Early Learning Program Teacher (Classroom Teacher) State Government of Victoria, Australia Early Learning Program Teacher (Classroom Teacher) Job posted: 26/04/2024 Job type: Full time / From 13/05/2024 - 26/01/2027 Organisation: Schools (Government) Salary: Salary not specified Occupation: Education and Training Reference: 1412938 Selection Criteria SC1 Demonstrated ability and high-level skills as an early childhood educator, with clear understanding and knowledge related to pedagogy, children¿s learning and development. SC2 Excellent working knowledge of children¿s development and experience in planning, implementing and evaluating an inclusive program which supports children¿s individual strengths and interests. SC3 A demonstrated commitment to working with children with additional needs and their families. SC4 Ability to lead a team of co-educators, additional assistants and volunteers, to work collaboratively in providing educational leadership to continually improve teaching and learning. SC5 Excellent written and verbal communication skills and high-level interpersonal skills, including the ability to work effectively with colleagues, parents and professionals and as a key member of a multi-disciplinary team. Role The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning. As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher. Classroom teacher Range 2Range 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 1The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers. At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities. The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels. Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school. Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities. Responsibilities The role of classroom teacher may include but is not limited to: Direct teaching of groups of students and individual students; Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school; Undertaking other classroom teaching related and organisational duties as determined by the School Principal; Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions; Undertaking other non-teaching supervisory duties. Who May Apply Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position. EEO AND OHS CommitmentApplicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines ).Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via Child Safe Standards Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at: The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at: 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 VIT LANTITE To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person. Location Profile Port Phillip Specialist School is a dual-mode specialist school catering to a diverse range of students aged 2.8 to 18 years with a diagnosed intellectual disability. Port Phillip Specialist School believes that all students will develop personal and social capabilities, communication and independence to the best of their abilities. Port Phillip Specialist School is committed to the values of professional collaboration, trust, compassion and respect whilst embracing and celebrating diversity. The school environment is creative, accepting, flexible and positive. Port Phillip Specialist School utilises the Visual and Performing Arts to engage students to work towards achieving the Victorian Curriculum outcomes in English, Mathematics, Personal and Social Capabilities, Health and Physical Education and Science. Students are further supported through a Guaranteed and Viable Curriculum in English and Mathematics and a School-Wide Positive Behaviour Framework. Port Phillip Specialist School¿s Integrated Services Model ensures the focus is to optimise student well-being outcomes and promote happy, healthy students. Our school is a professional learning community where collaboration and collective responsibility for improving student learning and well-being outcomes provide every student with a targeted teaching and learning program. Port Phillip is committed to building and fostering positive and mutually beneficial relationships within the school and the wider community to support students within an inclusive environment. 1158 jobs are currently listed for Schools (Government) Job type:Full time / From 13/05/2024 - 26/01/2027
#J-18808-Ljbffr Posted 2 hours ago Project Manager - Market Risk - Remote. ClearCompany Work options: HybridSydney based Office role Are you an experienced Project Manager with a knack for navigating the Banking Finance Domain? We have an exciting opportunity with a leading Australian financial institution!Responsibilities:Coordinate incoming work requestsManage estimation and resource assignmentCreate and manage Project SchedulesPerform regular risk assessment and managementDevelop status reportingLead the project team effectively through testing and implementation phasesComplete Project shutdown activitiesMandatory Requirements:5-10 years' Project Management experience in Banking FinanceStrong market risk/Basel 2.5 domain expertiseProven track record of project deliveryPeople and team leadership skillsAbility to manage multiple projects concurrentlySolid knowledge of Banking and Finance industryExcellent verbal and written communicationDisciplined, organized approachEagerness to learn, initiative, and flexibilityWillingness to teach and share skills with team membersNice-to-Have:PMP/Prince2 certification
