We use cookies to improve the user experience, analyze traffic and display relevant ads.
Details Accept
Enter position

Overview of labor market statistics in

Receive statistics information by mail
Unfortunately, there are no statistics for this request. Try changing your position or region.

Recommended vacancies

Classroom Teacher - Tutor Learning Initiative/VCE Maths
Schools (Government), North East Region, Albury/Wodonga
Location: North East Region | Albury/Wodonga Job type: Full time / From 28/01/2022 - 26/01/2023 Organisation: Schools (Government) Salary: Salary not specified Occupation: Teacher Reference: 1257924 Job posted: 06/12/2021 Closes: 16/01/2022 Occupation: Teacher Classification: Job duration: From 28/01/2022 - 26/01/2023 Contact: Nicole Jasinowicz | 02 6043 7500 Reference: 1257924 Occupation: Teacher Salary Range: Salary not specified Work location: North East Region | Albury/Wodonga Selection CriteriaSC1.  Content of teaching and learningDemonstrated high level of knowledge of the relevant key learning areas and the way students learn;Ability to incorporate the teaching of literacy and numeracy skills as an integral part of the key learning area or age group which is being taught;Capacity to respond at the school level to emerging educational needs and system-wide priorities. SC2.  Teaching practiceDemonstrated capabilities to implement high impact classroom teaching strategies which enable all students to achieve their full potential;Ability to successfully implement and evaluate learning and teaching programs in accordance with the Victorian curriculum;Ability to contribute to the identification of student learning needs and a commitment to the development and implementation of programs in accordance with the key goals and priorities established by a school in the development of its Strategic Plan and Annual Implementation Plan SC3.  Assessment and reporting of student learningAbility to assess and monitor student achievement and learning gain in line with the Victorian curriculum, and to provide reports to parents, which keep them regularly and fully, informed of their children's progress. SC4.Interaction with the school communityAbility to develop constructive and respectful relationships with students which engender positive attitudes to learning;Ability to establish and maintain collaborative relationships with parents, other employees and broader school community focused on student learning, wellbeing and engagement. SC5.  Professional requirementsDemonstrated behaviours and attitudes consistent with Department values and appropriate to responsible professional practice and the intellectual, physical, emotional and social development of students;Demonstrated capacity to reflect critically upon their professional practice to continually improve the quality of their teaching and capacity to enhance students learning through the application of knowledge, skills and expertise derived from ongoing professional development learning;Demonstrated exemplary values and attitudes appropriate to responsible professional practice and the intellectual, physical, emotional and social development of students.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 values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.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 InformationAll 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.aspxVaccination RequirementA person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.VIT 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.Location ProfileFor information about Wodonga Senior Secondary College and the local area, please access the below links:WFGS website: http://www.wodonga.vic.edu.au/recruitment/YouTube: https://www.youtube.com/WodongaSeniorSCGeographical Context and InfrastructureWodonga Senior Secondary College is a government year 10 to 12 co-education school in the local government area of Wodonga. The College is located 1km from central Wodonga on 7.84 hectares surrounded by residential housing.Wodonga is one of the fastest growing regional cities in Victoria with a population of 39,351. It is located 3 hours and 20 minutes from Melbourne on the Hume Hwy. Being a regional centre families can access social services, health, employment, art and culture. Families are also able to commute to Albury (7.8 kms) for work and leisure. Employment opportunities for parents and carers of student centre on Manufacturing, Health Care and Social Assistance, Public Administration, and Safety and Retail.Wodonga Senior Secondary College has exceptional, all abilities, access to high-quality facilities which meets the needs of our students and the wider community. The main building encompasses teaching and learning spaces for science, digital literacy, mathematics, literature, history and language. The College also offers industry standard learning spaces for trades, children services, hair and beauty, and hospitability. Students can also enjoy well equipped sporting and preforming arts centres.The Seymour, Shepparton, Benalla and Wodonga Flexible Learning Centres and Choice Wodonga are all campuses of Wodonga Senior Secondary College. These centres/program provide students who generally experience difficulties accessing mainstream school an educational pathway tailored to their often complex educational, social, developmental, psychological, health, legal or family situation.History and Enrolment TrendsWodonga Senior Secondary College was established in 2005-2006 through the regeneration of government secondary education in Wodonga. This initiative took the three existing secondary schools in the city to form one senior secondary college (10 to 12) and one Middle Years College with two campuses that specialise in the education of year 7, 8 & 9 students. Today, Wodonga Senior Secondary College and Wodonga Middle Years College work collaboratively to provide all students with every opportunity of success from 7 to Career. Student and Community DemographicsThe College currently has 1172 students. Over the last five years enrolment trends have increased. The majority of students transition from year 9 at Wodonga Middle Years College into year 10 at the Senior College. While 24 % of students are drawn from neighbouring communities (including New South Wales), Independent schools and Catholic College.The College serves a community with socially, economically and culturally diverse needs. It actively embraces, respects and promotes the uniqueness of all students. For 3.1% of students English is their additional language and 15.9% of students are Aboriginal or Torres Strait Islanders. The School Family Occupation (SFO) in 2018 was 0.6877. This has remained relatively consistent over the last 5 years.Staffing and Leadership ProfilesThe College benefits from the highly professional teaching and support staff. The majority 80% of teaching staff are highly experienced teachers. This blends well with a consistent flow of new teachers each year. The Executive Team at the Wodonga Senior Secondary College campus consists of 5 Principal Class focusing on high quality education for all students and continuous improvement. This team is supported by 17 leading teachers. There is an additional 5 principal class supporting the Flexible Learning Centres.The school is sustained by highly dedicated Education Support Staff 56. This includes laboratory technicians, Librarians, administrative staff, maintenance and grounds staff, IT assistants and trainees. The College has a strong commitment to the wellbeing of students and this is demonstrated through the four house leaders and assistant as well as a highly competent wellbeing team of social workers, Doctors in School program, Koorie Support mentor, Inclusion Support and a Defence Transition Mentor.Curriculum and SpecialisationWodonga Senior Secondary College has the broadest range of subject choices in the region across all subject areas. The College works with all students to design an individual pathway which provides them with every opportunity for success following their secondary education. VCE and VCAL are spread over two and half years at the College. Both pathways are well represented by students.In partnership with our external Registered Trained Organisations, the College delivers a diverse range of VET Subjects. The VET program within the College has a strong reputation within the College and the community. This can be attributed to the Industry professional teaching staff, high quality facilities and supportive placement host from industry.Students at the college have a wonderful opportunity to participate in and experience our global education programs. Each year the Senior College has a number of overseas students studying at the College, students can study Japanese or Indonesian face to face at the College as well as attend one of our international study tours to countries such as Cambodia, Japan, and Vietnam.The College has a healthy focus on extra-curricular activities. Students are encouraged to participate in the annual swimming and athletic carnivals, Interschool sport, Instrumental Music program, College musicals and celebrity events.
