Glenroy College is located in Glenroy 20 minutes from the CBD on the corner of Glenroy and Cardinal Roads. It has easy access to public transport centred between Glenroy and Fawkner Train Stations.

The diverse range of cultural and ethnic backgrounds of the 460 students who attend the College are drawn from the surrounding areas including Glenroy, Oak Park, Pascoe Vale, Coburg and Broadmeadows. In 2020, the College has confirmed a significant increase in enrolments, testament to the strategic changes that have been implemented over the past 3 years which have created a positive perception of the College in the community.

Our students are our greatest ambassadors and they continually positively represent the College values of Achievement, Respect, Integrity and Teamwork, in their own learning and their behaviours towards others. Glenroy College has started plans to rebuild the main teaching and learning spaces which will allow us to match the high quality teaching with modern facilities.

Glenroy College is committed to successful outcomes for all our students. We work to equip them with the essential learning skills they will need to succeed in our complex, flexible and constantly-changing world. The College has adopted High Impact Teaching Strategies across all domains, implemented Literacy and Assessment for Learning, College-Wide Positive Behaviour Support and Professional Learning Communities. We have a collegiate classroom visit structure based around teaching teams to support effective teaching practices.

The College actively supports our learners with Junior (Years 7-9) and Senior (Years 10-12) Sub Schools with Year Level Leaders and a Sub School Manager. Each Sub school is further supported with teams of staff who provide individualised attention to the academic progress and wellbeing of each student. Increased enrolments suggest that the College may structure the year levels across 3 Subschools (Junior, Middle and Senior) in the near future.

Our programs encourage the highest standards of achievement in every activity undertaken by our students. We collect literacy and numeracy data on students in years 7 to 10 through established On Demand testing. Feedback is provided to students and data is provided to teaching teams whose major role is to improve academic outcomes for all students. This data is also used to inform parents of their child’s progress through our system of parent interviews and online parent portal. In 2020 we are implementing a 5 weekly progress reporting system.

Our teaching and learning methods recognise that students must be able to use computers and multi-media technologies with confidence and understanding to enhance both their learning and their ability to fully participate in our information-filled world.

Additional special programs are available to support and extend students including our interactive and supportive Junior Homework Club and Senior Study Hall, Instrumental Music and inter-school sport. We operate a successful Year 6 to 7 transition program incorporating extended orientation with trained Year 9 Buddies. All Year 9 students participate in the Rite Journey and $20 Boss, programs designed to assist young people transitioning into adulthood and provides them with experiences of community volunteering and developing business awareness. The College uses the adaptive, individualised online Maths Pathway Program for Junior School students to develop their understanding and application of numeracy. Our Senior students have access to both VCE and VCAL from Year 11.

The strengths of Glenroy College lie in our ability to provide an excellent, balanced and diverse program, while blending innovation and tradition, allowing freedom and creativity within a caring, co-educational setting in which each student learns and grows in an environment of mutual respect and co-operation.

The College has a strong and interconnected Engagement and Wellbeing Team, comprising Wellbeing Team Leader, Inclusion Co-ordinator and Integration Aides, Family Liaison Officer, Chaplain, Adolescent Health Nurse, Doctor in Schools, visiting professionals including psychologists, speech therapists and social workers. Students also benefit from a range of programs and services provided by local organisations, including Hume Council.

Students are counselled extensively when moving through the year levels and into VCE/VCAL developing pathways built around their interests and strengths and acknowledging their aspirations. Accelerated year 10 students are invited to access VCE subjects. The College also offers access to VET programs along with VCAL.

Our College develops student leaders through all levels with Class Captains, College Year 12 Captains and Sports Captains. We provide a high quality extensive student wellbeing structure involving mentors and level leaders supported by a wellbeing team that provides programs, case management and counselling.

Glenroy College is currently also linked to La Trobe University through the Uni-Bridges program. This provides opportunities for students from year 10 through to 12 to access outreach programs at La Trobe University.

The College welcomes and encourages parent and community involvement. Our facilities are used extensively by community groups after school and on weekends.

The College has Information Technology as a priority area for student learning. We currently offer Digital Technology to Year 10 and are planning to expand our curriculum offerings to senior students to include Y11 and 12 IT from 2021. The successful applicant will be part of a small team that is working to build the IT interests and capabilities of the students. If this interests you, please call the Principal to discuss the position and the opportunities for professional growth at Glenroy College on 0488 993 004.