#J-18808-Ljbffr Posted 2 hours ago Ward Clerk - Intensive Care Unit. State Government of Victoria, Australia Job type: Part time Organisation: Eastern Health Salary: Salary not specified Occupation: Administration/Secretarial Reference: 33216 Ward Clerk - Intensive Care Unit Be part of a new and growing teamDiverse and engaging career opportunitiesPermanent part-time - Likely (fixed days Tuesday, Wednesday, Thursday) Shift times: 0800-1630 -48 Hours a fortnight. Opportunity for additional hours periodically available through Leave cover Eastern Health Eastern Health is one of Melbourne’s largest public health services. We provide a comprehensive range of high quality acute, sub-acute, palliative care, mental health, drug and alcohol, residential care and community health services to people and communities that are diverse in culture, age, socio-economic status, population and healthcare needs. About the role Are you a motivated and passionate Ward Clerk looking for a new challenge? The Intensive Care Unit at the Box Hill Hospital is seeking an experienced Ward Clerk to provide friendly and supportive customer service to patients, visitors and staff. This is an exciting and pivotal role where your team and customer service skills will be highly valued. Ward Clerks at Eastern Health provide outstanding customer care to patients, visitors and staff and are an essential part of the ward team.Eastern Health Intensive Care Services comprises three Intensive Care Units, Box Hill hospital, Maroondah hospital, and Angliss hospital. Each ICU provides high level care to patients within a multidisciplinary teaching hospital environment. Much of this care includes support for patients with severe illnesses, complex surgical recovery, and need for complex procedures, artificial ventilation and other forms of life role of the ward clerk also involves, assisting with unit based data recording, patient experience surveillance and other staff experience activities. About you To be successful in this role you should possess:Ability to provide quality customer service in a friendly and professional mannerPrevious experience in an acute patient focused healthcare facility/hospitalDemonstrated organisation and time management skillsAbility to build strong rapport with patients, visitors and staffHighly developed interpersonal skillsThe ability to work as part of a diverse teamExcellent communication and organisational skillsProficient with various sorts of Softwards, MS Office Excel, Word, Powerpoint , EMR, IPM, RosterOn, AAble to provide evidence of COVID 19 VaccinationsPlease refer to the attached position description for further details of the role.Vaccination against infectious disease is a mandatory requirement of this role. An offer of employment is conditional on you providing evidence that you are currently vaccinated against COVID-19 with booster & Influenza, prior to commencing employment. What we offer Eastern Health offers a variety of fantastic Employee Benefits, view the extensive range here !Diverse and engaging career opportunitiesFriendly & supportive teamSalary packaging optionsCareer progression in our teaching hospitals Next Steps If you believe you have the ability to make a difference in this rewarding industry, apply today!Please note:All applications must be submitted online via E-MercuryAll appointments are made subject to a satisfactory Fit2Work Check, where preferred candidates will be required to complete a Criminal History Check at the expense of Eastern must have Australian work rights to apply for this position.Recruitment agency applications will not be accepted.Eastern Health is a child safe organisation, committed to promoting the wellbeing and cultural safety of Aboriginal children, children with disabilities and all children in their diversity.Eastern Health is committed to creating a diverse and inclusive environment that welcomes and values all people. We recognise that diversity is essential in ensuring Eastern Health provides the best service to its consumers.Aboriginal and Torres Strait Islander peoples, women, men, those from the LGBTIQ+ community, people living with disability and those from a culturally and linguistically diverse background, are strongly encouraged to apply. Those seeking support in submitting an application are welcome to contact the hiring manager listed or feel free to contact the Talent Acquisition team .Values in Action: Respect for all | Safe always | Partnering in care | Learning and improving every day**Please note applications will be screened upon receipt and advertising may close prior to the closing date.** 116 jobs are currently listed for Eastern Health
#J-18808-Ljbffr Posted 2 hours ago ENGLISH Teacher (Classroom Teacher ) State Government of Victoria, Australia SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs. SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth. SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents. SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement. SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching. Role The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning. As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher. Classroom teacher Range 2Range 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 1The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers. At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities. The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels. Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school. Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities. Responsibilities The role of classroom teacher may include but is not limited to: Direct teaching of groups of students and individual students; Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school; Undertaking other classroom teaching related and organisational duties as determined by the School Principal; Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions; Undertaking other non-teaching supervisory duties. Who May Apply Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position. EEO AND OHS CommitmentApplicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines ).Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via Child Safe Standards Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at: The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at: 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. Please ensure that your application includes: A resume including relevant experience as well as personal details (name, address and contact numbers, business and home) A section addressing the selection criteria and the requirements for application under the Who May Apply section Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application. Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action. Conditions of Employment All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check. A probationary period may apply during the first year of employment and induction and support programs provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at VIT LANTITE To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person. Location Profile The Drouin Secondary College vision is: "To ensure every student develops the knowledge, skills and behaviours needed to positively contribute as responsible and caring citizens of a changing, global community." The College¿s daily life is linked closely to our core values: ACHIEVEMENT, RESPECT, COMMITMENT AND COMMUNITY. Drouin Secondary College is a steadily growing rural year 7 to 12 school with 1211 students in 2024. Students attending the College come from a large geographical area. The nature of the community is changing with steady growth in the major centres of population ¿ Drouin, Bunyip, Garfield and Longwarry. The geography of our feeder area means that an extensive bus network is coordinated by the College. The college designated boundary can be identified by the Find My school platform. The College has 94 teaching staff including 5 Principal Class, 4 paraprofessionals, and a further 57 support staff. Drouin has a 1 to 1 learning program with all students having personal use of a Netbook. Students also have online 24/7 access to support their learning on Microsoft office and COMPASS for curriculum content and management system. The Blackwood Centre for Adolescent Development (BCAD) is located on a separate campus at Hallora. It provides a yearlong early intervention program for students at risk of dis-engaging in their education. Students from across West and Inner Gippsland can access BCAD. Our goals for the 2022 to 2026 Strategic Plan are: · Optimize the achievement and learning growth of all students. · Maximise the wellbeing and engagement of all students. DSC is an inclusive community connected school. We believe all students can learn and we offer students a high level of support and have equally high expectations. We develop a culture of respect with students being active agents of their own learning. Our strong learning culture and wellbeing processes support a curriculum that enables students to develop individual pathways, progressing according to ability and readiness rather than age level. The college offers a wide curriculum including VCE, VM, VETis, applied and accelerated pathways. DSC staff are lifelong learners who work collaboratively with an unwavering focus on positive personal and educational outcomes for our students.
#J-18808-Ljbffr Posted 2 hours ago Learning Specialist 3 - Curriculum & Intervention (Learning Specialist Range 3) State Government of Victoria, Australia Job posted: 30/04/2024 Job type: Full time / From 20/05/2024 - 19/05/2027 Organisation: Schools (Government) Salary: Salary not specified Occupation: Education and Training Reference: 1413425 Selection Criteria SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities. SC2 Demonstrated expertise in the implementation and modelling 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 model the monitoring and assessment of student learning. 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 communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement. SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning. Role Learning Specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning and have a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers and facilitating school-based professional learning. Learning Specialists are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for students. The role of the Learning Specialist will be to model excellence in teaching and learning through demonstration lessons and, mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce. The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service. Responsibilities In recognition of the importance of exemplary practice for improved student learning outcomes, the key roles of the Learning Specialists may include but are not limited to: Demonstrating high-level expertise in teaching and learning practice Modelling exemplary classroom practice including through teaching demonstration lessons Working with the school leadership team to develop a shared view of highly effective teacher practice Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice Providing evidence-based feedback to teaching staff to inform their effectiveness and development Providing expert advice about the context, processes and strategies that will shape individual and school professional learning Supervising and training one or more student teachers and mentoring and/or coaching teachers Modelling exemplary use of student data to inform teaching approaches Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities Modelling exemplary professional learning practice included through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice Who May Apply Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position. EEO AND OHS CommitmentApplicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines ).Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via Child Safe Standards Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at: The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at: 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. 