivery of education programs, mentoring and coaching to front-line staff.

This role is the prototype for potential ongoing resource but will initially be engaged on a

In this role, you will be based in our

with a hot desk, as

will be required to support the project rollout.

It is

with the Nursing & Midwifery Board of Australia (AHPRA) with

. It would be ideal if you also held post graduate qualifications in nursing, clinical speciality (gerontology) or education and/or a Certificate IV in Training and Assessment or equivalent.

It is equally important that you bring:

• Calm and patient temperament with an approachable style
• Willingness to share your experience and the motivation to help make a difference
• Understanding of our operational sites’ needs
• Ability to identify skills gaps (whether IT related or Clinical)
• The supportive nature to help our staff be upskilled

 Southern Cross Care QLD is a not-for-profit provider of quality aged care, disability care and independent living in South East Queensland. With over 1,000 employees, we provide care and services to thousands of people within their own homes or at one of our 11 Residential Care Facilities and 5 Retirement Villages. We are a team of passionate and dynamic professionals who prides ourselves on providing exceptional service to our internal and external customers.

Offers of employment will be subject to regulatory checks including a national criminal history record check. Please note to apply for this position you must have right to work in Australia and hold a current driver’s license.

• Assembly of Joinery Items (Desks, Office Furniture)
• You will be required to read and Interpret build plans accurately

Your own power and hand tools are a must.

MINIMUM REQUIREMENTS
Good references
Immediate Start
Power and hand tools

SKILLS REQUIRED
-High attention to detail
-Safety-conscious approach to your work with a good understanding of OH&S Rules and Regulations

BENEFITS
Meal and travel allowance
Professional team
Paid weekly
Long Term work

HOW TO APPLY?
If you are interested in the role, please apply today with an updated copy of your resume outlining how you meet the above essential criteria and specifying in the role you are interested in.

Contact:

Please email Sam Linthorne your interest to Samuel.linthorne@fusionpeople.com.au

Kurrajong Therapy Plus have a rare and wonderful opportunity for an Allied Health Assistant Trainee to join our multidisciplinary team.

Kurrajong offer a terrific traineeship program which will see the successful applicant receive valuable experience from our highly accomplished team of health professionals.

The successful applicant will complete studies in Certificate IV Allied Health Assistance during the traineeship and receive a nationally recognised qualification.

We are a leading disability service provider in the Riverina Murray region, and have been established for more than 60 years. Our vision is to create open, accessible and inclusive communities for all. As a registered NDIS provider we are experiencing significant growth in demand for supports and services offered to children, adolescents and adults with a disability.

Kurrajong Therapy Plus consists of a unique multidisciplinary team of Speech Pathologists, Occupational Therapists, Physiotherapists, Allied Health Assistants, Educators and Educator Assistants.

The Allied Health Assistant Trainee will work with our qualified Allied Health Assistant to assist our team of Health professionals. Tasks could include:

• Making resources
• Organising group therapy sessions
• Assisting our team of therapists
• Eventually implementing therapy sessions divised by our therapists

The position would ideally suit someone who is passionate about helping others and motivated to pursue a career in the healthcare industry.

• Regular clinical supervision and support
• The opportunity to study Certificate IV Allied Health Assistance during the traineeship
• Excellent facilities and resources
• The opportunity to work within an experienced and supportive multidisciplinary team

1. Higher School Certificate or equivalent
2. Current Provisional or Class C Drivers Licence
3. Working with Children Check clearance (or willing to obtain)
4. National Police History Check for Aged/Children/Disabled/Vulnerable (conducted by Kurrajong)
5. A desire and passion to enter the Healthcare Industry

1. Ability to prioritise, plan, anticipate risks and problem solve
2. Excellent written and verbal communication skills
3. Ability to think creatively and use initiative to work through issues
4. Ability to implement Work Health and Safety, Risk Management and Quality Assurance requirements
5. Excellent time management skills

Contact Debbie Young - Kurrajong Therapy Plus Manager on 02 69238400 or email at dyoung@kurrajong.com.au to discuss.

Please apply online via our website www.kurrajong.com.au/careers and provide a current resume and covering letter addressing the selection criteria.

5:00pm Thursday 9th January 2020

shaping the world of work in education

Primary Teacher

Beautiful scenery, fascinating heritage and sprawling countryside is offered as a change of pace from the hustle and bustle of city life. Primary Teaching position in Hay, NSW available with financial incentives, relocation assistance, subsidised accommodation and an incredible supportive school network available for these positions, relocation to regional NSW now has an even greater appeal!

The Role:

• Full-time position
• Multiple roles available across NSW
• Flexible 12 month contracts or permanent positions available
• Relocation Assistance or upfront financial incentives available
• Applications welcome from non-specialists for future opportunities in the area

The Successful Teacher Will:

• Australian Approved Teaching Qualifications
• NESA accreditation
• Valid working with children check
• Willingness to adopt ethos of the school

The Benefits of Working with randstad education:

Please note that your details will not be sent to any school without your consent or any referees listed on your CV contacted without your permission.

With locations in every capital city in Australia, Randstad's Education team is the biggest and most experienced education & childcare agency in the country, and that means we're here to help you with your next career move.

At Randstad Education, we have over 20 years of expertise in the early childhood and education sector. This means our experienced consultants are here to help match you with your perfect job.

How to apply:

In order to apply for this full time role please contact kate.schiavone@randstad.com.au via email, with a copy of your CV as a word document with limited formatting.

Randstad Education is committed to safeguarding and promoting the welfare of children and expects all staff and volunteers to share this commitment. Candidates applying through Randstad Education will need to meet all compliance requirements. Randstad Education is an equal opportunities employer. SK918491A