 We are looking for a dynamic and enthusiastic teacher, committed to working with staff teams to achieve the best possible outcomes for each of our students. The College has approval for a rebuild of the main teaching and admin facilities, with planning started and an expected handover date of December 2020.

SC1 Demonstrated understanding of initiatives in student learning including the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement and evaluate learning and teaching programs in accordance with the Victorian curriculum.

SC2 Demonstrated high level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning.

SC3 Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning.

SC4 Demonstrated high level written and verbal communication skills and high level interpersonal skills including the capacity to establish and maintain collaborative relationships with parents, other employees and the broader school community to focus on student learning, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values, including a commitment and capacity to actively contribute to and manage major curriculum or student activities and a commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning.

SC6 Demonstrated ability to teach Information Technology to Year 12 and Digi Tech.

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

Glenroy College is located in Glenroy 20 minutes from the CBD on the corner of Glenroy and Cardinal Roads. It has easy access to public transport centred between Glenroy and Fawkner Train Stations.

The diverse range of cultural and ethnic backgrounds of the 450 students who attend the College are drawn from the surrounding areas including Glenroy, Oak Park, Pascoe Vale, Coburg and Broadmeadows. In 2020, the College has confirmed a significant increase in enrolments, testament to the strategic changes that have been implemented over the past 2 years which have created a positive perception of the College in the community.

Our students are our greatest ambassadors and they continually positively represent the College values of Achievement, Respect, Integrity and Teamwork, in their own learning and their behaviours towards others. Glenroy College has confirmed plans to rebuild the main teaching and learning spaces which will allow us to match the high quality teaching with modern facilities.

Glenroy College is committed to successful outcomes for all our students. We work to equip them with the essential learning skills they will need to succeed in our complex, flexible and constantly-changing world. The College has adopted High Impact Teaching Strategies across all domains, implemented Literacy and Assessment for Learning, College-Wide Positive Behaviour Support and Professional Learning Communities. We have a collegiate classroom visit structure based around teaching teams to support effective teaching practices.

The College actively supports our learners with Junior (Years 7-9) and Senior (Years 10-12) Sub Schools with Year Level Leaders and a Sub School Manager. Each Sub school is further supported with teams of staff who provide individualised attention to the academic progress and wellbeing of each student. Increased enrolments suggest that the College may structure the year levels across 3 Subschools (Junior, Middle and Senior) in the near future.

Our programs encourage the highest standards of achievement in every activity undertaken by our students. We collect literacy and numeracy data on students in years 7 to 10 through established On Demand testing. Feedback is provided to students and data is provided to teaching teams whose major role is to improve academic outcomes for all students. This data is also used to inform parents of their child’s progress through our system of parent interviews and online parent portal. In 2020 we are implementing a 5 weekly progress reporting system.

Our teaching and learning methods recognise that students must be able to use computers and multi-media technologies with confidence and understanding to enhance both their learning and their ability to fully participate in our information-filled world.

Additional special programs are available to support and extend students including our interactive and supportive Junior Homework Club and Senior Study Hall, Instrumental Music and inter-school sport. We operate a successful Year 6 to 7 transition program incorporating extended orientation with trained Year 9 Buddies. All Year 9 students participate in the Rite Journey and $20 Boss, programs designed to assist young people transitioning into adulthood and provides them with experiences of community volunteering and developing business awareness. The College uses the adaptive, individualised online Maths Pathway Program for Junior School students to develop their understanding and application of numeracy. Our Senior students have access to both VCE and VCAL from Year 11.

The strengths of Glenroy College lie in our ability to provide an excellent, balanced and diverse program, while blending innovation and tradition, allowing freedom and creativity within a caring, co-educational setting in which each student learns and grows in an environment of mutual respect and co-operation.

The College has a strong and interconnected Engagement and Wellbeing Team, comprising Wellbeing Team Leader, Inclusion Co-ordinator and Integration Aides, Family Liaison Officer, Chaplain, Adolescent Health Nurse, Doctor in Schools, visiting professionals including psychologists, speech therapists and social workers. Students also benefit from a range of programs and services provided by local organisations, including Hume Council.

Students are counselled extensively when moving through the year levels and into VCE/VCAL developing pathways built around their interests and strengths and acknowledging their aspirations. Accelerated year 10 students are invited to access VCE subjects. The College also offers access to VET programs along with VCAL.