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 VIT LANTITE To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person. Location Profile CONTEXT Edenbrook Secondary College is situated in Henry Road, Pakenham having opened in Term 1, 2021. Enrolments will progress by year level each year with the long-term enrolment of the school expected to be 1200. The development of a successful Middle School and VCE program will be the focus of the new Strategic Plan. Educational Vision Our mission is to collaboratively generate a positive learning environment that challenges and supports us all to grow. Teaching spaces in the school allow for full implementation of a professional learning community approach. Integrated planning and delivery, reflecting on the impact of teaching practice, professional interaction and activation of student voice using evidence-based, high impact teaching strategies are all central to our educational vision. Learning Communities are designed around modifiable spaces that accommodate multiple learning approaches and that flexibly respond to the requirements of students and teachers, creating a sense of shared ownership, inclusion and everyday learning. Students and teachers utilise easily accessible technology to achieve collaboration, research and creation. The school enables Year 7 and 8 students through our Academy program to investigate ideas collaboratively, encourage learners to create, refine, reflect on and publish their work, facilitating peer-to-peer teaching and engagement, and mobilising social networks for authentic inquiries or investigations. Year 9s begin their career and work education program through our Courage Program. DESIGN Community Establishing a sense of place and community; a framework for the development of an environmentally, socially, and economically sustainable urban structure, empowering strong, diverse communities is central to our vision of our educational community. Commitment to Whole of Life Learning and Living An understanding that life-long learning is most successful when it is inclusive of children, parents, neighbourhoods, wider communities and global citizenship. It must reflect the values, vision and aspirations of all members of the endeavour. Integrating Evidence-based Knowledge of High Impact Learning and Teaching Research and Strategies Opportunities to privilege seamless planning, professional interaction and student engagement in learning. Encourage quality professional learning opportunities and the conditions for capturing practice, building practice excellence, knowledge sharing and collaboration through team structures, collaborative design, planning and teaching and peer observations and feedback. All staff will contribute to the curriculum of the school and be part of professional learning teams with collaboration being the key in achieving the vision. OPPORTUNITY The design and intent of learning spaces facilitate a professional learning community approach enabling educators to collaborate, implement high-impact teaching strategies and reflect on the impact on learning in a continuous improvement culture. As a member of our team, you will contribute to the development of a culture of high standards for both staff and students and the unique opportunity to be involved in an agile environment. The appointment of aspirational staff who are keen to explore new methods of delivery of the teaching and learning programs will be central to the school¿s success. We have high expectations of each other and the students who attend here. This is evidenced by the way we interact with each other, our professional attire, vision for learning, the respectful way in which we communicate and our drive to deliver meaning and purpose for our community. We welcome your interest in joining the team at Edenbrook Secondary College. Full time / From 20/05/2024 - 19/05/2027
#J-18808-Ljbffr Posted 3 hours ago Secondary Technology Teacher (Classroom Teacher ) State Government of Victoria, Australia Secondary Technology Teacher (Classroom Teacher) Job posted: 26/04/2024 Job type: Full time / From 20/05/2024 - 08/01/2025 Organisation: Schools (Government) Salary: Salary not specified Occupation: Teacher Reference: 1412861 Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs. SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth. SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents. SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement. SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching. Role The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning. As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher. Classroom teacher Range 2Range 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 1The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers. At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities. The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels. Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school. Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities. Responsibilities The role of classroom teacher may include but is not limited to: Direct teaching of groups of students and individual students; Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school; Undertaking other classroom teaching related and organisational duties as determined by the School Principal; Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions; Undertaking other non-teaching supervisory duties. Who May Apply Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position. EEO AND OHS CommitmentApplicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines ).Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via Child Safe Standards Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at: The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at: 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. To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person. Location Profile Hopetoun P-12 College is a single-campus school located in the North West of Victoria in the Mallee. The College has an enrolment of around 81 students and draws students from the surrounding communities of Hopetoun, Beulah, Patchewollock, Lascelles and Woomelang. Our curriculum and school programs are aligned with the Victorian Curriculum (P-10) and include many options for VCE, VM and VET. Students in Year 10 can access vocational and VCE programs and we are well resourced with a Trade Trading Centre on site. We are successfully implementing the School Wide Positive Behaviours System (SWPBS) and the values of