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Adult Education Teacher

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Afternoon Teacher

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Art Teacher

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Assistant Teacher

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Autism Associate Teacher

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Behaviorist Teacher

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Certified Teacher

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Childcare Teacher

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Early Childhood Education Teacher

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Early Childhood Teacher

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Early Head Start Teacher

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ESOL Teacher

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French Teacher

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Mathematics Teacher

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Physical Education Teacher

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Physics Teacher

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Pre-Kindergarten Teacher

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Preschool Assistant Teacher

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Primary School Teacher

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Primary Supply Teacher

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Primary Teacher

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School Age Teacher

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Science Teacher

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Second Grade Teacher

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Spanish Teacher

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Substitute Teacher

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Supply Teacher

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Support Teacher

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Teacher Of The Deaf

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Teacher Trainer

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Year 1 Teacher

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Classroom Teacher
Schools (Government), North East Region, Mitchell
Location: North East Region | Mitchell Job type: Full time / From 28/01/2022 Organisation: Schools (Government) Salary: Salary not specified Occupation: Teacher Reference: 1262297 Job posted: 12/01/2022 Closes: 25/01/2022 Occupation: Teacher Classification: Job duration: From 28/01/2022 Contact: Mr Steven Fernando | 03 9216 3400 Reference: 1262297 Occupation: Teacher Salary Range: Salary not specified Work location: North East Region | Mitchell Selection CriteriaSC1    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.RoleThe 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.ResponsibilitiesThe 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 ApplyTeachers 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 CommitmentThe Department of Education and Training is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms – gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department.  The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.Child Safe StandardsVictorian 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.aspxDET ValuesThe 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.aspxOther InformationPlease 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 sectionnames and contact numbers (telephone and email if possible) of two refereesPlease 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 EmploymentAll 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.aspxVIT LANTITETo 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.Vaccination RequirementA person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.Location ProfileBeveridge Primary School became a multi-campus school in 2020, our Foundation – Grade 2 and Grade 3 – 6 campuses are located on the Northern Fringe of Melbourne. Beveridge is in the northern growth corridor and it is expected that our school will see significate growth over the next 5 years.Beveridge PS aims to be a safe welcoming and engaging community. We value enquiring minds and encourage the best in all. These values underpin our disciplinary framework that 'Everybody has the right to feel safe and comfortable and everybody has the right to learn’. We believe that it is the job of every adult who our students encounter to model these beliefs all day, every day. Our community is committed to nurturing active and caring Australian citizens who support intercultural understanding and can acknowledge and value alternative points of view. The staff, parents and community of Beveridge Primary are committed to developing the social, emotional and academic needs of our students by promoting resilience, persistence and courage. We motivate each child to strive to achieve their full potential and take risks in an environment which is safe, supporting and nurturing. We have strong parental and community involvement throughout the school which supports our rich curriculum.The teaching of literacy and numeracy is underpinned by a whole school consistent approach. Our teachers differentiate the curriculum to individualise the learning needs of our students. The Schools planning and assessment practices are a high priority and are used to drive curriculum planning and delivery and are used to track student progress. Our curriculum also offers music, an annual whole school production, fine arts, physical education and Auslan (LOTE) and our wellbeing program includes a literacy intervention and extension program, a numeracy intervention and extension program and a wellbeing coordinator to support students, their families and teachers to enable all to achieve their potential.We are working towards delivering a greater access to computers program in the school and a sophisticated IT skills program scaffolded into student programs. School Values for 2022:ExcellenceRespectTogethernessResilience