Our College develops student leaders through all levels with Class Captains, College Year 12 Captains and Sports Captains. We provide a high quality extensive student wellbeing structure involving mentors and level leaders supported by a wellbeing team that provides programs, case management and counselling.

Glenroy College is currently also linked to La Trobe University through the Uni-Bridges program. This provides opportunities for students from year 10 through to 12 to access outreach programs at La Trobe University.

The College welcomes and encourages parent and community involvement. Our facilities are used extensively by community groups after school and on weekends.

We are looking for a dynamic and enthusiastic teacher, committed to working with staff teams to achieve the best possible outcomes for each of our students. The College has approval for a rebuild of the main teaching and admin facilities, with planning started and an expected handover date of December 2020. College tours can be arranged with the Principal, Anne-Maree Crivelli on 0488 993 004.

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

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

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

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

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

SC6 Demonstrated knowledge of the EAL curriculum, continuum and assessments.

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

This position is for 22.5 hours (3 x 7.6 hour days) and the successful applicant has the ability to negotiate mutually-agreed days and times to provide the best outcomes for our students.

This position will have a teaching load as well as providing assist ance in the support of our EAL students from Year 7 through to Year 12. Support may include, but is not limited to: team teaching, small group work, one on one tutoring, assessments and resource development and providing professional learning to other teaching staff. Graduates and experienced teachers with the requisite curriculum knowledge and ability to support EAL students, are encouraged to apply. Applications should address each of the Key Selection Criteria and this should be limited to no more than 6 pages. Applications should also include a current CV and referees who can attest to recent experience.

• 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

Senior / Principal Assurance Engineer

Acmena Group Pty Ltd

Brisbane

• Play a key role in exciting rail, transportation & other engineering projects
• Friendly, dynamic engineering and management consultancy
• Great opportunities to play a part in technical and process innovation
• Attractive remuneration package, and great opportunities for career growth

About Acmena
The Acmena team is a unique combination of systems engineering, human factors, systems assurance, and engineering management specialists. We help clients deliver critical complex systems in less time and with greater certainty. Our clients include government agencies and key project delivery organisations and we specialise in the rail and transportation industries.

As a consequence of successful delivery to clients, we are experiencing an increased demand in systems assurance services and are looking for experienced consultants in each of the 3 states in which we are based.

About the role: 
You will

• develop, manage and deliver services to clients using advanced and efficient systems engineering and assurance practice, particularly in the rail industry
• provide technical leadership, mentorship and advice to other engineers in the company and to client staff
• be involved in developing safety assurance and reliability engineering strategies, plans and analysis in order to ensure safe and reliable operations and meet regulatory requirements
• perform, review or assess hazard analysis, stakeholder workshops, safety case development, hazard log management, risk management, reliability modelling and prediction, requirements analysis, auditing, software assurance, verification and validation activities
• develop and deliver training courses in system and functional safety and/or RAM
• support business development and marketing activities through technical presentations in a variety of forums and through the development of relationships with clients as a trusted advisor.

Desirable Skills and Experience: 

• Bachelor level qualifications in a relevant Engineering field or related discipline.
• High level of knowledge and understanding of systems, safety and reliability engineering and assurance processes and standards, such as, CENELEC EN50126, EN50128 & EN50129, IEC 61508, IEC 15288, the INCOSE handbook, the iESM handbook, CSM or equivalent
• Highly developed analytical skills for understanding complex socio-technical systems
• Demonstrated ability to exercise a high degree of independence in approach, considerable originality, ingenuity and judgement in formulating solutions or resolving complex problems and issues.

Experience in any of the following:

• The development of Safety and Assurance Cases, and the Goal Structured Notation
• The ASCE (Assurance and Safety Case Environment) software
• Use of reliability engineering techniques and software
• Hazard Analysis and risk assessment techniques and tools
• Systems engineering methodologies and tools
• Development and delivery of system safety or RAM training
• Highly developed interpersonal and communications skills
• Experience in rail and transport projects
• Commercial acumen and previous experience in consultant organisations

Continuing, full time appointment (two positions available)
Teaching Focused / Research Active Academic Level C Salary $119,032 to $139,301 pa
Plus 17% superannuation and 4 weeks annual leave (6 weeks if Darwin based)
Any CDU Campus - Darwin, Alice Springs, Brisbane, Sydney or Perth

We’re young, vibrant and fresh in our thinking, communication and actions. We’re not shackled by the past.