Respect, Responsibility and Teamwork are embedded in our practice. All teaching staff are members of a Professional Learning Community who work collectively to develop curriculum and analyse data to ensure work is at an appropriate level for all students. Our focus is to ensure each student is successful at school and can complete a Year 12 program, progressing to their chosen pathway in either tertiary study, training or full-time work. The P-12 College has a purpose built trade training centre which provides an excellent facility with modern equipment for the delivery of programs. Hopetoun is a rural town in the Mallee with access to larger regional towns and retail facilities for your daily needs. Teacher housing is available for staff and the school is supportive with staff settling into their roles and new life here in Hopetoun. This is a strong community built on agriculture and services that support our school and our programmes. 1158 jobs are currently listed for Schools (Government) Job type:Full time / From 20/05/2024 - 08/01/2025
#J-18808-Ljbffr Posted 3 hours ago Science & Psychology Teacher (Classroom Teacher ) State Government of Victoria, Australia Science & Psychology Teacher (Classroom Teacher) Job posted: 30/04/2024 Location: North East Region | Shepparton Job type: Full time / From 15/07/2024 Organisation: Schools (Government) Salary: Salary not specified Occupation: Teacher Reference: 1413368 Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs. SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth. SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents. SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement. SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching. Role The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning. As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher. Classroom teacher Range 2Range 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 1The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers. At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities. The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels. Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school. Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities. Responsibilities The role of classroom teacher may include but is not limited to: Direct teaching of groups of students and individual students; Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school; Undertaking other classroom teaching related and organisational duties as determined by the School Principal; Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions; Undertaking other non-teaching supervisory duties. Who May Apply Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position. EEO AND OHS CommitmentApplicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines ).Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via Child Safe Standards Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at: The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at: 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. Please ensure that your application includes: A resume including relevant experience as well as personal details (name, address and contact numbers, business and home) A section addressing the selection criteria and the requirements for application under the Who May Apply section Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application. Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action. Conditions of Employment All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check. A probationary period may apply during the first year of employment and induction and support programs provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at VIT LANTITE To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person. Location Profile Euroa Secondary College is the only state secondary school in the Shire of Strathbogie, located 90 minutes north of Melbourne on the Hume Highway. Our SFO (Student Family Occupation index) for 2024 is 0.5510. Our students attend the college from a radius of 60km with the support of eight school buses of which two are operated by the college. For 2024 we have 282 students and 60 staff members which includes 35 Teachers and Tutors (27.8 EFT) and 22 education support staff (13.75 EFT). Every student, staff member and family is valued as an individual at the college. Every community member has a role to play and the College believes strongly in the connection between school, family and community. The College¿s mission statement is ¿A united community where everybody has responsibility in preparing youth for their future¿. The College core values are Challenge, Empowerment, Resilience and Respect. Studies such as Music, Languages other than English (Japanese), VET, VCE and VCAL are taught along with traditional subjects at years 7 to 10. A wide variety of extra-curricular programs are provided for students. Intervention programs operate in Literacy in years 7-9. Classes are set in English and Mathematics, supporting and extending individual skills. Students in Year 9 participate in ¿The Year with a Difference¿ program. The Year 10 program provides students with numerous elective choices so they the opportunity to commence VET studies and have a solid foundation for Year 11 and 12. Students in years 10-12 have the opportunity to accelerate their studies to suit their talents and pathways to life beyond school. 1158 jobs are currently listed for Schools (Government)
#J-18808-Ljbffr Posted 3 hours ago Year 2 Class Teacher . Dumpton School - TES Dumpton School is a Prep School in the heart of Dorset near the thriving market town of Wimborne, which offers an outstanding education to children aged 2 to 13 years old.
The school has undergone a prolonged period of stability and success, and boasts superb, modern facilities, a strong roll of over 330 pupils, and a forward-thinking and ambitious approach to education, recognised by an ISI ‘Excellent’ Inspection, and recent shortlisting for the ISOTY ‘Prep School of the Year’ Award.