Clinical Nurse - DPU & Endoscopy
Mater Health Services, Redlands
About the roleMater Hospital Redlands is seeking an experienced Clinical Nurse to join them on a permanent part-time basis, 32 hours a week, within the Day procedure & Endoscopy unit.Salary range: $48.66 - $52.13 (Registered Nurse Level 2) per hour plus superannuationWhat you’ll be doingOur Clinical Nurses provide additional leadership and advanced clinical competency to our Nursing Team, using their extensive experience to provide mentorship and a guiding aspect to assist in the professional growth of less-experienced nursing team members. The Clinical Nurse supports the Nurse Manager in activities designed to aid the sustainability of the Clinical Stream and assist with skill development.Whilst displaying the highest level of clinical standards for the unit you will be responsible for:Achieving optimal patient outcomes throughout the patient journey and continuum of careDemonstrating advanced clinical expertise and knowledge of procedures and the management of patients seeking outstanding careSupporting the Nurse Unit Manager in implementing strategies to ensure that quality and risk management are integrated into service provisionMaintaining current knowledge and skills to ensure continued professional growthAbout youYou will be driven by a challenging yet rewarding environment where you can bring your energy and experience to this dynamic ward.In order to be successful in this position, you will have:Current AHPRA nursing registration as a Registered Nurse (no restrictions)A minimum of three years clinical experience in the Endoscopy & Day procedure settingA high level of understanding of endoscopy roles including assisting the procedurals' and reprocessing endoscopesKnowledge of GENCA guidelines and Australian Standard 4187 (AS4187)A strong work ethic, positive attitude and willingness to role model and promote the Mater valuesExcellent written and verbal communication skills and the ability to liaise with a  variety of different stakeholders both internally and externally at various levelsDemonstrated ability to operate both in a team environment and autonomously using initiative, sound reasoning and strong listening, negotiation and decision making skillsStrong attention to detail and organisational skillsCommitment to ensuring the levels of service is always delivered to patients at all timesWhy join us? In return for your skills, effort and enthusiastic commitment you will have the opportunity to work for an Australian leader in the field of Health, Education and Research and work with a team who make a real difference to the lives of our patients, consumers and community.Mater provides benefits not offered in other workplaces. In addition to being part of a workplace that offers compassionate care in the spirit of the Sisters of Mercy, you will have opportunities to increase your take-home pay with our salary packaging options.Closing date for applications is Sunday 30th of January 2022 **It is now a mandatory requirement of employment at the Mater that you are and remain fully vaccinated against COVID-19. Please note proof of vaccination (MyGov Medicare Vaccination Certificate or Medical Certificate) will be required as a pre-commencement document.
Classroom Teacher - Generalist (Seymour Flexible Learning Centre)
Schools (Government), North East Region, Albury/Wodonga
Location: North East Region | Albury/Wodonga Job type: Full time / From 28/01/2022 - 26/01/2023 Organisation: Schools (Government) Salary: Salary not specified Occupation: Teacher Reference: 1260550 Job posted: 17/12/2021 Closes: 23/01/2022 Occupation: Teacher Classification: Job duration: From 28/01/2022 - 26/01/2023 Contact: Shane Elliott | 0408 585 804 Reference: 1260550 Occupation: Teacher Salary Range: Salary not specified Work location: North East Region | Albury/Wodonga Selection CriteriaSC1.  Content of teaching and learningDemonstrated high level of knowledge of the relevant key learning areas and the way students learn;Ability to incorporate the teaching of literacy and numeracy skills as an integral part of the key learning area or age group which is being taught;Capacity to respond at the school level to emerging educational needs and system-wide priorities. SC2.  Teaching practiceDemonstrated capabilities to implement high impact classroom teaching strategies which enable all students to achieve their full potential;Ability to successfully implement and evaluate learning and teaching programs in accordance with the Victorian curriculum;Ability to contribute to the identification of student learning needs and a commitment to the development and implementation of programs in accordance with the key goals and priorities established by a school in the development of its Strategic Plan and Annual Implementation Plan SC3.  Assessment and reporting of student learningAbility to assess and monitor student achievement and learning gain in line with the Victorian curriculum, and to provide reports to parents, which keep them regularly and fully, informed of their children's progress. SC4.Interaction with the school communityAbility to develop constructive and respectful relationships with students which engender positive attitudes to learning;Ability to establish and maintain collaborative relationships with parents, other employees and broader school community focused on student learning, wellbeing and engagement. SC5.  Professional requirementsDemonstrated behaviours and attitudes consistent with Department values and appropriate to responsible professional practice and the intellectual, physical, emotional and social development of students;Demonstrated capacity to reflect critically upon their professional practice to continually improve the quality of their teaching and capacity to enhance students learning through the application of knowledge, skills and expertise derived from ongoing professional development learning;Demonstrated exemplary values and attitudes appropriate to responsible professional practice and the intellectual, physical, emotional and social development of students.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 values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.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 InformationThis position is based at Seymour Flexible Learning Centre – Campus.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.aspxVaccination RequirementA person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.VIT 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.Location ProfileSeymour Flexible Learning Centre is a campus of Wodonga Senior Secondary College, and is also one of four flexible learning centres that form the North East Victoria Flexible Learning Network. The North East Victoria Flexible Learning Network has centres in Wodonga, Benalla, Seymour and Shepparton with combined student enrolments over 400 in 2017. We believe that all young people should be able to thrive in mainstream school however we know that for a small percentage of students this is not always possible. Our Flexible Learning Centres provide educational opportunities for young people who have disengaged from school or where a mainstream school learning environment is seen to be inappropriate to meet the young person’s needs. We believe that most young people would like to be attending an educational setting and learning. We have a further strong belief that “students will give the best that they have got”, in other words, if they could do better at school, they would.  The intention of our Flexible Learning Centres is to re-introduce students to learning to the extent that they are able to be successful, to build upon these successes, to develop their learning potential and plan for a successful adult pathway. The background of students at our Flexible Learning Centres is diverse but they have in common the experience of trauma in their lives through for example, violence, family breakdown and associated mental health issues. Often young people may have not engaged in learning as a result of chronic anxiety, depression or specific learning or language difficulties. Young people seeking enrolment at one of our Flexible Learning Centres will usually be connected with a range of mental health, child protection or youth workers and have been disconnected for some time from schools and teachers.  Our Flexible Learning Centres provide the opportunity for young people to reconnect with teachers and learning. The programs are centred around a developmentally responsive personalised learning and pathway plan with a focus on the development of literacy, numeracy, social development, pursuing student’s interests and the development of a career pathway through planned skill development and carefully managed workplace experiences.   Prior to enrolment at one of our Flexible Learning Centres the student attends a series of meetings that enable our staff to better understand the young person in a case managed approach alongside parents, carers and other professionals. This gradual process also allows the student time to become accustomed to the school and teachers and to become aligned with the school values and processes.  This intake process is designed to ensure that when the young person starts at one of our Flexible Learning Centres they are prepared and ready to focus on learning. Our Flexible Learning Centre teams comprise the educational leadership team of principal, campus principals, student wellbeing and teachers. 
