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19
March
Schools (Government) - Robinvale, VIC
Selection Criteria SC1 Demonstrated capacity to communicate effectively with members of the school community including students and the capacity to pr...
Source: uWorkin
Schools (Government)
19
March
Schools (Government) - Robinvale, VIC
Education, Childcare & Training
Source: uWorkin
Selection Criteria
SC1 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.
SC2 Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to the position.
SC3 Capacity to work co-operatively with a range of people including teachers, education support, students and parents.
SC4 Demonstrated experience and skills in managing and networking ICT in a school setting.
SC5 Demonstrate commitment to professional learning and growth for both self and others.
SC6 Demonstrated capacity to develop procedures and guidelines relating to ICT practices.
Role
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
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.
Responsibilities
- Evaluate and report on the operational efficiency of computer systems in production, making recommendations for improvement, where appropriate.
- Develop and conduct training programs for computer systems users.
- Develop techniques and procedures that will affect work practices beyond the work place.
- Manage a technical program with a broad scope across the school.
- Troubleshoot and respond to hardware, software and networking issues across a range of school owned and student devices.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.
Child Safe Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
DE Values
The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
Other Information
Applicants are advised to address all the Key Selection Criteria and provide a current CV, including names and contact details of three professional referees.
Conditions of Employment
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Location Profile
The theme for Robinvale College is "New Beginnings", where staff and students will collaborate with the rest of the College Community and its partners to make Robinvale College the school of choice. An exciting challenge and opportunity lies in providing a learning environment that simultaneously respects diversity, while building college and community identity and pride.
This position is for the educator who wants to make a difference. Robinvale College was established as a new entity in January 2016 through the closure of Robinvale P-12 College which was formed in 2010 through the merger of Robinvale Secondary College and Robinvale Consolidated School. The College serves a large horticultural and agricultural community. We seek to appoint an experienced and highly motivated school leader; a leader who recognises and embraces diversity, engages, and partners with the local community, and who builds a highly skilled and strongly student-centred staff team to improve student outcomes and pathways to future learning, training, and employment opportunities.
As a rural school, Robinvale College¿s student profile is unique. The college is proud of its many cultures including Anglo Celtic, Italian, Koorie, Polynesian, Greek and Asian. In 2020 approximately 56% of the students were either of Aboriginal and/or Torres Strait Islander, or Polynesian descent. In recent years the local community has seen an influx of new arrivals; there are over 40 different nationalities, including refugees from the Middle East and Horn of Africa ¿ all in a town of 8,000 people. The need to provide inclusive educational opportunities for the many diverse cultures of students is fundamental. Raising achievement in Literacy and Numeracy continues to be the focus of student learning.
The College aims for a combination of high-quality teaching practices focusing on using data to inform practice and high levels of student engagement, primarily through students having a sense of ownership of their data and setting challenging goals. We aim for students to develop resilience to persevere through any challenges and to navigate the everyday issues that affect them in a spirit of problem-solving, optimism, creativity, and fun. In 2019 Robinvale College entered into a 10-year agreement with the Colman Foundation to become an `Our Place¿ School. This exciting partnership will support the opportunity for Robinvale College to provide families with a greater level of access to a range of services
Schools (Government)
19
March
Schools (Government) - Kerang, VIC
Selection Criteria SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation ...
Source: uWorkin
Schools (Government)
19
March
Schools (Government) - Kerang, VIC
Education, Childcare & Training
Source: uWorkin
Selection Criteria
SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of literacy and numeracy skills across the curriculum.
SC2 Demonstrated ability to lead the planning and implementation of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated exemplary ability to monitor and assess student learning at a class, cohort or whole-school level and use this data to lead improvement initiatives. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated exemplary interpersonal and leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school professional learning.
Role
Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. The role of leading teachers is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school.
Typically, leading teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others.
Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school's education program.
Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A leading teacher has a direct impact and influence on the achievement of the school goals.
Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan.
Responsibilities
In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:
- Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities
- Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;
- Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;
- Leading and managing staff performance and development (review of staff);
- Teaching demonstration lessons;
- Leading and managing the development of the school's assessment and reporting policies and practices;
- Leading and managing the implementation of the school operations and policies related to student welfare and discipline;
- Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;
- Responsibility for general discipline matters beyond the management of classroom teachers;
- Contributing to the overall leadership and management of the school;
- Contributing to the development of proposals for school council consideration;
- Developing and managing the school code of conduct.