The school’s strength is built upon a brilliant staff team who work hard to create a superb environment for children to flourish and fulfil their potential, focusing on academic success, as well as character education.
Two core values – Be Kind and Aim High – lie at the cornerstone of Dumpton’s ethos and culture, and also sit at the heart of Dumpton’s vision ‘a nurturing and aspirational environment where every child fulfils their academic and personal potential’.
#J-18808-Ljbffr Posted 3 hours ago Head of Department - Student Services - Moranbah State School. The State of Queensland Head of Department - Student Services - Moranbah State School Education (Organisation site ) Central Queensland Region, Early Childhood and State Schools Division Moranbah State School are seeking applications for a full-time temporary Head of Department, Student Services to join their leadership team from 8 July 2024 to 13 December 2024, unless otherwise determined.Apply now to be a part of our vibrant academiccommunity and help shape the next generation of Department of Education are dedicated to building an inclusive and diverse workforce that reflects the community and schools we support by treating everyone with respect and dignity. This starts with recruitment and selection. The methods of assessing suitability in the recruitment process may vary. This includes making reasonable adjustments to support applicants at all stages of the process and employee lifecycle.About Moranbah State SchoolMoranbah State School promotes learning, creativity and innovation. High expectations, equality, inclusiveness and the building of social capital are key features of our school. We believe all children should have the opportunity to achieve success, regardless of their socio-economic status, culture, gender and/or believe that a supportive school environment supports student learning and develops the whole child. Our students have access to a range of extra-curricular activities including sport, instrumental music, choir, student performances. Student leaders are elected every year and our student representative council is very active.About the RoleResponsibilities include, but are not limited to:Demonstrated ability to lead the monitoring of students' individual performance and behaviour and develop and implement intervention strategies where necessary.Communicate and work with parents, staff and leadership to develop strategies to improve learning outcomes, student achievements and attendance.Implement a consistent approach to behaviour artefacts across the school.Demonstrated ability to build capability of teachers and teacher aides to support wellbeing of students.Lead and review as part of the leadership team whole school behaviour, processes and documents.Please refer to the attached role description for any mandatory requirements for this to ApplyPlease attach a brief resume including contact details for 2 referees (referees should have an understanding of your relevant previous work history); andA 2-pg response to the How you will be Assessed section of the attached role welcome all applicants to share any support needed to ensure our recruitment process is inclusive. Applications remain current for 12 months from the closing date and may be considered for appointment to identical or similar vacancies within the Department. Applications from recruitment agencies will not be accepted. When working in regulated employment an employee must have a current Working with Children Clearance (blue card) issued by Blue Card Services.Salary rate shown is reflective of full-time (1.0 FTE). We are committed to building inclusive cultures in the Queensland public sector that respect and promote human rights and diversity .For a full list of the position responsibilities and mandatory requirements, please ensure you download the attached role description and candidate information fact sheet and follow the instructions.DocumentsBefore applying for this vacancy please ensure you read the documents below. Keyword Please use * for wildcard searches. Search exact phrase Check to search for the exact phrase. Uncheck to return jobs that contain any of the keywords. Location Hold down the control (Ctrl) button and use your computer mouse to select multiple options Occupational group Hold down the control (Ctrl) button and use your computer mouse to select multiple options Salary (yearly) Leave blank if you are searching for casual jobs Minimum Maximum Total Remuneration Only used for Senior Medical or Executive positions Smart Jobs and careers is scheduled to be offline for planned maintenance from 6:00 AM to 10:00 AM (AEST) on Saturday 4 May 2024.Inclusion and diversityWe are committed to building inclusive cultures in the Queensland public sector that respect and promote human rights and diversity , including making any reasonable adjustments to support you through the recruitment process.