Classroom Assistant - Wodonga Flexible Learning Centre
Schools (Government), North East Region, Albury/Wodonga
Location: North East Region | Albury/Wodonga Job type: Full time / From 28/01/2022 - 26/01/2023 Organisation: Schools (Government) Salary: Salary not specified Occupation: Other Reference: 1260546 Job posted: 17/12/2021 Closes: 23/01/2022 Occupation: Other Classification: Job duration: From 28/01/2022 - 26/01/2023 Contact: Craig Johnson | 0438 863 891 Reference: 1260546 Occupation: Other Salary Range: Salary not specified Work location: North East Region | Albury/Wodonga Selection CriteriaSC1    Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment.SC2    Demonstrated capacity to communicate effectively with members of the school community including students and the capacity to provide support and/or attendant care to students where necessary.SC3    Ability to work effectively with students with a wide range of ages, disabilities and have a understanding of children who exhibit challenging behaviours.SC4    Capacity to work cooperatively with a range of people including teachers, education support, students and parents.SC5    A commitment to professional learning and growth.SC6    Demonstrated ability to support students with an intellectual disability in both the classroom and wider school community settings.RoleUndertakes routine tasks that are usually carried out under close supervision and direction.  Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established and direction is readily available.Work has little scope for deviation. Problems can usually be solved by reference to well documented procedures and instructions and clearly established practices.  Deviation from established procedures will require reference to others for guidance and direction.  Assistance is readily available when problems arise.  An experienced employee at range 1 will exercise limited judgement within clearly defined guidelines and well established practices that relate specifically to the tasks performed.Does not carry responsibility for the work of others.  More experienced employees will provide basic guidance and advice to others relating to tasks within the work area.An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor.  Supervision of students cannot be required except where it is an integral part of the employee's position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.Qualification requirements do not operate at range 1.  Certification requirements may be required to legally perform specific tasks - e.g. driver's licence, first aid, safe food handling.Responsibilities-    Assist students on an individual or group basis in specific learning areas. -    Assist with the communication between students and teachers, particularly the interpretation of instructions. -    Provide basic physical and emotional care for students. -    Participate in team meetings. -    Assist with toileting, meals, lifting, and administration of medication to students requiring special care. -    Assist with the supervision of pupils in playgrounds, at camps, on excursions, in sporting activities, therapy activities and life skills. -    Assist in the preparation of student resources and equipment. -    Prepare basic curriculum support resources. -    Set up and put away equipment and materials in support of teaching programs. -    Observe students and draw the attention of the teacher to them where necessary. -    Participate in the monitoring and evaluation of programs and evaluation of individual student involvement and achievement. -    Assist with communication between teachers and non-English speaking parents/students. -    Assist in the translation of documents. -    Assist students with the preparation and service of meals. -    Ensure work areas and materials, equipment and appliances are maintained in a clean and ready to use condition. -    Assist in the preparation of equipment and purchasing of materials and supplies as required.Who May ApplyIndividuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.EEO AND OHS CommitmentThe Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.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 Information- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.-  A probationary period may apply during the first year of employment and induction and support programs provided.- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx Conditions of EmploymentThis position is based at our Wodonga Flexible Learning Centre Campus - Bowman Court.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 ProfileWodonga Flexible Learning Centre is a campus of Wodonga Senior Secondary College, and is also one of four flexible learning centres that form the North East Victoria Flexible Learning Network. The North East Flexible Learning Network has centres in Wodonga, Benalla, Seymour and Shepparton with combined student enrolments over 300 in 2020. We believe that all young people should be able to thrive in mainstream school however we know that for a small percentage of students this is not always possible. Our Flexible Learning Centres provide educational opportunities for young people who have disengaged from school or where a mainstream school learning environment is seen to be inappropriate to meet the young person’s needs.We believe that most young people would like to be attending an educational setting and learning. We have a further strong belief that “students will give the best that they have got”, in other words, if they could do better at school, they would.  The intention of our Flexible Learning Centres is to re-introduce students to learning to the extent that they are able to be successful, to build upon these successes, to develop their learning potential and plan for a successful adult pathway.The background of students at our Flexible Learning Centres is diverse but they have in common the experience of trauma in their lives through for example, violence, family breakdown and associated mental health issues. Often young people may have not engaged in learning as a result of chronic anxiety, depression or specific learning or language difficulties.Young people seeking enrolment at one of our Flexible Learning Centres will usually be connected with a range of mental health, child protection or youth workers and have been disconnected for some time from schools and teachers.  Our Flexible Learning Centres provide the opportunity for young people to reconnect with teachers and learning.The programs are centred around a developmentally responsive personalised learning and pathway plan with a focus on the development of literacy, numeracy, social development, pursuing student’s interests and the development of a career pathway through planned skill development and carefully managed workplace experiences. Prior to enrolment at one of our Flexible Learning Centres the student attends a series of meetings that enable our staff to better understand the young person in a case managed approach alongside parents, carers and other professionals. This gradual process also allows the student time to become accustomed to the school and teachers and to become aligned with the school values and processes.This intake process is designed to ensure that when the young person starts at one of our Flexible Learning Centres they are prepared and ready to focus on learning.Our Flexible Learning Centre teams comprise the educational leadership team of principal, campus principals, student wellbeing and teachers.