We are a new world university. Like our namesake, Charles Darwin University (CDU), we think differently. We innovate, embrace change, challenge conventions and look for better ways. We’re not about tradition or legacy, privilege or exclusivity. We care about people as individuals, and about our wider society. We’re about what we can give to the world, rather than what we take. We cannot build a new world without diversity of thought, so we bring together people with unique perspectives in an inclusive and supporting learning environment to help them connect, discover and grow. This is the CDU difference.

The College of Nursing and Midwifery delivers teaching in the areas of Nursing and Midwifery. The education provided by the College is strongly grounded in primary health care principles and a philosophy of working to advance health and wellbeing in partnership with individuals and communities. The College offers a range of undergraduate, honours and postgraduate programs that cater to students in pursuit of a health professional or research career and those in pursuit of lifelong learning. 

As Senior Lecturer in Nursing, you form part of a team of dedicated academics that make significant and sustained contributions to the research, scholarship, teaching and administration activities of the discipline. In addition to contributing to quality research, your responsibilities include playing a lead role in the leadership, coordination and administration of undergraduate and postgraduate programs, maintaining the currency of the course accreditation process, developing professional networks relevant to teaching and research, and providing guidance and support for less experienced staff members. 

To be successful you require a PhD in Nursing (or related area) and current registration as a nurse with AHPRA and significant experience in working in a similar higher education environment. You will demonstrate the ability to develop, apply and monitor best practice and innovative strategies with respect to teaching and learning. Experience in curriculum design, development and implementation will be highly regarded.

To view the responsibilities of the role please click on the: Position Profile

All applications must be received online via the ‘apply’ button and should include a cover letter and a detailed resume. 

For a confidential discussion please contact Maree Duddle, Associate Professor in Nursing by email maree.duddle@cdu.edu.au 

Charles Darwin University values inclusion and diversity in the workplace and aims to achieve a workforce that is representative of the community it serves. We encourage applications from Australian Aboriginal and Torres Strait Islander peoples.

Applications Close: Monday 29th June 2020

Hi, my name is Alex and I am looking for someone to look after my 2 year old boy and 3 year old little girl. I am looking for someone with current Police Check and Working With Children Check. Preferably looking for someone with experience with young children.

With our 160,000 employees, our clients, our partners and our stakeholders, together we form a community of imaginative builders, striving every day to bring about a more harmonious form of progress.

The responsibilities of this position shall include but not be limited to:

• Provide administrative support to the Project Group Manager
• Provide clients with high-level service through a consistent point of contact in the office
• Prepare all documentation associated with projects, including processing orders, supplier invoices and invoices to clients in an accurate and timely manner
• Assist in the planning and deployment of labor and materials for projects – including scheduling technician’s on to client jobs for efficient use of labor
• Check technician time sheet accuracy and ensure the group’s time sheets are submitted in a timely manner
• Maintain operational accountability for all projects 
• Build strong external relationships with suppliers
• Liaise with other Work Groups and interstate offices as required
• Maintain records in accordance with company systems and procedures
• Other duties as required.

POSITION: BEHAVIOUR & DEVELOPMENT SUPPORT TEACHER

Reporting to: Directors of the DBRAC Pty Ltd, Trading as “The Charles Street Clinic”

Location: 517 Charles Street, North Perth & client-based locations throughout the Perth region

Salary: ($55,000-$60,000 annual plus super)

Business overview/scope of position

The Early Intervention Model at the Charles St Clinic (the Clinic) is based on Applied Behaviour Analysis (ABA) because it has the most overwhelming amount of evidence to support its efficacy. The National Standards Project (2015) found behavioural education had by far the most evidence of all proven interventions for children with Autism Spectrum Disorder.

ABA based programs are implemented at the Clinic through methods such as:

Natural Environment Teaching; Pivotal Response Teaching; Verbal Behavioural Analysis; and Lovaas influenced Discrete Trial Teaching;

Your role

Your key responsibility within our operations is to teach academic and life skills (social, emotional and intellectual) to children with learning difficulties (particularly those on the autism spectrum) through use of the Clinic’s treatment programs and recognized methods to promote behavioural development. You will represent the clinic within home and education-based settings.