Who May Apply
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
EEO AND OHS Commitment
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
Child Safe Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Conditions of Employment
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Program Benefits
This position has been advertised as part of the Targeted Financial Incentives (TFI) program and includes incentive payments. Payments are only applicable and payable if the successful candidate meets the applicable eligibility criteria as noted below.
Payments and support on offer, subject to eligibility criteria:
- A commencement incentive payment (pro-rata for positions less than full-time) to the amount of:
- $25,000 (before-tax) if the position is for a school located within `Inner Regional Australia (Vic.)', per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas, or
- $50,000 (before-tax) if the position is for a school located within `Outer Regional Australia (Vic.)' or `Remote Australia (Vic.)', per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.
- $10,000 (before-tax) annual retention payments (pro-rata based on 1.0 FTE), at the conclusion of the second, third and fourth years of employment, for a total of up to $30,000 (before-tax). Each retention payment is subject to successful completion of employment milestones.
Eligibility for Targeted Financial Incentive (TFI) program payments:
- The successful candidate must be a new employee to this school.
- The successful candidate is committing to a minimum of 2 years of employment at this school.
- The successful candidate must not have previously received $50,000 (before-tax), or more, in commencement TFI payments within the last 5 years:
- Where the successful candidate has previously received commencement TFI payments totalling less than $50,000 (before-tax), an amount of up to $50,000 (before-tax), minus the total amount of commencement TFI payments previously received, may be offered provided other criteria is met.
- The successful candidate meets the requirements for relocation (e.g. ordinarily resides at least 1 hour from this school at the time of application), as outlined within 'Travel and Personal Expenses - Teaching Service'.
- The successful candidate does not at present ordinarily reside within `Outer Regional Australia (Vic.)' or `Remote Australia (Vic.)', per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.
- Only applicable for positions attracting a $25,000 (before-tax) commencement incentive payment: The successful candidate will also not at present ordinarily reside within `Inner Regional Australia (Vic.)', per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.
For more information on Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas area classifications, or to review a particular school or residential address, refer to ABS Maps, via Australian Bureau of Statistics (select filter '2021 Remoteness Area').
Further information regarding the Targeted Financial Incentives (TFI) program is available on the department's website at https://www.vic.gov.au/targeted-initiative-attract-more-teachers
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
Location Profile
Cohuna Consolidated School is a primary school located in the Gannawarra Shire approximately 300 kilometres from the Melbourne Central Business District. It is nestled in an attractive location between Echuca and Swan Hill and is close to the Mighty Murray River, offering an ideal lifestyle. We place great emphasis on providing a caring and supportive environment for students, staff and parents, which was identified as a strong point in our recent School Review.
Our current enrolments are 150 students.
Our vision
To empower students to acquire, demonstrate, articulate and value knowledge and skills that will support them as life-long learners. This will assist them to participate in and contribute to the global world and practice the core values of the school.
Our values
Cohuna Consolidated Schools Statement of Values and School Philosophy is integral to the work that we do and is the foundation of our school community. Students, staff and members of our school community are encouraged to live and demonstrate our core values:
Caring: Caring for ourselves, others & the environment
Commitment: Commitment to learning
Success: Success for the future
School facilities
The school facilities include one main building with central open spaces, an indoor Multi-purpose Room, Art Room, Music Room and Library. The grounds include two separate adventure playgrounds, one undercover basketball court, two netball courts and an oval.
Curriculum
The school provides an approved curriculum based on the Victorian Curriculum which is differentiated to meet student needs as per the Cohuna Consolidated School Curriculum Framework Policy.
The school has specialist programs for Art, French, Music and Physical Education. The school accesses specialist services from Swan Hill including a Psychologist, Speech Pathologist, Social Worker and Visiting Teacher.
Schools (Government)
19
March
Schools (Government) - Ouyen, VIC
Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numera...
Source: uWorkin
Schools (Government)
19
March
Schools (Government) - Ouyen, VIC
Education, Childcare & Training
Source: uWorkin
Selection Criteria
SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
Role
The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.
Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.
A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.
Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.
Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.
Responsibilities
The role of classroom teacher may include but is not limited to:
- Direct teaching of groups of students and individual students;
- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
- Undertaking other non-teaching supervisory duties.