Classroom Teacher - Generalist (Benalla Flexible Learning Centre)
Schools (Government), North East Region, Albury/Wodonga
Location: North East Region | Albury/Wodonga Job type: Part time / From 28/01/2022 - 26/01/2023 Organisation: Schools (Government) Salary: Salary not specified Occupation: Teacher Reference: 1260541 Job posted: 17/12/2021 Closes: 23/01/2022 Occupation: Teacher Classification: Job duration: From 28/01/2022 - 26/01/2023 Contact: Brad Hearn | 0429 274 154 Reference: 1260541 Occupation: Teacher Salary Range: Salary not specified Work location: North East Region | Albury/Wodonga Selection CriteriaSC1.  Content of teaching and learningDemonstrated high level of knowledge of the relevant key learning areas and the way students learn;Ability to incorporate the teaching of literacy and numeracy skills as an integral part of the key learning area or age group which is being taught;Capacity to respond at the school level to emerging educational needs and system-wide priorities. SC2.  Teaching practiceDemonstrated capabilities to implement high impact classroom teaching strategies which enable all students to achieve their full potential;Ability to successfully implement and evaluate learning and teaching programs in accordance with the Victorian curriculum;Ability to contribute to the identification of student learning needs and a commitment to the development and implementation of programs in accordance with the key goals and priorities established by a school in the development of its Strategic Plan and Annual Implementation Plan SC3.  Assessment and reporting of student learningAbility to assess and monitor student achievement and learning gain in line with the Victorian curriculum, and to provide reports to parents, which keep them regularly and fully, informed of their children's progress. SC4.Interaction with the school communityAbility to develop constructive and respectful relationships with students which engender positive attitudes to learning;Ability to establish and maintain collaborative relationships with parents, other employees and broader school community focused on student learning, wellbeing and engagement. SC5.  Professional requirementsDemonstrated behaviours and attitudes consistent with Department values and appropriate to responsible professional practice and the intellectual, physical, emotional and social development of students;Demonstrated capacity to reflect critically upon their professional practice to continually improve the quality of their teaching and capacity to enhance students learning through the application of knowledge, skills and expertise derived from ongoing professional development learning;Demonstrated exemplary values and attitudes appropriate to responsible professional practice and the intellectual, physical, emotional and social development of students.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 values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.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 InformationThis position is based at Benalla Flexible Learning Centre – Campus.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.aspxVaccination RequirementA person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.VIT 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.Location ProfileBenalla Flexible Learning Centre is a campus of Wodonga Senior Secondary College, and is also one of four flexible learning centres that form the North East Victoria Flexible Learning Network. The North East Victoria Flexible Learning Network has centres in Wodonga, Benalla, Seymour and Shepparton with combined student enrolments over 400 in 2017. We believe that all young people should be able to thrive in mainstream school however we know that for a small percentage of students this is not always possible. Our Flexible Learning Centres provide educational opportunities for young people who have disengaged from school or where a mainstream school learning environment is seen to be inappropriate to meet the young person’s needs. We believe that most young people would like to be attending an educational setting and learning. We have a further strong belief that “students will give the best that they have got”, in other words, if they could do better at school, they would.  The intention of our Flexible Learning Centres is to re-introduce students to learning to the extent that they are able to be successful, to build upon these successes, to develop their learning potential and plan for a successful adult pathway. The background of students at our Flexible Learning Centres is diverse but they have in common the experience of trauma in their lives through for example, violence, family breakdown and associated mental health issues. Often young people may have not engaged in learning as a result of chronic anxiety, depression or specific learning or language difficulties. Young people seeking enrolment at one of our Flexible Learning Centres will usually be connected with a range of mental health, child protection or youth workers and have been disconnected for some time from schools and teachers.  Our Flexible Learning Centres provide the opportunity for young people to reconnect with teachers and learning. The programs are centred around a developmentally responsive personalised learning and pathway plan with a focus on the development of literacy, numeracy, social development, pursuing student’s interests and the development of a career pathway through planned skill development and carefully managed workplace experiences.   Prior to enrolment at one of our Flexible Learning Centres the student attends a series of meetings that enable our staff to better understand the young person in a case managed approach alongside parents, carers and other professionals. This gradual process also allows the student time to become accustomed to the school and teachers and to become aligned with the school values and processes.  This intake process is designed to ensure that when the young person starts at one of our Flexible Learning Centres they are prepared and ready to focus on learning. Our Flexible Learning Centre teams comprise the educational leadership team of principal, campus principals, student wellbeing and teachers. 
CSA (Delivery Driver)
Coles Group Pty Ltd, Deniliquin
 Coles Supermarkets   Deniliquin Requisition ID: 39389 Employment Type: Full time Good things start hereHi, we’re Coles Group. We’re on a mission to sustainably feed all Australians to help them live healthier, happier lives. As a Customer Service Agent (CSA) you will get behind the wheel of our iconic Coles vans and help deliver customer orders to our customers homes.  For this role you’ll safely navigate your local neighbourhoods to deliver customers shopping to their homes during the day or night. You’ll also help with picking and packing orders to the highest standard, ready for delivery. Good things you needA commitment to providing great customer experiences by working with enthusiasm, energy and paceAn Unrestricted Australian Drivers Licence and a safe driving record (you’ll need to consent to undergo both a police history check and driving history check) The confidence to safely drive and navigate through busy streets, suburban roads and/or regional areasTo be active – as well as driving, you’ll be on your feet, lifting and carrying groceries from the van to your delivery points (there could be stairs!) Availability to work flexible hours across our store trading days, including early mornings, evenings and weekends (generally shifts run from 5am-1pm and 1pm-9pm) Why Coles?Join a big team, get big benefits. You can look forward to great discounts across all our supermarkets and brands, and even a chance to taste-test new products. You’re also stepping into a culture that truly values what you do and celebrates your success. But that’s just the tip of the iceberg. Explore all this and more at our Coles Careers website. Coles Group is an endorsed employer for all women. See our range of benefits and policies directly at WORK180: Coles Group – Work180 Endorsed EmployerFor everyone who shares our passionWe encourage applications from people of all ages, nationalities, abilities and cultures – including Aboriginal and Torres Strait Islander peoples, the LGBTQI+ community and people living with disability. We’re happy to adjust our recruitment process to support accessibility needs – so reach out to us at www.careers.colesgroup.com.au > Careers for everyone > Disability employment.Keen as a bean? Just lettuce knowIf you like the sound of us (and our corny food puns), then jump in and submit your application. We’d love to hear from you!
Registered Nurse -Scrub/Scout - Redland
Mater Health Services, Redlands
About the role Mater Private Hospital Redland located in the bayside suburb of Cleveland is now seeking a Registered Nurse with considerable Scrub/Scout experience to join our Perioperative Services team. This is a great opportunity to join the team on a permanent part time basis working 40 hours per fortnight. Salary range: $37.23 - $47.84 (Registered Nurse Level 1) per hour plus superannuation What you’ll be doingAs a Registered Nurse, your role will involve (but is not limited to):Achieving optimal patient outcomes throughout the patient journey and continuum of careDemonstrating exceptional clinical expertise and knowledge of procedures and the management of patients seeking outstanding careImplementing strategies to ensure that quality and risk management are integrated into service provisionWorking collaboratively with the perioperative team to provide exceptional care every timeMaintaining current knowledge and skills to ensure continued professional growthYou will be part of a team of professionals who take pride in providing the highest levels of patient care. The team is supportive, approachable and patient focused and provides excellent training and development opportunities.About youto be successful in this role you must have:Current AHPRA nursing registration as a Registered Nurse (no restrictions)At least 2 years’ recent Scrub/Scout experienceAbility to work in an ever-changing and fast paced environmentDemonstrated ability to mentor and share knowledge with less-experienced staffExcellent communication, problem solving and negotiation skillsA demonstrated awareness of and involvement in quality and risk management activitiesAvailability to work Monday – Friday with after hours and weekend on-call requirementsExperience in orthopedic or ophthalmic surgery would be an advantage.You will have a strong patient-service focus, demonstrated commitment to continued service improvement, willingness to facilitate and encourage cohesive, positive professional relationships and be required to demonstrate problem-solving skills to improve our patient’s care outcomes relevant to the area.Why join us? In return for your skills, effort and enthusiastic commitment you will have the opportunity to work for an Australian leader in the field of Health, Education and Research and work with a team who make a real difference to the lives of our patients, consumers and community. Mater provides benefits not offered in other workplaces. In addition to being part of a workplace that offers compassionate care in the spirit of the Sisters of Mercy, you will have opportunities to increase your take-home pay with our salary packaging options.Closing date for applications is Sunday 30th  of January 2022.For further information specific to the role, please contact Grant Jones, Manager Perioperative Services on 07 3163 7420(during business hours) or email grant.jones@mater.org.au**It is now a mandatory requirement of employment at the Mater to be and to remain fully vaccinated against COVID-19.Please note proof of vaccination (MyGov Medicare Vaccination Certificate or Medical Certificate) will be required as a pre-commencement document.