Classroom Teacher - Science / Mathematics
Schools (Government), North East Region, Mitchell
Location: North East Region | Mitchell Job type: Full time / From 07/02/2022 - 26/01/2023 Organisation: Schools (Government) Salary: Salary not specified Occupation: Teacher Reference: 1262534 Job posted: 17/01/2022 Closes: 30/01/2022 Occupation: Teacher Classification: Job duration: From 07/02/2022 - 26/01/2023 Contact: Ana Rees | 03 5421 1100 Reference: 1262534 Occupation: Teacher Salary Range: Salary not specified Work location: North East Region | Mitchell Selection CriteriaSC1    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.RoleThe 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.ResponsibilitiesThe 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 ApplyTeachers 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 CommitmentThe Department of Education and Training is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms – gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department.  The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.Child Safe StandardsVictorian 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.aspxDET ValuesThe 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.aspxOther InformationPlease ensure that your application includes:A Covering Letter, Resume/CV including relevant experience as well as personal details (name, address and contact numbers, business and home). The preferred format for all attachments is .pdfA section addressing the selection criteria.Names and contact numbers (telephone and email if possible) of three referees.Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.Further informationTo find out more about the position, applicants can contact Ana Rees on 03 5421 1100.To find out more about Kyneton High School, applicants can view our website at www.kynetonhigh.vic.edu.au.Conditions of EmploymentAll 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.aspxVIT LANTITETo 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.Vaccination RequirementA person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.Location ProfileKyneton is an historic town with a population of approximately 7000, situated on the Calder Highway 85 km north west of Melbourne. It is rapidly growing with families moving into the town from metropolitan areas to enjoy a lifestyle choice that enables them to take advantage of a rural setting close to urban work options. The town has an effective rail centre with a fast-rail service that enables people to commute to Melbourne or Bendigo on a daily basis.Kyneton High School is over 100 years old and has a proud tradition of providing a broad range of excellent educational opportunities in a safe, inclusive and friendly environment. Our vision is for Kyneton High School to be the school of choice for parents and students across the district. The first stage of a significantprogram of building works has been completed, providing a new Training and Innovation Hub and modern refurbished classrooms. A second stage of major building works is due to commencing in 2022. The school improvement program has a focus on transforming curriculum and pedagogy to meet the needs of 21stlearners and to maximise innovative approaches within these new learning spaces.Our school has a population of around 530 students and features a very strong community focus developed around close partnerships. Kyneton High School provides a comprehensive enrichment program with students having the opportunity to participate in a wide range of co-curricular activities and a broad sporting program. As the provider of state secondary education in Kyneton, the school is open to all learners and proud of its diversity. Kyneton High School is seeking passionate, committed staff who want to be part of an exciting and challenging school improvement journey.
Sports Coaches
Radford College, Bruce, ACT
Suitably experienced, enthusiastic and qualified applicants are invited to apply for the Sports Coach positions, casual, fixed term, commencing March 2022. The Opportunity Radford Sport focuses on empowering the student and supporting them holistically through their journey in sport and physical activity.  We promote participation and competition in sport and physical activity through a variety of options for various abilities, age groups (Years 3-12), engagement, and competitive levels. For most sports offered, Radford enters teams into local ACT junior competitions.  Selections, gradings or trials are required for certain divisions, while there are also opportunities for students to participate in competitions at a social level where they can enjoy playing with their friends and year level cohort.  About the Role Radford Sports Coaches actively support the values of the College in developing and mentoring our students to reach their potential as athletes and young people. All Radford sports coaching roles are casual, fixed term positions based predominantly around school term times which includes some Saturday and Sunday work with hours varying between 2-12 hours per week (depending on the sport). Sports Coaches are needed in the following Winter sports / activities: Basketball Fundamental Movement Skills (FMS) - program targeted at Kindergarten to Year 2 students Football (soccer) Netball Rowing Rugby Union Tennis Most sports will commence mid-Term 1 with training sessions usually held after school between 3:30-5:00pm and games played on the weekends. Working at Radford College At Radford, we believe that the key to higher performing students is the effectiveness of their teachers, and that the key to effective teachers is the support they receive which enables them to perform their roles. The Sports Department works conscientiously, with the support the Head of Sport and Teachers to achieve the goal of providing our students with a holistic and inspiring education that enables them to reach their full