#J-18808-Ljbffr Posted 3 hours ago Student / Teacher Support (Ed Support Level 1-Range 2) State Government of Victoria, Australia Student / Teacher Support (Ed Support Level 1-Range 2) Job posted: 30/04/2024 Location: Melbourne | Northern Metropolitan Job type: Part time / From 20/05/2024 - 09/01/2025 Organisation: Schools (Government) Salary: Salary not specified Occupation: Teacher Reference: 1413011 Selection Criteria SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role. SC2 Demonstrated capacity to work and collaborate with others in a team environment. SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills. SC4 Possess the technical knowledge and expertise relevant to the position. SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area. SC6 A commitment to professional learning and growth for both self and others. RoleAttendance for this role would be 3 days a week with some flexibility in days and hours. An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program. An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher. Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3). A role at this range may include: Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager. Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function. Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction. Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples. An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained. Responsibilities Provides routine support for teachers including assisting with planning of student routines Supports communication between teachers and parents Communicates with teachers on routine matters related to students and/or other responsibilities Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting Communicating with student/s to support comprehension of basic tasks and information Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting Supports teachers in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly defined support needs and resources, assisting teachers with the communication of student outcomes and educational programs Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance Provides specialised communication support for students and teachers in areas such as AUSLAN and braille Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position. EEO AND OHS CommitmentApplicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines ).Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via Child Safe Standards Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at: The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at: 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. 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 Location ProfileAberfeldie Primary School was built in 1925 in a well-established, residential area. Aberfeldie Primary School is situated in a well-established, residential area in Moonee Valley, of which, many residents are third or even fourth generation Aberfeldie Primary School families. We aim to extend our students so that they become resilient, compassionate, adaptable and well-informed members of their community by living the school¿s Values of Inclusion, Innovation and Success. Our School Vision is to see all students succeeding academically, physically and socially; supported by innovative teachers and an inclusive school is made up of four cohorts; Foundation, Year One/Two, Year Three/Four and Year Five/Six. Aberfeldie Primary School is located on 4.5 hectares and boasts several large playgrounds and courts to cater for all ages and school activities. Facilities also include a Gymnasium, Library, outside performance space, food garden and inclusion play space. Further to this, the Joan Kirner Arts and Creativity Hub, consists of an Art space, Library, Performing Arts learning space and rooms for music tuition. The school provides a structured, comprehensive and challenging curriculum for all students, with a focus on developing skills in literacy and numeracy.Aberfeldie Primary School utilises the Professional Learning Community (PLC) model, which driven by evidence to ensure research-based teaching practices are maximising student achievement. Specialist programs include Physical Education, Languages (Japanese), Art and Performing Arts. The school also runs a Cultivating Communities Food Garden Program within a passive learning and sensory garden space, on the eastern end of the school. Learning and wellbeing continue to be a strength and strong focus at Aberfeldie, with targeted learning occurring across the school drawn from the Smiling Mind Mindfulness and Rights Resilience and Respectful Relationships curriculum and School-Wide Positive Behaviour aim to nurture our students so that they become resilient, compassionate, adaptable and well-informed members of their community through the school¿s Values of `Inclusion, Innovation and Success¿ and School Vision of: ¿to see students succeeding academically, physically and socially supported by innovative teachers and an inclusive community¿. Our aim is to develop students who are confident, self-motivated and demonstrate exemplary skills in literacy and numeracy. We work to enhance teacher expertise that is underpinned by evidenced based principles of instruction, pedagogy, and our instructional model. The science of language and reading informs our learning and curriculum design for our literacy programs across the school. With the `big ideas in number¿ providing strong foundations in numeracy for all students and Math Pathways offering high levels of differentiation and extension in year 5/6. Aberfeldie Primary is committed to preparing students for the future and has actively promoted the use of technology as a learning tool across all curriculum areas. Year 3 ¿ 6 students have their own iPads and they are integrated across all learning areas to support student learning. The school also has sets of laptops and invests heavily in iPads for student use across the whole school, as well as ensuring that all classrooms have access to interactive televisions. 1158 jobs are currently listed for Schools (Government) Job type:Part time / From 20/05/2024 - 09/01/2025
#J-18808-Ljbffr Posted 3 hours ago