Who May Apply
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
EEO AND OHS Commitment
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
Child Safe Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
Location Profile
Murrayville Community College is a Prep to Year 12 school situated in an attractive setting in the rural township of Murrayville, close to the South Australian border in the northwest of the state. The College serves the town of Murrayville and the large surrounding area with a population of 600 along with the district of Pinnaroo in South Australia, which has a population of 1400. The College forms an important part of the social and economic life of the town. Aesthetically the school has great appeal and provides an excellent educational environment for its students. The school offers extensive choices to all students, VET, VCE and VCAL courses. Students have one to one computer access, and the school has well-appointed classrooms enhanced by interactive whiteboards and video conferencing facilities. The College is an integral part of the Mallee Education Cluster of schools where teacher development through collaboration is encouraged and supported. The grounds and recreational facilities are extensive, attractive, and well maintained. The township is fortunate to have quality affordable teacher housing.
Murrayville is located 110km west of Ouyen, 210km from Mildura, 565km from Melbourne and 276km from Adelaide, 16km inside the Victorian/South Australian border. The nearest primary school is at Pinnaroo, some 26 kilometres away in South Australia, from where there is an intake at the beginning of Year 8 each year. The current enrolment is 80 students.
The area is essentially a wheat and sheep farming region with a substantial and increasingly diversified agricultural and economic base. There is an expanding interest in tourism due to the proximity of world class national parks. Because of its unique geographic location, the College is strongly self-sufficient. The town itself is tree lined and beautiful and offers access to many services. Cooperative effort, community involvement and commitment to community well-being mean that the College is a valued resource, with facilities and expertise shared within the community.
At Murrayville the students are immersed in an environment that values communication, relationships, and personal accomplishment. The young people are offered a stimulating, connected and caring space to grow. We pride ourselves on the way we expose students to learning that interests them, is varied and flexible, providing the direction and means to create true citizens of the world.
Schools (Government)
18
March
Global Skilled Employment Services - Swan Hill, VIC
AGRICULTURE TECHNICIAN (Beef Cattle) Location: Swan Hill, VIC 3585 Tenure: Full-time, Permanent Comprehensive salary package from $70,000 pa (plus sup...
Source: uWorkin
Global Skilled Employment Services
18
March
Global Skilled Employment Services - Swan Hill, VIC
Trades & Services
Source: uWorkin
Location: Swan Hill, VIC 3585
Tenure: Full-time, Permanent
Comprehensive salary package from $70,000 pa (plus superannuation)
Required Qualification:
• Diploma in Agriculture or higher equivalent
• At least 3 years recent relevant work experience
Position Summary:
On behalf of our client, Global Skilled Employment Services is looking for a skilled and experienced Agriculture Technician / AI Technician who have strong communication and time management skills, self-motivated and must have the ability to work independently and as a member of a team.
Major duties includes:
• Artificially inseminate livestock for breeding purposes
• Use understanding of animal anatomy to watch for optimum insemination conditions
• Provide advice on breeding selection and techniques
• Maintaining and evaluating records of all insemination history
• Clean all equipment to ensure sanitary breeding practices
• Vaccinate animals when needed
• Handle animals humanely
• Store semen to perform the insemination
• Follows proper safety protocols when handling hazardous materials, such as liquid nitrogen
• Physically observe and inspect all animals and Identify harmful pathogenic micro-organisms, insects, parasites, or
fungal infection and perform the proper treatment and controlling methods,
• When working with livestock, adhere to Animal Welfare and Qualify Codes.
• Observation for the wellbeing of animals
• Organizing the movement of the animals for breeding purpose.
• Report regularly and punctually to the operations manager on the breeding activity of the farm
• Work effectively as a member of a team to achieve pre-determined team goals.
• Attend and participate in site and section head meetings, which may be arranged from time to time by the
operations manager.
• Ensure that the company’s obligations under the current legislation are observed and that quality training and work
activities are conducted in a safe and responsible manner.
• Maintain the Farm facilities and associated equipment in a clean and tidy condition.
• Observe all requirements for confidentiality of company information and the privacy requirements of individuals as
enacted by legislation such as the Privacy Act.
• Observe all company biosecurity requirements
• Ensure compliance with relevant legislation, statutes and government guidelines.
• Promote the good standing of the company in the local and wider community by the adoption of a professional,
sympathetic and co-operative approach when dealing with others.
• Undertake any other duties or specific tasks that may be nominated by the assistant or operations manager from
time to time.