Key tasks

Goal Setting

Assessing each child’s individual abilities and identifying any limitations;

Selecting and assessing the appropriateness of goals and strategies being applied for the child; through

Utilising methods such as family centred, curriculum based, normative assessment, theories of development or functional / cusp analysis;

Delivery

Organising and implementing treatment programs such as Applied Behaviour Analysis and Relational Frame Theory (RFT) within a developmental framework and family systems approach;

Using teaching and behavioural analysis techniques (outlined above) to assist children in their learning and development;

Data collection

Completing data collection processes such as recording target skill acquisition and targeted behaviour reduction;

Interpret results to evaluate the effectiveness of therapy and guide appropriate goal setting

Intended position outcome

Empower children to become independent learners who can navigate their worlds in a meaningful and secure way.

Qualification and experience requirements

This position requires the minimum of a bachelor’s degree level qualification in Psychology or a related field; and experience working with individuals with ASD or developmental disabilities is critical to this role

Other requirements

Must have a positive and contemporary attitude towards individuals with disability; must currently hold a Western Australian Driver’s license; and a current Working with Children Check and Federal Police Clearance is necessary

Required skills

Experience working within an interdisciplinary team

Understanding of person/family centred planning principles

Well-developed oral, written and interpersonal skills

Knowledge of Disability Services Standards

Knowledge of Occupational Safety and Health legislation

Application Instructions: Applicants are requested to email their CV

Referees: It is preferable for your referee to be a current supervisor or manager.

Exciting opportunity for experienced Qualified Educators to join our Randstad Team

Why Join Randstad as a Casual Educator?

• We partner a number of educational centres, schools and daycare centres Government, Catholic and Independent centres
• Our providers are extensively screened regarding service standards, care, and offer best in industry child to educator ratios
• Develop your career with us as your experience and qualifications grow
• Acknowledgement programs and candidate of the month awards
• Refer a friend programs
• Easy to manage your own availability via our candidate portal, or liaise by phone through our consulting or after hours team.
• We have years of experience placing teachers and support staff within all sectors of the education industry.

We care about ensuring our future experts are nurtured and taught by the best people. We also care about making sure we choose the perfect people for the right centre, school or institution.

You will need:

• To be available a minimum of 2 days per week
• Valid Work rights for Australia
• Easy access to transport
• A motivation to work with children to implement quality, engaging and activity based programs

Qualification Requirements:

• Diploma or Certificate III in Early Childhood Education and Care
• A current and valid Working with Children Check card
• Previous experience in a childcare environment

If you do not currently have work rights for Australia, AND YOU ARE A QUALIFIED TEACHER click here for opportunities offering nomination/sponsorship for visas: Secondary & SEN Teachers, Australia

How to apply:

Click APPLY NOW! 

Call our friendly Registration Team on 1300 360 014 to speak directly with a Candidate Administrator if you have any questions.

Only successful candidates will be contacted.

Don't forget to 'like' us on our 'Randstad Education Australia' Facebook page to keep up to date with the latest news and exciting events within our Education Community and visit our website at https://www.randstad.com.au/education/

The Centre-

Little Champs believe that every child is a champion with so many different skills and abilities which we thrive to enhance and promote. Our goal is to provide a nurturing, caring, flexible, comfortable, stimulating, healthy, safe and secure environment where children are able to develop to their fullest potential.

Little Champs is a long day care service which cares for children from 6 weeks until school. We provide a unique curriculum that has incorporated the Early Years Learning Framework with the Montessori Philosophy.

The Role-

Little Champs have two exceeding services and are looking for a dedicated and experienced educator to join our team. We are looking for someone who is passionate about this industry and will assist the room in routine, programming and coordinating meaningful experiences for children.

We are looking for someone who is committed to practising inclusive pedagogy for all children including children with additional needs

The applicant-

We are looking for an individual who has a passion for working with children and will dedicate themselves to uphold the current quality of care of the service.

We are looking for someone who is self-motivated and able to motivate, lead and encourage others. Someone with excellent interpersonal and communication skills who can demonstrate the ability to work within a team environment and comply with the services values, policies and procedures. Is committed to practising inclusive pedagogy for all children including children with additional needs

Role Requirements-

• Certificate III in Children Services and/ or Diploma of Children's Services (or equivalent) and/ or Bachelor of Education (Early Childhood)
• Montessori experience or qualification is preferred
• Minimum 1-years Early childhood experience is required
• Current CPR, Asthma, Anaphylaxis and First Aid certificate
• Mandatory Reporting- Child Protection training
• Food Handling Certification (Safe Food Handling)
• Current working with Children's Check
• Current police check (one year)
• Excellent knowledge of EYLF and NQF
• Passion for working in the Early Childhood Industry
• Available to work 6.30-6.30, Monday to Friday.
• Willingness to learn
• Warm and approachable nature
• Team player
• Excellent IT, verbal and written communication skills

We look forward to your applications. A cover letter along with your resume should be sent through the Apply link below.