Sales Assistant - Part Time - Just Jeans - Wodonga
JUST JEANS, Albury, New South Wales
We currently have an exciting role at our Wodonga store for a passionate Part Time Sales Assistant that just loves the kaleidoscope of denim. In this role, you'll understand shapes and fit to build a connection with our customers to help them find their perfect pair of denim.You will also be working with a supportive team that are all striving to deliver and amazing experience with our customers, maximise sales, and support the management team with stock organisation and visual merchandising.DUTIES- Providing a high level of customer service skills- Gaining the knowledge for all things denim- Cash handling and processing sales- General maintenance of store- Reaching store sales targets- Working well within a team environment- Being able to use initiative- Being a part of store meetings and training- Processing and organizing stock
Classroom Teacher 12 Month 1.0
Schools (Government), North East Region, Albury/Wodonga
Location: North East Region | Albury/Wodonga Job type: Full time / From 28/01/2022 - 26/01/2023 Organisation: Schools (Government) Salary: Salary not specified Occupation: Teacher Reference: 1261809 Job posted: 06/01/2022 Closes: 19/01/2022 Occupation: Teacher Classification: Job duration: From 28/01/2022 - 26/01/2023 Contact: Pennie Moffat | 02 6059 8987 Reference: 1261809 Occupation: Teacher Salary Range: Salary not specified Work location: North East Region | Albury/Wodonga Selection CriteriaSC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of personal, social, literacy and numeracy skills. Demonstrated experience in responding to individual student learning needs of early primary aged students.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, multi-disciplinary team, 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 InformationAll 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.aspxConditions 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 ProfileBelvoir Special School is a multi-mode specialist school in Wodonga which provides a high quality educational program for students with mild, moderate and profound intellectual disabilities. Around 45% of our students have a co-morbid diagnosis of Autism as well as an intellectual disability.  Many students also have a level of Physical disability.  Students range in age from five to eighteen years of age. In 2014 the school moved to a brand new purpose built facility which has been constructed for a peak enrolment of around 220 students.  Current student population is 200.  To attend the school students must meet the state-wide eligibility criteria and are enrolled at Belvoir Special School after consultation with parents, previous schools or kindergartens and appropriate paramedic personnel if needed, in accordance with the school’s documented enrolment policy. Our school’s philosophy is reflected in its programs and based on the belief that children learn best in a co-operative environment that is happy, challenging, supportive and non-threatening. Belvoir is a School Wide Positive Behaviour Support School and has developed a school culture that is reflected by the ideals of SW-PBS. As a school we encourage active involvement and participation of students, staff, parents, caregivers, volunteers and the wider community. Belvoir is committed to develop lifelong learners who are encouraged to pursue their individual strengths and talents.  Our aim is to enable all students who graduate from Belvoir to live an ‘enviable life’ which allows then to achieve all their dreams.  To do this we require committed teachers who see the special characteristics of all of our students and will strive to ensure each individual feels safe, is confident and valued as a person. 
Classroom Teacher 12 Month 0.4
Schools (Government), North East Region, Albury/Wodonga
Location: North East Region | Albury/Wodonga Job type: Part time / From 28/01/2022 - 26/01/2023 Organisation: Schools (Government) Salary: Salary not specified Occupation: Teacher Reference: 1261807 Job posted: 06/01/2022 Closes: 19/01/2022 Occupation: Teacher Classification: Job duration: From 28/01/2022 - 26/01/2023 Contact: Pennie Moffat | 02 6059 8987 Reference: 1261807 Occupation: Teacher Salary Range: Salary not specified Work location: North East Region | Albury/Wodonga Selection CriteriaSC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of personal, social, literacy and numeracy skills. Demonstrated experience in responding to individual student learning needs of early primary aged students.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, multi-disciplinary team, 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 InformationAll 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.aspxConditions 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 ProfileBelvoir Special School is a multi-mode specialist school in Wodonga which provides a high quality educational program for students with mild, moderate and profound intellectual disabilities. Around 45% of our students have a co-morbid diagnosis of Autism as well as an intellectual disability.  Many students also have a level of Physical disability.  Students range in age from five to eighteen years of age.In 2014 the school moved to a brand new purpose built facility which has been constructed for a peak enrolment of around 220 students.  Current student population is 200.  To attend the school students must meet the state-wide eligibility criteria and are enrolled at Belvoir Special School after consultation with parents, previous schools or kindergartens and appropriate paramedic personnel if needed, in accordance with the school’s documented enrolment policy. Our school’s philosophy is reflected in its programs and based on the belief that children learn best in a co-operative environment that is happy, challenging, supportive and non-threatening. Belvoir is a School Wide Positive Behaviour Support School and has developed a school culture that is reflected by the ideals of SW-PBS. As a school we encourage active involvement and participation of students, staff, parents, caregivers, volunteers and the wider community. Belvoir is committed to develop lifelong learners who are encouraged to pursue their individual strengths and talents.  Our aim is to enable all students who graduate from Belvoir to live an ‘enviable life’ which allows then to achieve all their dreams.  To do this we require committed teachers who see the special characteristics of all of our students and will strive to ensure each individual feels safe, is confident and valued as a person.