potential. Why choose Radford? As well as supporting and enabling staff to achieve their potential, Radford College offers casual fixed term sports coaches with:    A vibrant and rewarding place in which to work Employee wellbeing initiatives - EAP program Generous Superannuation after qualifying period Excellent resources, grounds, and sporting facilities Free onsite parking For further information, please visit the Employment page on our Website. About you Successful candidates are to be able to demonstrate experience in the sport they are applying to coach, and it is preferable to have a Level 1 (or higher) coaching accreditation (not essential). They will be a confident self-starter who enjoys building relationships, is professional in their approach, possesses excellent communication skills, and can be relied upon to work autonomously. Candidates must have: Highly developed knowledge and understanding of the sport they are applying to coach. Demonstrated success in the planning and implementing age-appropriate training sessions and player management. Proven experience building relationships to influence and work effectively with a wide range of stakeholders (students, staff, parents). A willingness to learn school systems (for example Clipboard) Be energetic, enthusiastic and demonstrate a willingness to grow and take on feedback through the sharing of best practice and professional experience. Possess exceptional communications skills both written and verbal, as well as excellent time management skills. Commit to the safeguarding and promotion of student wellbeing. Uphold Radford’s Values of Truth, Compassion and Wisdom Qualifications Relevant coaching accreditations and experience Current First Aid Certificate Working with Vulnerable People cardEssential RequirementsWorking with Children / Working with Vulnerable People CheckRelevant Coaching Accreditation First Aid Certificate Level 1 Coaching Accreditation
Strength and Conditioning Sports Coaches
Radford College, Bruce, ACT
Suitably experienced, enthusiastic and qualified applicants are invited to apply for the Strength and Conditioning Coach positions, casual or fixed term, commencing March 2022. The Opportunity Radford Sport focuses on empowering the student and supporting them holistically through their journey in sport and physical activity.  We promote participation and competition in sport and physical activity through a variety of options for various abilities, age groups (Years 3-12), engagement, and competitive levels. For most sports offered, Radford enters teams into local ACT junior competitions.  Selections, gradings or trials are required for certain divisions, while there are also opportunities for students to participate in competitions at a social level where they can enjoy playing with their friends and year level cohort.  About the Role Radford S&C Sports Coaches actively support the values of the College in developing and mentoring our students to reach their potential as athletes and young people. They work with various sports and are responsible for developing and improving the physical skills, decision making abilities and positive sporting behaviours of our students to enable them to successfully increase their strength and power. All Radford sports coaching roles are casual, fixed term positions based predominantly around school term times.  Hours may vary but generally 7:00-8:30am Monday, Wednesday, Friday, and occasionally afternoon shifts between 3:30-5:00pm.  Total weekly hours will be an average of 6 hours per week Working at Radford College At Radford, we believe that the key to higher performing students is the effectiveness of their teachers, and that the key to effective teachers is the support they receive which enables them to perform their roles. The Sports Department works conscientiously, with the support the Head of Sport and Teachers to achieve the goal of providing our students with a holistic and inspiring education that enables them to reach their full potential. Why choose Radford? As well as supporting and enabling staff to achieve their potential, Radford College offers casual fixed term sports coaches with:     A vibrant and rewarding place in which to work Employee wellbeing initiatives - EAP program Generous Superannuation after qualifying period Excellent resources, grounds, and sporting facilities Free onsite parking For further information, please visit the Employment page on our Website. About you Successful candidates must have an Australian Strength and Conditioning Association (ASCA) Level 1 qualification with an ASCA Level 2 desirable. They will be a confident self-starter who enjoys building relationships, is professional in their approach, possesses excellent communication skills, and can be relied upon to work autonomously. Candidates must have: Experience in coaching in a school or similar setting. Proven experience building relationships to influence and work effectively with a wide range of stakeholders (students, staff, parents). A willingness to learn school systems (for example Clipboard) Be energetic, enthusiastic and demonstrate a willingness to grow and take on feedback through the sharing of best practice and professional experience. Commit to the safeguarding and promotion of student wellbeing. Uphold Radford’s Values of Truth, Compassion and Wisdom Qualifications Australian Strength and Conditioning Association (ASCA) Level 1 (essential), ASCA Level 2 (desirable). Demonstrated knowledge of high-performance best practice, including awareness of developing trends in coaching technique, skill development and program growth will be preferred. Current First Aid Certificate Working with Vulnerable People cardEssential RequirementsFirst Aid Certificate Level 1 Strength & Conditioning Coach Working with Children / Working with Vulnerable People CheckCertificate III in Fitness Relevant Coaching Accreditation Certificate IV in Fitness Human Movement / Coaching / Exercise / Sports Science Degree Physical Education Degree Level 2 Strength & Conditioning Coach