This is a full-time position which may involve weekend work and some unplanned hours of work where the need arises.
Other required skills:
• Good written and verbal communication skills;
• Advance knowledge in animal husbandry, animal welfare and legislation, cattle production, and OH&S;
• Knowledge in computer programs/software is an advantage.
Qualified applicants may apply online or email Global Skilled Employment Services with your resume and evidence of qualification to hr@gsemployment.com.au
Global Skilled Employment Services
18
March
Global Skilled Employment Services - Swan Hill, VIC
DAIRY AGRICULTURAL TECHNICIAN Location: Swan Hill, VIC 3585 Tenure: Full-time, Permanent Comprehensive salary package from $70,000 pa (plus superannua...
Source: uWorkin
Global Skilled Employment Services
18
March
Global Skilled Employment Services - Swan Hill, VIC
Agriculture, Nature & Animal
Source: uWorkin
Location: Swan Hill, VIC 3585
Tenure: Full-time, Permanent
Comprehensive salary package from $70,000 pa (plus superannuation)
Required Qualification:
• Diploma in Agriculture or higher equivalent
• At least 3 years recent relevant work experience
Position Summary:
On behalf of our client, Global Skilled Employment Services is looking for a skilled and experienced Agriculture Technician / AI Technician who have strong communication skills, self-motivated and must have the ability to work independently and as a member of a team.
Major duties includes:
• Artificially inseminate livestock for breeding purposes
• Use understanding of animal anatomy to watch for optimum insemination conditions
• Provide advice on breeding selection and techniques
• Maintaining and evaluating records of all insemination history
• Clean all equipment to ensure sanitary breeding practices
• Vaccinate animals when needed
• Handle animals humanely
• Store semen to perform the insemination
• Follows proper safety protocols when handling hazardous materials, such as liquid nitrogen
• Physically observe and inspect all animals and Identify harmful pathogenic micro-organisms, insects, parasites, or fungal infection and perform the proper treatment and controlling methods,
• When working with livestock, adhere to Animal Welfare and Qualify Codes.
• Observation for the wellbeing of animals
• Organizing the movement of the animals for breeding purpose.
• Report regularly and punctually to the operations manager on the breeding activity of the farm
• Work effectively as a member of a team to achieve pre-determined team goals.
• Attend and participate in site and section head meetings, which may be arranged from time to time by the operations manager.
• Ensure that the company’s obligations under the current legislation are observed and that quality training and work activities are conducted in a safe and responsible manner.
• Maintain the Farm facilities and associated equipment in a clean and tidy condition.
• Observe all requirements for confidentiality of company information and the privacy requirements of individuals as enacted by legislation such as the Privacy Act.
• Observe all company biosecurity requirements
• Ensure compliance with relevant legislation, statutes and government guidelines.
• Promote the good standing of the company in the local and wider community by the adoption of a professional, sympathetic and co-operative approach when dealing with others.
• Undertake any other duties or specific tasks that may be nominated by the assistant or operations manager from time to time.
• This is a full-time position which may involve weekend work and some unplanned hours of work where the need arises.
Other required skills:
• Good written and verbal communication skills;
• Advance knowledge in animal husbandry, animal welfare and legislation, dairy production, and OH&S;
• Knowledge in computer programs/software is an advantage.
Qualified applicants may apply online.
Global Skilled Employment Services
18
March
Schools (Government) - Swan Hill West, VIC
Selection Criteria - Graduates SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of li...
Source: uWorkin
Schools (Government)
18
March
Schools (Government) - Swan Hill West, VIC
Education, Childcare & Training
Source: uWorkin
Selection Criteria - Graduates
SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.
SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.
Program Benefits - Graduates
This position may attract an incentive payment of $5,650 (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment.
Role - Graduates
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes.
These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.
Responsibilities - Graduates
Core responsibilities include:
- Planning and implementing a range of teaching programs or courses of study
- Teaching an area of the curriculum or a general curriculum to a year level
- Monitoring, evaluating and reporting student progress in key learning areas
- Implementing strategies to achieve targets related to student learning outcomes
- Maintaining records of class attendance and recording student progress
- Implementing effective student management consistent with the school charter.
- Working with a mentor to participate in professional development planning, implementation and reflection developing a professional portfolio
Additional responsibilities may include but are not limited to:
- Supervising a range of student activities including support and welfare programs
- Contributing to a range of co-curricular programs
Who May Apply - Graduates
To be eligible to apply for a position advertised through the Teacher Graduate Recruitment program, a teacher must:
- have completed their course requirements and graduated in the last 4 years, and
- not be employed as a teacher by the department at the time the advertised position is to commence
Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.
