Ascot Vale Special School is a state government school that provides high quality education to students with mild intellectual disabilities. We assist students between 5 and 18 years to address their learning difficulties and develop a wide range of life skills that enable them to participate fully in life's daily activities. It is located in the Travancore Estate of Ascot Vale.

The school offers excellent programs to promote the learning and independence skills of all students. The school has a 1:1 ipad program where educational instruction is delivered through programs such as SeeSaw, Office 365, Compass and various applications designed for enhancing learning for students with disabilities.

Specialist classes include Physical Education, Art and Library, and the Stephanie Alexander Kitchen and Garden Program.

Parents are welcome and encouraged to participate in their children’s education. A number of information sessions and programs to support parents are held throughout the year.

For further information please visit www.ascotvaless.vic.edu.au

SC1 Demonstrated capacity to work with and support the staff and students with additional needs to achieve their learning goals.

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

SC3 Demonstrated ability to be able to use a range of technology for educational purposes IE: ipad, computer, phone, Seesaw, Microsoft Suite

SC4 Demonstrated committment to professional learning and growth and the achievement of the school's strategic and Annual Implementation Plan goals and improvement strategies.

This position is 2 days per week in school terms and carries a time fraction of 0.21 with work hours as follows:

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

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

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

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

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

To assist in the classroom with children aged between 5 and 18 years of age with mild intellectual disabilities

Must have current WWCC (working with Children Check)

Must have experience working with students with disabilities

Work within an expectation of flexibility across the school

Assist students during educational programs and be guided by teachers

Assist with the active supervision of pupils in playgrounds, at camps, on excursions, in sporting and recreational activities and life skills

Assist with toileting, meals and student transitions

Assist in the preparation of student resources, equipment and curriculum support/resources

Assist students on an individual or group basis in specific learning areas

Assist and support the implementation of instructional practice

Provide basic physical and emotional care for students

Ensure work areas and materials, equipment and applicances are maintained in a clean and ready to use condition

Teacher/Classroom aides are directed by the classroom teacher

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

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

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

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

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

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

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

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

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

This position is a 2 day per week position during school terms only or 2020.

Our College was established in 1974 and is situated in the eastern suburbs of Melbourne. The College has an enrolment in excess of 1500 students, including about 115 international students, and more than 150 staff.

As a College, we strive to develop passionate learners who are critical thinkers with the confidence and capability to engage in the global community. Care and Compassion, Curiosity, Excellence, Fairness, Resilience, Respect and Teamwork are the core values that underpin the culture of our school community as we embrace the challenges of 21st Century schooling

Our catch phrase as learners is “Creating a Culture of Curiosity” – we strive to ensure that there is a focus on learning improvement for every student. We have high expectations that our students will commit to being supportive of each other as they strive for success as learners. We focus on developing authentic relationships within the school community and are striving to embed the concept of teaching the “whole child” into every element of school life.

We are proudly multicultural across 44 nationalities, with a large, established International Student Program. Over recent years, there has been a significant cultural shift within our College community. The proportion of students from Language backgrounds other than English (LBOTE) has increased from 30% to nearly 70% over the past eight years. This creates challenges in ensuring cross – cultural understandings are maintained to sustain a genuine sense of unity, acceptance of diversity and teacher capacity.

At East Doncaster Secondary College, we are committed to child safety. We strive to ensure that our students are safe, happy and empowered. We are committed to the safety, participation and empowerment of all children.

We have a strong tradition of academic excellence and we aim to promote and sustain a reflective learning culture that caters for the needs of all learners. We want students to experience a sense of achievement and growth in their academic, personal, social and emotional development. The focus is consistently upon academic rigor, interdependency and individuality. As a result, student achievement data is excellent across a range of data sets and year levels. Through a successful VCE program, more than 85% of our students progress to university.

From a teaching and learning perspective, we continue to embed a common instructional model, identification and utilisation of the most effective pedagogical practices, and the use of high quality feedback mechanisms. This occurs with a specific emphasis on collaboration in teaching teams. We strive to ensure that there is a focus on learning improvement for every student.

The College has embarked on an innovative 1 to 1 ICT strategy incorporating iPads for Years 7, 8 and 9 students, and Notebook computers for Years 10, 11 and 12 students. We have adopted the COMPASS Learning Management system, and work collaboratively with COMPASS to adapt elements of their system to better meet our needs.