Job Types: Full-time, Part-time

Experience:

• Early Childhood: 1 year (Required)

Work Eligibility:

• The candidate can work permanently with no restriction on hours (Required)

Work Remotely:

• No

We are looking for passionate QUALIFIED and VIT REGISTERED primary and secondary school educators to join our fast-growing team at Full Spectrum Education across Melbourne to support us in building today's minds for tomorrow's future.

Our one on one teaching lessons takes place all year round in the afternoons Mon-Fri and on weekends and school holidays. All lessons take place at the client's property.

Special consideration will be given to teachers who are qualified in Senior Mathematics and Sciences

- Applicants must have an excellent command of spoken English

- Degree in teaching or equivalent university qualification

- Teachers must be committed to working consistently a minimum of 8 hours per week incl weekends

- Have own car (or reliable mode of transport)

- Great hourly rate of $41.10 + super

See what our families and teachers say about us on our website: https://www.fsedu.com.au/

If this sound great to you, we'd love to chat asap!

Job Type: Casual

Salary: $41.10 /hour

Experience:

• teaching: 1 year (Preferred)

Location:

• Melbourne VIC (Required)

Licence:

• VIT Registration (Required)

Work Eligibility:

• The candidate can work permanently with no restriction on hours (Required)

Apply now to be considered for interviews in Geelong on 5/6/2020 and 12/6/2020.

Join our team and contribute to developing our culture of learning.

We pride ourselves on providing excellent care and education to children, and support and acknowledgement to families. To do this we need exceptional staff who also strive to achieve these goals.

Learn and grow with us. We are passionate about lifelong learning and approach our work with a learning mindset.

Sue Down (owner and operator) has taught early childhood educators in university, TAFE, private RTO and business settings since 2001 and will provide one-on-one mentoring and support for the Imagination Garden team. Professional development is highly valued and considered an important component of all roles. Our goal is to develop the skills and knowledge of our team members so they too can mentor others.

To work at Imagination Garden is to be committed to joining us on our learning journey.

We are now recruiting early childhood educators to join our team. If you believe you can make a difference to the lives of children and families at our service, we want to hear from you.

We are looking for educators with appropriate degree, diploma and certificate qualifications to join our team.

The way we work

Our staff roster is designed to provide consistency, which is an important foundation for positive relationships between staff, children and families. All team members are employed on a part-time basis, working for five hours per day in the rooms with the children, this is ‘normal contact time’. This provides time for staff to undertake ‘additional activities’ (planning, training, meetings, projects, etc) outside of ‘normal contact time’ without interrupting their scheduled time with the children. The number of ‘additional activities’ hours depend on the needs of the service and the skills and interests of each team member.

All staff in the service participate in team teaching.

Our positions

Early childhood group leader

Award level – Children’s Services Award 2010, Level 4.1 - 4.3
Qualification level - Diploma
Early childhood assistant

Award level – Children’s Services Award 2010, Level 3.1 – 3.3
Qualification level - Certificate III
www.imaginationgarden.com.au

Job Type: Part-time

Our Service is a privately owned & managed service proudly rated as Exceeding The National Quality Standard.

We are a Long Day Care Service incorporating a funded 4-year-old kinder program, and provide care for children 0-6 years in both full time and part time places for up to 45 children per day.

We are a friendly, fun and supportive team with a low staff turnover, and a cosy inviting family atmosphere which makes coming to work a pleasure. We are active and positively perceived in our local community and in high demand; we pride ourselves in establishing strong relationships with all of our children and their families.

We currently have available a casual position with the potential for the role to lead to permanent part-time position for the right Diploma Qualified Room Leader.

Children's Services 2010 Award conditions apply.

The successful applicant MUST possess the following:

- A passion for Early Childhood Education with a thorough understanding of the Early Years Learning Framework and the National Quality Framework.