Ed Support Level 1-Range 3 Occupational Therapist 1.0 Ongoing
Schools (Government), North East Region, Albury/Wodonga
Location: North East Region | Albury/Wodonga Job type: Full time / From 28/01/2022 Organisation: Schools (Government) Salary: Salary not specified Occupation: Other Reference: 1261796 Job posted: 06/01/2022 Closes: 19/01/2022 Occupation: Other Classification: Job duration: From 28/01/2022 Contact: Pennie Moffat | 02 60598987 Reference: 1261796 Occupation: Other Salary Range: Salary not specified Work location: North East Region | Albury/Wodonga RoleThe Occupational Therapist will work within a multidisciplinary team model, supporting students with intellectual disabilities and complex social and health needs. ResponsibilitiesThe OT will be responsible to the leadership team for the provision of occupational therapy services within  the transdisciplinary model and will comply with professional standards developed by Belvoir Special School and the mission and vision of our school.Implementation of Occupational therapy across the school for identified students.Consult with parents, carers and staff at Belvoir Special School in the areas of occupational therapy.Liaise with medical/para professionals to organise necessary resources/equipment for students.Assess and write comprehensive reports, following departmental guidelines to support PSD applications.Complete sensory profiles on students, and support the recommendations in the classroom.Work collegially within a multidisciplinary team.Guide professional development for parents and staff in areas of Occupational therapy.Be flexible and willing to implement areas in the AIP and strategic plan.Attend professional development and networks.Providing professional development for staff in the areas of Occupational Therapy within the curriculum.Development of whole school approach to occupational therapy.Attend meetings e.g. staff, department and student support group.Assist with the supervision of students in the playground, on excursions and during therapy sessions.Carry out responsibilities as directed by Principal Class.Who May ApplyIndividuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of 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 InformationAll 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.aspxVaccination RequirementA person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.Location ProfileBelvoir Special School is a multi-mode specialist school in Wodonga which provides a high quality educational program for students with mild, moderate and profound intellectual disabilities. Around 45% of our students have a co-morbid diagnosis of Autism as well as an intellectual disability.  Many students also have a level of Physical disability.  Students range in age from five to eighteen years of age. In 2014 the school moved to a brand new purpose built facility which has been constructed for a peak enrolment of around 220 students.  Current student population is 200.  To attend the school students must meet the state-wide eligibility criteria and are enrolled at Belvoir Special School after consultation with parents, previous schools or kindergartens and appropriate paramedic personnel if needed, in accordance with the school’s documented enrolment policy. Our school’s philosophy is reflected in its programs and based on the belief that children learn best in a co-operative environment that is happy, challenging, supportive and non-threatening. Belvoir is a School Wide Positive Behaviour Support School and has developed a school culture that is reflected by the ideals of SW-PBS. As a school we encourage active involvement and participation of students, staff, parents, caregivers, volunteers and the wider community. Belvoir is committed to develop lifelong learners who are encouraged to pursue their individual strengths and talents.  Our aim is to enable all students who graduate from Belvoir to live an ‘enviable life’ which allows then to achieve all their dreams.  To do this we require committed teachers who see the special characteristics of all of our students and will strive to ensure each individual feels safe, is confident and valued as a person. The successful applicant will work as a part of a Multi-Disciplinary team and must have paediatric experience or a strong desire to develop knowledge and skills that will allow them to support a varied caseload of students. Supervision will be provided by a senior occupational therapist if required, and support will be available from a multidisciplinary allied health team and leading educators within the school.Selection CriteriaSC1  A capacity as an Occupational Therapist to deliver a comprehensive Occupational Therapy service to students with intellectual disabilities in a school environment.SC2  Highly developed interpersonal and communication skills including demonstrated ability to consult, negotiate and liaise effectively with students, colleagues, families and members of the school.SC3  An ability to assess student skills and maintain appropriate documentation including treatment plans/goals and written reports in accordance to DET guidelines.SC4  An ability to develop and implement purposeful and relevant occupational therapy programs across the school.SC5  Willingness to be a positive and productive member of multiple disciplinary team to support school wide initiatives and a capacity to adjust to change.
Classroom Teacher 0.6 Part Time
Schools (Government), North East Region, Albury/Wodonga
Location: North East Region | Albury/Wodonga Job type: Part time / From 27/01/2022 - 25/01/2023 Organisation: Schools (Government) Salary: Salary not specified Occupation: Teacher Reference: 1261883 Job posted: 07/01/2022 Closes: 20/01/2022 Occupation: Teacher Classification: Job duration: From 27/01/2022 - 25/01/2023 Contact: Julie Butler | 026/072-0402 Reference: 1261883 Occupation: Teacher Salary Range: Salary not specified Work location: North East Region | Albury/Wodonga 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.aspxConditions 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 ProfileEskdale Primary School is a safe, caring, inclusive and accepting school community where children learn to be the best version of themselves by exploring their interests, developing their potential and taking pride in their achievements as they enjoy building the friendships, memories and skills for happiness and success in life. We value Respect, Kindness, Resilience and Striving to Achieve.Eskdale Primary School is located 60 kilometres east of Wodonga in the picturesque Mitta Valley. The school has a long and proud history of serving this rural community, dating back to 1877. Currently 5th generation students attend the school. Comprehensive Music, Kitchen Garden and Physical Education programs are provided through the employment of specialist teachers and coaches. Access to a variety of sports has been made available through the Sporting Schools Grant. The characteristic that guides the teaching and learning at Eskdale Primary School is the successful relationship between students, parents and staff. The school strives to be a community in which learners value their heritage and culture and are positive, independent thinkers who have a love of learning. Eskdale Primary School aims to foster the development of each learner, in a caring environment that provides academic rigor.The school has been a proactive member of the Upper Murray Learning Community (formerly Tallangatta Cluster) since 2015. This involves the five small schools in the cluster. Benefits to the education of all students has been evident and resulted from shared planning, shared Professional Development and shared activities such as camps, group days, excursions and sporting events.In 2021 Eskdale Primary School had a total of 39 students enrolled. The school is staffed with 3.2 EFT teaching staff, 0.52 teacher/student aide and 0.4 Business Manager. The school operated 3 classrooms – 2 classes of F-2 and 1 class of 3-6. Eskdale Primary School is committed to improving all students’ outcomes and strategically plans to achieve this. Our future focus will continue to be on improving literacy and numeracy outcomes and improving student connections to the school.
Sales Assistant - Part Time - Just Jeans - Albury
JUST JEANS, Albury, New South Wales
We currently have an exciting role at our Albury store for a passionate Part Time Sales Assistant that just loves the kaleidoscope of denim. In this role, you'll understand shapes and fit to build a connection with our customers to help them find their perfect pair of denim.You will also be working with a supportive team that are all striving to deliver and amazing experience with our customers, maximise sales, and support the management team with stock organisation and visual merchandising.DUTIES- Providing a high level of customer service skills- Gaining the knowledge for all things denim- Cash handling and processing sales- General maintenance of store- Reaching store sales targets- Working well within a team environment- Being able to use initiative- Being a part of store meetings and training- Processing and organizing stock
Registered Nurse/Midwife - Graduate
Mater Health Services, Redlands