School life is rich and varied at East Doncaster Secondary College. In sport, we continue to excel with team and individual success at State and National level. In the Arts, our music program continues to flourish, and our School Productions are outstanding. There are many student leadership opportunities and growth of student voice has been an ongoing college goal. We continue to increase student access to decision-making and self-regulation as learners, improving their capacity to be contributing community and global citizens.

The internationalising Education Agenda is a prominent school focus. We aim to provide our students with opportunities to develop cultural literacy, global knowledge, and cross cultural understanding through our sister school relationships with Suzhou Caoqiao Middle School in Suzhou, Jiangsu Province, China and Istituto Istruzione Superiore Biagio Pascal in Novara, Northern Italy. These include student exchange on a biennial basis, and we continue to engage in Department initiatives like the China Young Leaders Immersion program. These are complemented with opportunities for students to participate in tours to NASA and World Challenge projects.

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

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

SC3 Demonstrated high level oral and written communication skills.

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

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

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

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

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

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

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

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

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

- Provides coordination support to teachers through rostering and the organisation of the work of a team of aides, including supervision and guidance.
- Conducts routine presentations to parents to assist teachers in communicating objectives and outcomes relating to educational programs and/or students.
- Liaise with external providers of support services.
- Provide medical intervention support that involves a specific medical condition approved by the Department, requires specialised training/instruction that requires regular updating and has clearly defined responsibility for the administration of such support.

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

The successful applicant must hold a current Working With Children Check (E -Employee).

This position is a part time/fixed term Education Support position EFT 0.32 over two days per week.

Kinglake West Primary School has been serving its semi-rural community since 1896. It is situated in a bushland community set high on the Great Dividing Range about 65 kilometres north of Melbourne. In early July 2009 we moved into modern newly contructed buildings designed to be enviornmentally sustainable.

At present our enrolment is approximately 180 children. While most of our students live in various parts of Kinglake West and Pheasant Creek, significant numbers are drawn from surrounding districts including Kinglake, Middle Kinglake, Flowerdale and Whittlesea.

The children’s behaviour, sense of responsibility and friendship are positive features of Kinglake West Primary School. Great emphasis is placed on caring for our students, staff and parents.

The school currently employs eight full time classroom teachers and offers specialist teaching in Art, Physical Education and Music. We also employ several support staff and integration aides.

While emphasis is placed on developing effective skills and a high level of achievement in literacy and numeracy, the comprehensive curriculum provides high quality programs covering all learning areas.

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

Craigieburn Secondary College is situated 25 kilometres north of the city centre and is set on large, picturesque grounds shared with Craigieburn South Primary School. The College enjoys excellent grounds and facilities including a 300 seat Performing Arts Centre, Industrial Kitchen and a State of the Art Science Centre. The grounds include lawn and passive areas and astro-turf playing fields that incorporate basketball, volleyball, rugby, soccer, cricket and a running track. Traditional sporting facilities include a gymnasium, asphalt basketball courts and grassed football and soccer fields.

Knowing that education makes a significant difference to the lives of young people, our vision is 'to be an environment in which every student achieves their highest potential'. In this pursuit we have high expectations of students, teachers and parents and we provide structures and processes that facilitate the implementation of a consistent and rigorous student learning program.

Values fundamental to the College are Respect, Responsibility, Achievement and Community. The College provides a learning environment that is safe and supportive and encourages purposeful work, equal access to, and opportunity to achieve success in a challenging comprehensive curriculum at years 7 to 10. The School Wide Positive Behaviour Support framework guides our practices across the college, ensuring positive relationships are established and nurtured between students, teachers and parents.

Demographics

The College has an SFOE of 0.6083. The current enrolment is 1084 students and growing steadily. There are four Principal class members, ten leading teachers and EFT eighty eight teaching staff and thirty three education support staff.

Craigieburn Secondary College has over forty different language backgrounds represented in our school community. We have an excellent EAL program and a multicultural aid in order to best assist second language students in their learning.

Other significant factors

There are numerous enrichment and support programs;

1. Select entry enrichment and acceleration program (CEAP) that offers places to a limited number of highly capable and committed students who meet the academic rigours set by the program.
2. Craigieburn High Achievers Club where aspirational and determined senior students can meet with each other and their teachers on a weekly basis to improve their study habits and achievement results.
3. Literacy and Numeracy Fluency programs running for all Year 7 students
4. Leadership programs including School and House captaincies, SRC, Advance program and the Alpine School.
5. Student Engagement and Wellbeing programs such as Breakfast Club, a Homework club running four nights, Sporting teams and a Student Advisory Team which participates in College decision making.