- An ACEQCA recognised & fully completed Diploma In Children's Services

- Current First Aid, CPR, Asthma and Anaphylaxis training

- Current Working with Children Check with an employment status.

- Experience preferred

- Clear verbal and written communication abilities are a must

- Basic computer skills are a must

- The ability to compose reflections and document children's experiences

- The ability to program plan for the room as a whole as well as individual children

- Be seeking long term employment

If this sounds like the job for you then we'd love to hear from you.

Job Types: Part-time, Casual

COVID-19 considerations:
Strategies that we have in place to reduce risk to children, parents and staff during the COVID-19 pandemic will be discussed during the interview process.

Education:

• Diploma (Required)

Licence:

• Victorian Driver (Required)

Language:

• English (Required)

Work Eligibility:

• The candidate can work permanently with no restriction on hours (Required)

We are looking for a bright and bubbly person to join our team.

If you are:

· Good with customers

· Have a happy demeanour

· A self-starter

· Someone who takes initiative

· Neat and tidy

· Punctual

· Energetic

· Enthusiastic

· Flexible with hours

Job Requirements:

· Serving customers

· Cleaning etc.

· Basic computer skills

· 15-20hrs per week

· No experience needed

· On the job training

Job Type: Casual

Work Remotely:

• No

We are currently seeking experienced, passionate and dedicated Cert III and Diploma qualified educators, to join our Camberwell Centre.

We are looking for educators who can maintain and implement 'quality' practices across the Centre.

As a group of four boutique Centres we are committed to each individual child in a nurturing way, enabling them to develop with varied learning and fun in a stimulating and supportive environment. Open communication between management, staff and families is continually encouraged for a shared vision.

Essential Criteria:

· Applicants must hold an ACECQA approved Early Childhood qualification.

· Have a clear WWCC

· Understanding of NQF

· Excellent verbal and written communication skills

· Innovative, creative and motivated

· Current First Aid Certificate, Asthma and Accredited Anaphylaxis Certificate

· Strong organisational skills

· Great personality with a professional manner and appearance

· A sense of fun

What’s on offer:

· Above award rates

· Succession Management program across four Centres

· Paid training

· Uniform allowance

· Staff childcare fee discount

· A rewarding & supportive culture

If you are passionate about developing the future of children, enjoy a challenge, and want to work for a group of small boutique Centres, this is the position for you.

Job Types: Part-time, Permanent

Salary: $49,000.00 to $57,000.00 /year

Experience:

• Early Childhood Education and Care: 1 year (Preferred)

Work Eligibility:

• The candidate can work permanently with no restriction on hours (Preferred)

JDC Support Pty Ltd is a family owned and operated business of 7 years, supporting one man to live a valued and purposeful life in his community.

We are looking for a person to assist with our volunteer program linking into opportunities to expand our Micro business into the wider community and raise awareness of what we do.

We have a very specific role for the right person looking for a challenge and assisting us to build recognition of what we do here in north east metropolitan area of Melbourne.

You will find yourself “casing joints” for opportunity. Basically you are analyzing an environment to see what opportunities there are there. You are looking for roles (tasks), social activities (notice boards), connections (people there, number of them, what kind of people), culture or atmosphere or “vibe”, location, access both physical and parking.

Sourcing is a big part of the role, finding opportunities for us for expansion.

Therefore you need to be an excellent communicator, speak clear concise English, able to promote us in a positive way and get people on board with what we are doing, while promoting people with a disability in a positive way where they are included in community life with a purpose and a meaning.

To work with our Team to maintain our collections while developing community relationships and build on those relationships to maintain a regular delivery of our donations.

Experience Required:

Microsoft Word for program development, ie advertising, using our Facebook Page and our Website. Email, and APPS.

You will have experience in working with communities,

Follow up with printed brochures, maintain printing supplies

Phone calls, emails, to arrange delivery pick ups and drop offs with staff. Able to promote and deliver roster of deliveries for staff.

Hours:

Contract: 3 months - 8 hours per week (2 days of 4 hours) working from our office in Greensborough

Remuneration:

Based on experience

We have appropriate insurances, policies, procedures and training is offered to the right candidate.

Job Type: Contract

Education:

• Certificate I - IV (Preferred)

Language:

• English (Required)

Work Eligibility:

• The candidate can work temporarily with no restriction on hours (Preferred)

Work Remotely:

• No

• responsible for the physical environment of the library;
• responsible for the daily operation of Bibliotech;
• processing and cataloguing;
• carry out general Library duties, including administration, circulation desk and supervision duties;
• Child Safety within the Library;
• Health and Safety.