EEO AND OHS Commitment
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
Child Safe Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Other 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
Please ensure that your application includes:
- A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- A section addressing the selection criteria and the requirements for application under the Who May Apply section
- Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
Conditions of Employment
All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
A probationary period may apply during the first year of employment and induction and support programs provided.
Eligibility for incentive payments:
- The successful candidate is committing to a minimum of 1 year employment at this school
- The successful candidate will not be a Graduate Teacher Incentive recipient from a previous vacancy
- The successful candidate must not be employed as a teacher by the Department at the time the advertised position is to commence
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
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
Location Profile
Swan Hill College is located 350 kilometres north west of Melbourne on the Murray River and is situated within the CBD of the rural city of Swan Hill. In 2023 750 students are enrolled at the College supported by in excess of 100 teaching and non teaching staff. There is an equal gender balance and the catchment area includes township primary schools, local private schools and outlying primary schools some of which are 60 kilometres or further from the College. A comprehensive bus system services the College and other schools in the township. Some of our students travel for over 2 hours every day to gain access to the College.
The College has continued to work on facilities development to a point where it now boasts some of the best facilities in the State. A 250 seat theatre, modern technology facilities, outstanding library and extensive sporting arenas including stadium are but a few examples. Swan Hill College continues its focus on information technology the recent additional of the technology hub which includes VR, 3D printers and green screen.
The College Leadership Team comprises of the Principal, two Assistant Principals, the Business Manager and seven Leading Teachers with specific portfolios.
The college has made a real commitment by improving literacy by introducing an intervention program and a reading program at Year 7 and 8. Similarly, our numeracy programs include, scaffolding numeracy early years, a focus on problem solving and a recent introduction of the online Maths Pathways program. With the focus in these areas being the individual student growth.
Positive Behaviour Support (PBS) is well embedded across the college. At Swan Hill College we work together to achieve excellence and have high expectations of behaviour to create an environment which promotes individual academic and social growth. A clear set of behavioural expectations are developed around the school values of Respect, Responsibility, High Expectations and Belonging.
The College has a well developed and highly effective student wellbeing structure. The Student Wellbeing Team includes three counsellors, a chaplain and a College nurse. Network support staff also support this team. Doctor in Schools commenced in 2018. The two sub-schools, Junior and Senior, allows for strong links and support with students and families and also a healthy team spirit about the school. A team of College Captains, Junior Captains, House Captains and PBS leaders, also supports the student body.
The College has a Flexible Learning Options (FLO) campus. This program offers flexible learning opportunities for students who are disengaged or challenged by structured learning. The program is very successful and had given many students the chance to continue their education.
The College provides a very broad curriculum and an array of additional programs. At the senior level students choose from both the VCE and VM programs and a large number integrate Certificate level studies from our extensive VET offerings. At the Middle School a wide range of electives are offered with both an engagement and career pathway focus. Junior School students undertake a standard curriculum with a focus on General Studies and Maths /Science. The College offers an extensive Sport and Recreation program. The Performing Arts continue to grow utilising our state of the art Harrison Theatre, with students studying Dance, Drama and Music.
At Swan Hill College, we have a focus on the continued development of our teaching through the implementation of our Professional Learning Community. Our work is guided by the high impact teaching strategies and the inquiry cycle with a current focus on questioning and the high reliability literacy teaching procedures.
Our College enjoys considerable parent and community support in our vibrant rural setting.
Student engagement, aspirations and welfare are the key focus for the College and wider community. The College is an accredited performance and development culture school and professional development will be targeted to address these priorities.
The College¿s Annual Implementation and Strategic Plans are available on our website www.shc.vic.edu.au
18
March
Schools (Government) - Swan Hill West, VIC
Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and nu...
Source: uWorkin
Schools (Government)
18
March
Schools (Government) - Swan Hill West, VIC
Education, Childcare & Training
Source: uWorkin
Selection Criteria
SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
Role
The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.
Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.
A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.
Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.
Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.
Responsibilities
The role of classroom teacher may include but is not limited to:
- Direct teaching of groups of students and individual students;
- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
- Undertaking other non-teaching supervisory duties.