Craigieburn Secondary College expects its students to work to the best of their ability, respect the rights of all others, to strive for excellence and to take pride in their work and their school.

SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of literacy and numeracy skills across the curriculum.

SC2 Demonstrated ability to lead the planning and implementation of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated exemplary ability to monitor and assess student learning at a class, cohort or whole-school level and use this data to lead improvement initiatives. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated exemplary interpersonal and leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement.

SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school professional learning.

Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. The role of leading teachers is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school.

Typically, leading teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others.

Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school's education program.

Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A leading teacher has a direct impact and influence on the achievement of the school goals.

Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan.

In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:

- Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities

- Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;

- Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;

- Leading and managing staff performance and development (review of staff);

- Teaching demonstration lessons;

- Leading and managing the development of the school's assessment and reporting policies and practices;

- Leading and managing the implementation of the school operations and policies related to student welfare and discipline;

- Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;

- Responsibility for general discipline matters beyond the management of classroom teachers;

- Contributing to the overall leadership and management of the school;

- Contributing to the development of proposals for school council consideration;

- Developing and managing the school code of conduct.

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

• 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

anzuk education is seeking qualified educators who are available for casual agency work to help our client services.

The ideal educator would be available for shifts within early learning centres and long day care conveniently located in the Geelong region.
Benefits and culture
• Pre-booked shifts and competitive rates paid weekly
• Freedom and flexibility to decide when and where you work locally 
• Enter your availability and confirm shifts with ease with our latest technology
• Speak with consultants that have childcare industry experience 

 Role and Experience
• Certificate 3 in children services (or higher) 
• Employee working with children card
• First Aid Certificates (including anaphylaxis and asthma)
• Mandatory Reporting Certificate 

If this sounds like a path you are interested in please select apply and upload your resume within.

Hi, I am looking for someone who can pick my daughter up from daycare on either a Tuesday or Wednesday night, this will depend on my work roster. It will only be one night, every 3-4 weeks. She will need to be picked up at 5:30pm, as I will finish work at 8pm. You will require a drivers license and your own vehicle. My daughter is almost 3 years old and is very outgoing and bubbly. We are looking for someone who can spend some time with her until I finish work, drawing or playing :) I am happy for you to meet me at my work at 8pm, or I can come to you !

Sydney Children's Hospitals Network is the largest paediatric health care entity in Australia. We care for thousands of children each year in our hospitals and in their homes — with one purpose in mind — to help young people live their healthiest lives.

The Enrolled Nurse provides safe, compassionate, person-centred care to patients and their families of Sydney Children's Hospital Network.
The Enrolled Nurse acts as a role model by demonstrating behaviours and interacting with patients, their families and employees in a ways that promotes a culture and standards that reflect the NSW Health CORE values of Collaboration, Openness , Respect and Empowerment

With a rapidly growing population we offer a comprehensive range of services from acute care at Gosford and Wyong hospitals to sub-acute and community based services. We encourage a workforce that is innovative, eager to acquire knowledge and enhance skills and compassionate in caring for our community. As part of our team we will support you and help you develop your career with us.

We invite you to come and be a part of our community. The Central Coast is renowned for its natural beauty. From the bush to the beach there is plenty to do – swimming, surfing, diving, golf, restaurants, cafes, bush walks, sporting clubs and activities for the kids and great shopping – and all in a friendly and relaxed environment.

To hear from our team what it’s like to work with us, you can read their stories on our Instagram account. http://instagram.com/careersatcclhd

Also please connect with us on LinkedIn to stay up to date with career opportunities. 

Need more information?
1) Click here for the Position Description
2) Find out more about applying for this position
For role related queries or questions contact Danielle Wolfenden on 0412 569 560 or email Danielle.Wolfenden@health.nsw.gov.au

ST Albans - Kindergarten Teacher

Randstad Education is the leading agency in the recruitment of Early Childhood professionals. We are currently looking for a Kindergarten Teacher to join a fantastic ECL centre in St Albans. This is your opportunity to be part of something special, an inaugural team that can shape a wonderful centre for children.

My client is ideally seeking a teacher to work full time but candidates whom are looking for 4-5 days a week will be considered for this role. A set shift 9am until 5pm each day is set for the teacher also.