About the roleThe Mater Private Redlands Hospital, has a unique graduate dual degree program available for newly qualified Registered Nurses & Midwives seeking a Dual Degree Graduate Program.As a Dual Degree Nursing & Midwifery - Graduate for the Mater Private Redlands campus you will work in a supported environment in your first year as a nurse, allowing you to learn on the job in a hospital as you transition from academic learning to professional practice.Mater Redlands Midwifery Dual Degree program12-month dual degree midwifery program based at Redland and South BrisbaneGraduates will complete a placement in nursing and midwifery Program consists of:6-month combined placement in maternity and surgical units at Mater Private Hospital Redland6-months working across 3 midwifery areas at South BrisbaneOur dual degree graduate program at the Redlands campus only runs for 12 months, working 64 hours (part-time) per fortnight on a permanent basis. As this opportunity is permanent at the end of your graduate year you will be placed into a permanent post- graduate position following completion of your program.As part of our nursing staff you will be expected to participate in a rotational shift roster (including morning, evening and night shifts) on a 24/7 roster.The program will commence on Monday 14th February 2022 so please submit your application asap.About youWe are looking for enthusiastic and dedicated dual degree graduates who are excited to learn and develop specifically within the surgical & medical wards/ maternity department at the Mater Redlands campus, who want to work in a world class health care setting with strong values and who want to broaden their clinical knowledge though education, strong support, coaching and mentoring.We are seeking candidates who have completed a dual degree in Nursing & Midwifery nursing or equivalent qualification within the past 12 months, and who ideally have clinical placement experience in a surgical, medical, gynaecology/maternity ward (however not necessary).   We want to hear from you if you have a passion for nursing & midwifery and take pride in the care that you provide for others along with wanting to excel in your career.Why join the Mater graduate programThe graduate program is just the start of your career at Mater. Over 12 months you will gain experience which will provide you with the foundation for your journey as a nursing/midwifery professional.As a graduate, the Mater is a place to start and progress your career, with unparalleled clinical diversity, a variety of facilities, world class education, professional development and support, backed by high quality research and evidence.Mater is committed to providing personal and professional development opportunities for all staff. It is our aim through the program to provide the skills and knowledge required to assist graduates in becoming exceptional Nurses.Your applicationApplicants must submit the following:• Resume – outlining relevant work and clinical placement experience (inc dates of placement, name of ward placement was held and duties/achievement gained during placement)• SPOT or ANSAT Feedback (any other placement feedback from your course)– Attach as a PDF. **It is now a mandatory requirement of employment at the Mater that you are and remain fully vaccinated against COVID-19. Please note proof of vaccination (MyGov Medicare Vaccination Certificate or Medical Certificate) will be required as a pre-commencement document**
Complex Needs Coordinator (VPSG5.2)
Department of Families, Fairness and Housing, North East Region, Albury/Wodonga
Location: North East Region | Albury/Wodonga Job type: Full time Organisation: Department of Families, Fairness and Housing Salary: $113,412 - $124,183 Occupation: Community Services Reference: VG/DFFH/CSO/380552 Job posted: 11/01/2022 Closes: 25/01/2022 Occupation: Community Services Classification: VPSG5.2 Job duration: Not provided Contact: Alana Hulme 0436 351 548 | 0436 351 548 Reference: VG/DFFH/CSO/380552 Occupation: Community Services Salary Range: $113,412 - $124,183 Work location: North East Region | Albury/Wodonga The Department of Families, Fairness and Housing (DFFH) works hard to create equal opportunities for all Victorians to live a safe, respected and valued life. Our areas of focus are child protection, housing, disability, the prevention of family violence, multicultural affairs, LGBTQI+ equality, veterans, women and youth. The work we do benefits thousands of Victorians, particularly those who are disadvantaged and vulnerable. We work in a variety of community-based settings, including people's homes, residential facilities and secure settings across metropolitan, rural and regional Victoria. We are committed to developing and supporting a workforce that is well equipped and highly motivated. All jobs can be worked flexibly, and we encourage applications from Aboriginal people and people from diverse backgrounds and abilities. . If you’re having any trouble viewing this ad and would like it or any attachments in an accessible format (such as large print), please don’t hesitate to get in touch with the contact person listed on the ad. For more information on working with us and our recruitment process, please visit Department of Families, Fairness and Housing Victoria | Jobs (www.dffh.vic.gov.au/jobs)POSITION SUMMARYThe Complex Needs Coordinator provides a single point of contact for service providers, clinicians or clients seeking general information about complex needs service responses/interventions. Complex needs service responses/interventions include Multiple and Complex Needs Initiative, the Support for High Risk Tenancy program and broader complex needs responses.The position will:Provide consultation and coordination services and facilitate service planning for clients with complex support needs, including MACNI and SfHRT clientsfacilitate relationships between departmental program areas and external services, as well as provide capacity building regarding support provision for clients with complex needspartner with service providers to develop integrated responses and promote practice excellenceidentify systems gaps, risk factors and training opportunities that will improve service systems for clients with complex needssupport the Client Support and Housing unit, liaise with the central Complex Support and Systemic Improvement unit, manage the program budget and represent the program in various environments. please note location is various: Wangaratta or Wodonga MANDATORY VACCINATION POLICYThe department is committed to providing and maintaining a working environment which is safe and without risk to the health of its workers and clients. The department may require its employees to be fully vaccinated against preventable diseases such as the current coronavirus (COVID-19) based on Victorian Chief Health Officer's Directions as issued and updated from time to time. Vaccination requirements may differ from role to role based on their risk category and the duties performed. The department's policy (attached) outlines the risk categories and requirements for employees working for the department. Where relevant, proof of immunisation status may be required. For this role, you are required to submit proof of vaccination prior to commencement. Please refer to the attached policy for more information - DFFH COVID-19 Mandatory Vaccination policy.HOW TO APPLY:Applicants are encouraged to apply online, submitting a cover letter and a current resume. Attachments can be uploaded in .doc, .docx, .pdf, .txt or .rtf formats.Please note, for this position, you are not required to address each of the key selection criteria in a separate written document.Preferred candidates will be required to complete pre-employment screening, including a national police check and misconduct screening.Applicants must be an Australian Citizen, Permanent Resident or hold a valid work permit or visa. Work eligibility will be checked as part of the recruitment process. For more information on working with us and our recruitment process, please visit Department of Families, Fairness and Housing Victoria | Jobs (www.dffh.vic.gov.au/jobs)Click 'Apply Now' to submit your interest in this position.For Aboriginal and Torres Strait Islander Identified/Designated Positions only. The following wording needs to be included in italics as a new paragraph at the end of the “How to Apply” section for these positions.For Identified positions:This is an Aboriginal and Torres Strait Islander Identified Position. Aboriginal and/or Torres Strait Islander people are strongly encouraged to apply.For Designated Positions:This is an Aboriginal and Torres Strait Islander Designated Position, classified under 'special measures' of section 12 of the Equal Opportunity Act 2010. Only Aboriginal and/or Torres Strait Islander people are eligible to apply.For ‘Special Measure' Position. Special measure roles for people with a disability or other special measures as defined by section 12 of the Equal Opportunity Act 2010 should also be included here This role is classified under 'special measures' of section 12 of the Equal Opportunity Act 2010. Only are eligible to apply.To be included on JSE advertisement only (VPS only)In accordance with the Jobs and Skills Exchange Recruitment Policy, only Victorian Public Service employees are eligible to apply for this position. People on labour hire contracts, such as agency staff and contractors, are not eligible to apply, however are encouraged to view our other opportunities at: Department of Families, Fairness and Housing Victoria | Jobs (www.dffh.vic.gov.au/jobs).