Who May Apply
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
EEO AND OHS Commitment
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
Child Safe Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Other 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
Please ensure that your application includes:
- A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- A section addressing the selection criteria and the requirements for application under the Who May Apply section
- Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
Conditions of Employment
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
Location Profile
Swan Hill College is located 350 kilometres north west of Melbourne on the Murray River and is situated within the CBD of the rural city of Swan Hill. In 2023 750 students are enrolled at the College supported by in excess of 100 teaching and non teaching staff. There is an equal gender balance and the catchment area includes township primary schools, local private schools and outlying primary schools some of which are 60 kilometres or further from the College. A comprehensive bus system services the College and other schools in the township. Some of our students travel for over 2 hours every day to gain access to the College.
The College has continued to work on facilities development to a point where it now boasts some of the best facilities in the State. A 250 seat theatre, modern technology facilities, outstanding library and extensive sporting arenas including stadium are but a few examples. Swan Hill College continues its focus on information technology the recent additional of the technology hub which includes VR, 3D printers and green screen.
The College Leadership Team comprises of the Principal, two Assistant Principals, the Business Manager and seven Leading Teachers with specific portfolios.
The college has made a real commitment by improving literacy by introducing an intervention program and a reading program at Year 7 and 8. Similarly, our numeracy programs include, scaffolding numeracy early years, a focus on problem solving and a recent introduction of the online Maths Pathways program. With the focus in these areas being the individual student growth.
Positive Behaviour Support (PBS) is well embedded across the college. At Swan Hill College we work together to achieve excellence and have high expectations of behaviour to create an environment which promotes individual academic and social growth. A clear set of behavioural expectations are developed around the school values of Respect, Responsibility, High Expectations and Belonging.
The College has a well developed and highly effective student wellbeing structure. The Student Wellbeing Team includes three counsellors, a chaplain and a College nurse. Network support staff also support this team. Doctor in Schools commenced in 2018. The two sub-schools, Junior and Senior, allows for strong links and support with students and families and also a healthy team spirit about the school. A team of College Captains, Junior Captains, House Captains and PBS leaders, also supports the student body.
The College has a Flexible Learning Options (FLO) campus. This program offers flexible learning opportunities for students who are disengaged or challenged by structured learning. The program is very successful and had given many students the chance to continue their education.
The College provides a very broad curriculum and an array of additional programs. At the senior level students choose from both the VCE and VM programs and a large number integrate Certificate level studies from our extensive VET offerings. At the Middle School a wide range of electives are offered with both an engagement and career pathway focus. Junior School students undertake a standard curriculum with a focus on General Studies and Maths /Science. The College offers an extensive Sport and Recreation program. The Performing Arts continue to grow utilising our state of the art Harrison Theatre, with students studying Dance, Drama and Music.
At Swan Hill College, we have a focus on the continued development of our teaching through the implementation of our Professional Learning Community. Our work is guided by the high impact teaching strategies and the inquiry cycle with a current focus on questioning and the high reliability literacy teaching procedures.
Our College enjoys considerable parent and community support in our vibrant rural setting.
Student engagement, aspirations and welfare are the key focus for the College and wider community. The College is an accredited performance and development culture school and professional development will be targeted to address these priorities.
The College¿s Annual Implementation and Strategic Plans are available on our website www.shc.vic.edu.au
18
March
Schools (Government) - Swan Hill West, VIC
Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and n...
Source: uWorkin
Schools (Government)
18
March
Schools (Government) - Swan Hill West, VIC
Education, Childcare & Training
Source: uWorkin
Selection Criteria
SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
Role
The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.
Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.
A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.
Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.
Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.
Responsibilities
The role of classroom teacher may include but is not limited to:
- Direct teaching of groups of students and individual students;
- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
- Undertaking other non-teaching supervisory duties.
Who May Apply
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
EEO AND OHS Commitment
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
Child Safe Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Other 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
Please ensure that your application includes:
- A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- A section addressing the selection criteria and the requirements for application under the Who May Apply section
- Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
Conditions of Employment
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
Location Profile
Swan Hill College is located 350 kilometres north west of Melbourne on the Murray River and is situated within the CBD of the rural city of Swan Hill. In 2023 750 students are enrolled at the College supported by in excess of 100 teaching and non teaching staff. There is an equal gender balance and the catchment area includes township primary schools, local private schools and outlying primary schools some of which are 60 kilometres or further from the College. A comprehensive bus system services the College and other schools in the township. Some of our students travel for over 2 hours every day to gain access to the College.