• 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.

Corryong College is a P-12 College of approximately 327 students located in the far north-east of Victoria, some 125 kilometres east of Wodonga and within the Shire of Towong. With a population of 1200 people, Corryong is the main town servicing the Upper Murray region. Whilst the local economy is closely tied to agriculture (beef and dairy cattle), the local hospital and Snowy Hydro Scheme also contributes to the local economic viability.

Tourism is a growing industry as Corryong is nestled in a picturesque valley between the mountains and the Murray River. Close to snowfields in winter, river and lake sports in summer, excellent freshwater fishing in permanent creeks and with lots to see and do outdoors during the mild spring and autumn months. The Upper Murray offers a healthy and peaceful lifestyle. A safe and secure place to live and raise a family in a friendly rural community that welcomes newcomers.

The College provides a comprehensive program for students from Years P-12, led by highly dedicated staff of 32 teachers and 13 equivalent full time Education Support Staff. The College is well-known in the region for its ability to value add to student learning as students move through the College’s year levels, evidenced in the many years of achieving excellent VCE results. The College focuses on data informed teaching that ensures every student can learn and no student is left behind.

The College provides a high quality education in a safe and secure environment which values motivation, aspiration and achievement. Teachers work in variety of Professional Learning Teams & Communities focused on student centred points of need, to share best practice with clear learning intentions, explicit teaching and feedback that continuously strive towards a strong learning culture. The FISO (Framework for Improving Student Outcomes) Continua is regularly reviewed by the college community, aligned with analysed data sets, to ensure whole-school ownership of school improvement. Students have a strong voice and are encouraged to be inquiring, active and independent learners. Moving towards student agency, the College is making steps towards empowering students to have input in their learning direction within the classroom and across the school.

The curriculum is seen as the means by which our students acquire the skills competencies and qualities to become informed and effective participants in society. It emphasises literacy, numeracy, the ability to work with others, the ability to analyse and assess information, the capacity to adapt to new situations and personal organisation.

Curriculum enhancement activities are many and varied. Students are encouraged to take an active role in extra-curricular activities. The opportunities provided by the proximity of national parks and snowfields mean that Outdoor Education features strongly. Instrumental Music classes are available to all students in Years 5-12. The College has an excellent sports program that features inter-house and interschool competitions. School Captains are elected and take an important leadership role in College affairs. House Captains and Vice-Captains also have important roles to play.

The College has a strong Stephanie Alexander Kitchen Garden (SAKG), ADVANCE (CFA), Hospitality and Indonesian programs play a huge role in our students’ development as well as strong collaboration with community.

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.

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 $50,000 (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

Exciting opportunity for experienced Qualified Educators to join our Randstad Team

Why Join Randstad as a Casual Educator?

• We partner a number of educational centres, schools and daycare centres Government, Catholic and Independent centres
• Our providers are extensively screened regarding service standards, care, and offer best in industry child to educator ratios
• Develop your career with us as your experience and qualifications grow
• Acknowledgement programs and candidate of the month awards
• Refer a friend programs
• Easy to manage your own availability via our candidate portal, or liaise by phone through our consulting or after hours team.
• We have years of experience placing teachers and support staff within all sectors of the education industry.

We care about ensuring our future experts are nurtured and taught by the best people. We also care about making sure we choose the perfect people for the right centre, school or institution.

You will need:

• To be available a minimum of 2 days per week
• Valid Work rights for Australia
• Easy access to transport
• A motivation to work with children to implement quality, engaging and activity based programs

Qualification Requirements:

• Diploma or Certificate III in Early Childhood Education and Care
• A current working with children clearance notice, Ochre Card
• Previous experience in a childcare environment

If you do not currently have work rights for Australia, AND YOU ARE A QUALIFIED TEACHER click here for opportunities offering nomination/sponsorship for visas: Secondary & SEN Teachers, Australia

How to apply:

Click APPLY NOW! 

Call our friendly Registration Team on 1300 360 014 to speak directly with a Candidate Administrator if you have any questions.

Only successful candidates will be contacted.

Don't forget to 'like' us on our 'Randstad Education Australia' Facebook page to keep up to date with the latest news and exciting events within our Education Community and visit our website at https://www.randstad.com.au/education/