Senior Housing Service Officer (HSO3)
Department of Families, Fairness and Housing, North East Region, Albury/Wodonga
Location: North East Region | Albury/Wodonga Job type: Full time Organisation: Department of Families, Fairness and Housing Salary: $88,955 - $92,948 Occupation: Community Services Reference: VG/DFFH/EED/380835 Job posted: 11/01/2022 Closes: 23/01/2022 Occupation: Community Services Classification: HSO3 Job duration: Not provided Contact: Sally-Anne Anthony | 6055 7708 Reference: VG/DFFH/EED/380835 Occupation: Community Services Salary Range: $88,955 - $92,948 Work location: North East Region | Albury/Wodonga The Department of Families, Fairness and Housing (DFFH) works hard to create equal opportunities for all Victorians to live a safe, respected and valued life. Our areas of focus are child protection, housing, disability, the prevention of family violence, multicultural affairs, LGBTQI+ equality, veterans, women and youth. The work we do benefits thousands of Victorians, particularly those who are disadvantaged and vulnerable. We work in a variety of community-based settings, including people's homes, residential facilities and secure settings across metropolitan, rural and regional Victoria. We are committed to developing and supporting a workforce that is well equipped and highly motivated. All jobs can be worked flexibly, and we encourage applications from Aboriginal people and people from diverse backgrounds and abilities. . If you’re having any trouble viewing this ad and would like it or any attachments in an accessible format (such as large print), please don’t hesitate to get in touch with the contact person listed on the ad. For more information on working with us and our recruitment process, please visit Department of Families, Fairness and Housing Victoria | Jobs (www.dffh.vic.gov.au/jobs)POSITION SUMMARYHousing Services Officers play a vital role in supporting the delivery of client-centered services to individuals and families who seek housing assistance or reside in public housing.Housing Services Officers are part of a network of community workers and organisations that share the responsibility for working with vulnerable people to promote and support their wellbeing. Based in offices across the state, the role undertakes a range of tasks relating to tenancy and property management and the provision of housing advice and assistance.The Senior Housing Services Officer is a highly skilled housing worker who uses their expertise and knowledge to resolve complex and challenging problems associated with client needs and housing tenancies. They may be required to coach, mentor and guide others and work in an environment with limited direction.MANDATORY VACCINATION POLICYThe department is committed to providing and maintaining a working environment which is safe and without risk to the health of its workers and clients. The department may require its employees to be fully vaccinated against preventable diseases such as the current coronavirus (COVID-19) based on Victorian Chief Health Officer's Directions as issued and updated from time to time. Vaccination requirements may differ from role to role based on their risk category and the duties performed. The department's policy (attached) outlines the risk categories and requirements for employees working for the department. Where relevant, proof of immunisation status may be required. For this role, you are required to submit proof of vaccination prior to commencement. Please refer to the attached policy for more information - DFFH COVID-19 Mandatory Vaccination policy.HOW TO APPLY:Applicants are encouraged to apply online, submitting a cover letter and a current resume. Attachments can be uploaded in .doc, .docx, .pdf, .txt or .rtf formats.Please note, for this position, you are not required to address each of the key selection criteria in a separate written document.Preferred candidates will be required to complete pre-employment screening, including a national police check and misconduct screening.Applicants must be an Australian Citizen, Permanent Resident or hold a valid work permit or visa. Work eligibility will be checked as part of the recruitment process. For more information on working with us and our recruitment process, please visit Department of Families, Fairness and Housing Victoria | Jobs (www.dffh.vic.gov.au/jobs)Click 'Apply Now' to submit your interest in this position.For Aboriginal and Torres Strait Islander Identified/Designated Positions only. The following wording needs to be included in italics as a new paragraph at the end of the “How to Apply” section for these positions.For Identified positions:This is an Aboriginal and Torres Strait Islander Identified Position. Aboriginal and/or Torres Strait Islander people are strongly encouraged to apply.For Designated Positions:This is an Aboriginal and Torres Strait Islander Designated Position, classified under 'special measures' of section 12 of the Equal Opportunity Act 2010. Only Aboriginal and/or Torres Strait Islander people are eligible to apply.For ‘Special Measure' Position. Special measure roles for people with a disability or other special measures as defined by section 12 of the Equal Opportunity Act 2010 should also be included here This role is classified under 'special measures' of section 12 of the Equal Opportunity Act 2010. Only are eligible to apply.To be included on JSE advertisement only (VPS only)In accordance with the Jobs and Skills Exchange Recruitment Policy, only Victorian Public Service employees are eligible to apply for this position. People on labour hire contracts, such as agency staff and contractors, are not eligible to apply, however are encouraged to view our other opportunities at: Department of Families, Fairness and Housing Victoria | Jobs (www.dffh.vic.gov.au/jobs).
Theatre Orderly - Mater Private Redland
Mater Health Services, Redlands
About the roleMater Private Hospital Redland, located in the bayside suburb of Cleveland is seeking a Theatre Orderly to join their Perioperative Services team. This is a great opportunity to join the team on a permanent part time basis working 38 hours per fortnight. (negotiable)This position is offered on a permanent part-time basis. The successful candidate will be required to work across a 5-day roster including, early and late shifts, occasional weekends and public holidays and participating in an on-call roster if required.Salary range: $26.54 - $28.79 (Private Support Services) per hours plus superannuationWhat you’ll be doingAs an Operating Theatre Orderly, your responsibilities include (but are not limited to):Working with and assisting clinical staffEnsuring theatres are set up and equipment has been checkedCleaning of the theatre equipment and patient positioningRestocking facilities and supplies where requiredTransporting patients to and from the operating theatresMaintenance of the Operating Theatres including reporting of any broken equipmentAbout youTo be considered for this role, you must have:Prior experience as a Theatre Orderly Working towards or currently hold a Healthcare qualification Be available to support our 24hr service through rostered shifts and on call roster (if required)Own transport and driver’s license You will primarily be responsible for performing non-clinical tasks that meet and exceed our exceptional service requirements. Further, you will have excellent communication skills and a willingness to develop a working knowledge of the equipment used within operating theatres. You will be a motivated, positive individual and demonstrate a high level of attention to detail. This varied and fast-paced position will require you to be physically capable of transporting and moving/turning patients and heavy equipment. Specifically, applicants will demonstrate the ability to respond and assist appropriately in emergency situations in a quick, calm and caring manner.Why join us? In return for your skills, effort and enthusiastic commitment you will have the opportunity to work for an Australian leader in the field of Health, Education and Research and work with a team who make a real difference to the lives of our patients, consumers and community.Mater provides benefits not offered in other workplaces. In addition to being part of a workplace that offers compassionate care in the spirit of the Sisters of Mercy, you will have opportunities to increase your take-home pay with our salary packaging options.**It is now a mandatory requirement of employment at the Mater that you are and remain fully vaccinated against COVID-19. Please note proof of vaccination (MyGov Medicare Vaccination Certificate or Medical Certificate) will be required as a pre-commencement document.
GP – DPA & HWC – Private Billings
Alecto Australia Medical Recruitment & Consulting, Albury, NSW
A rewarding opportunity awaits a highly motivated VR & GP specialist to join this Medical Practice located in Southern NSW on the border of NSW/VIC. This purpose-built state of the art accredited medical centre which boasts a 1200 sqm footprint with GPs, Allied Health and Specialists all under one roof.The innovative Health model brings the latest in healthcare innovation to meet patients’ needs with IT integration, flexible appointment times, comprehensive services, offering leading technologies and equipment, allied health, speciality services, and around-the-clock nursing staff. This health provider aims to deliver a holistic and tailored healthcare experience to its patients in a convenient, professional, modern, warm, and friendly setting.Earning potential is huge with high % billings in a mixed billing practice and a guaranteed hourly rate within the first 3-6 months.About the practice DPA & HWC locationNewly purpose-built state of the art facilityFull time nursing and administrative staff supportA friendly, supportive, and collaborative team of medical staff who work togetherA clinical environment dedicated to innovation and excellenceAbout the role 60-70% of billingsGuaranteed hourly rate for the first 3-6 monthsFlexible working hours offered for work life balanceVisa sponsorship available for overseas GPs