To be successful in this role you will require;

• Bachelor of Education (Early Childhood)
• Victorian Police Check
• Current VIT card
• Current First Aid
• Current Anaphylaxis training
• 2 Industry specific References
• Confidence in implementing the EYLF
• Excellent verbal and written communication skills

If you currently hold these requirements our valued client currently offers;

• Well resourced centre and supportive Director
• Above award wages – 5 hours program planning per week
• Good Ratios – most days 15 children with an assistant to support

If this sounds like the role for you, please APPLY NOW! Or send your resume and cover letter to Melanie.mckeown@randstad.com.au

Our commitment to safeguarding children and young people.

Randstad Education is committed to the safety and well being of all children and young people. We take steps to achieve this through our candidate application process. All applicants are required to provide a valid state-based Working with Children Check which is thoroughly screened. In some circumstances, a Federal Police Check and an International Police Clearance is also required. Your consultant will be able to advise if this is applicable to you. Lastly, references are conducted in relation to the applicant's interactions with children using an online platform that has an inbuilt fraud alert. Employment is subject to clearance of all these checks to ensure the safeguarding of children and young people.

Refer a friend and you could earn $250

Are you looking for a permanent position in education or know someone who is? Sign up to Randstad Education or refer a friend and you could earn a $250 voucher! Call 1300 360 014 to find out more. Conditions apply.

Kindergarten Teacher – Part Time – Sunshine West

Randstad Education specialises in the recruitment of Early Childhood staff across Melbourne. We are currently recruiting on behalf of a Long Day Care center with an integrated kindergarten in the Sunshine area.

The centre is seeking a passionate and dedicated Kindergarten Teacher to run a 22 place 4 -5 year old Kindergarten program. The Kinder has lots of resources to develop exciting and educational programs for children. The Kinder strives to provide the highest quality care and Education for all children and has a fantastic reputation within the community.

You will need to be able to implement the national and Victorian Early Years’ Frameworks in your planning and programming. However, you will be supported by a strong Director and educational team with ongoing professional development. This role is a maternity leave contract until October 2020 with part time 6 hours per day.

The Kindergarten is seeking a confident and passionate Teacher who is ready to step in and take over.

Successful applicants must have:

Essential

• Bachelor of Education (Early Childhood)
• First Aid and Anaphylaxis Training
• Working with Children Card
• Confidence implementing the EYLF
• Excellent communication skills, both written and verbal
• A passion for early childhood education

Benefits

• High Salary and fantastic conditions
• Immediate start
• Career Progression opportunity’s
• Professional development days offered
• Work with some of the best educators and management team in the Early years space.

If this sounds like the role for you, please APPLY NOW with a detailed cover letter or call Melanie or Vae for a confidential discussion on 8630 7400

Our commitment to safeguarding children and young people.

Randstad Education is committed to the safety and well being of all children and young people. We take steps to achieve this through our candidate application process. All applicants are required to provide a valid state-based Working with Children Check which is thoroughly screened. In some circumstances, a Federal Police Check and an International Police Clearance is also required. Your consultant will be able to advise if this is applicable to you. Lastly, references are conducted in relation to the applicant's interactions with children using an online platform that has an inbuilt fraud alert. Employment is subject to clearance of all these checks to ensure the safeguarding of children and young people.

Refer a friend and you could earn $250

Are you looking for a permanent position in education or know someone who is? Sign up to Randstad Education or refer a friend and you could earn a $250 voucher! Call 1300 360 014 to find out more. Conditions apply.

Are you career hungry ECT looking for a long term opportunity working for a reputable organisation? This is a full time position working 37.5 hours per week. Not only would you be responsible for ensuring the children are school ready but you will be learning and embedding new skills that will set the children up for life.

Requirements-

• Must have Bachelor of Early Years Education (ACECQA approved)
• A Working With Children Check
• Current First Aid Certificate with Anaphylaxis & Asthma
• Exceptional knowledge of the NQF & EYLF as well as the NQS
• Strong written and verbal communication skills
• Proven ability to work with a team of educators

Benefits-

• Excellent professional development opportunities
• Enchanting work environment with supportive longstanding staff member’s
• Attractive salary package
• Childcare discounts
• Centre initiatives for all to enjoy

If you believe you would be a suitable fit for this role then “Apply Now!”. If you require any additional information then, please do not hesitate to contact me on 08 9320 1688 or you can email bethany.gregory@randstad.com.au.