The College has continued to work on facilities development to a point where it now boasts some of the best facilities in the State. A 250 seat theatre, modern technology facilities, outstanding library and extensive sporting arenas including stadium are but a few examples. Swan Hill College continues its focus on information technology the recent additional of the technology hub which includes VR, 3D printers and green screen.
The College Leadership Team comprises of the Principal, two Assistant Principals, the Business Manager and seven Leading Teachers with specific portfolios.
The college has made a real commitment by improving literacy by introducing an intervention program and a reading program at Year 7 and 8. Similarly, our numeracy programs include, scaffolding numeracy early years, a focus on problem solving and a recent introduction of the online Maths Pathways program. With the focus in these areas being the individual student growth.
Positive Behaviour Support (PBS) is well embedded across the college. At Swan Hill College we work together to achieve excellence and have high expectations of behaviour to create an environment which promotes individual academic and social growth. A clear set of behavioural expectations are developed around the school values of Respect, Responsibility, High Expectations and Belonging.
The College has a well developed and highly effective student wellbeing structure. The Student Wellbeing Team includes three counsellors, a chaplain and a College nurse. Network support staff also support this team. Doctor in Schools commenced in 2018. The two sub-schools, Junior and Senior, allows for strong links and support with students and families and also a healthy team spirit about the school. A team of College Captains, Junior Captains, House Captains and PBS leaders, also supports the student body.
The College has a Flexible Learning Options (FLO) campus. This program offers flexible learning opportunities for students who are disengaged or challenged by structured learning. The program is very successful and had given many students the chance to continue their education.
The College provides a very broad curriculum and an array of additional programs. At the senior level students choose from both the VCE and VM programs and a large number integrate Certificate level studies from our extensive VET offerings. At the Middle School a wide range of electives are offered with both an engagement and career pathway focus. Junior School students undertake a standard curriculum with a focus on General Studies and Maths /Science. The College offers an extensive Sport and Recreation program. The Performing Arts continue to grow utilising our state of the art Harrison Theatre, with students studying Dance, Drama and Music.
At Swan Hill College, we have a focus on the continued development of our teaching through the implementation of our Professional Learning Community. Our work is guided by the high impact teaching strategies and the inquiry cycle with a current focus on questioning and the high reliability literacy teaching procedures.
Our College enjoys considerable parent and community support in our vibrant rural setting.
Student engagement, aspirations and welfare are the key focus for the College and wider community. The College is an accredited performance and development culture school and professional development will be targeted to address these priorities.
The College¿s Annual Implementation and Strategic Plans are available on our website www.shc.vic.edu.au
Other Information
This position has been advertised with a Financial Incentive payment. Payments are only applicable and payable if the successful candidate meets the applicable eligibility criteria as noted below.
Payments are subject to eligibility criteria:
1. A commencement incentive payment (pro-rata for positions less than full-time) to the amount of $5,000 (before-tax), paid at commencement of employment at Swan Hill College
2. A second incentive payment (pro-rata for positions less than full-time) to the amount of $5,000 (before-tax), payable six months after commencement at Swan Hill College
Eligibility for Financial Incentive payments:
1. The successful candidate must be a new employee to this school.
2. The successful candidate is committing to a minimum of 2 years of employment at this school.
18
March
MALLEE AIR & ELECTRICAL PTY LTD - Swan Hill, VIC
•Qualified and apprentice positions available. •Male or Female welcomed. •8:00am-5:00pm Monday to Friday. •Must be willing to work with others and tak...
Source: uWorkin
MALLEE AIR & ELECTRICAL PTY LTD
18
March
MALLEE AIR & ELECTRICAL PTY LTD - Swan Hill, VIC
Trades & Services
Source: uWorkin
•Male or Female welcomed.
•8:00am-5:00pm Monday to Friday.
•Must be willing to work with others and take instruction.
•Wide range of work undertaken; new installation wiring, upgrades to existing wiring, switchboard upgrades, split system installations, farm pump station work.
•NO SOLAR.
•Police check may be required during employment.
•Working with children may be required during employment.
MALLEE AIR & ELECTRICAL PTY LTD
15
March
Recruitment Innovations Pty Ltd - Swan Hill, VIC
Pete’s Hair Studio are currently looking to recruit an experienced and qualified Barber/Hairdresser to join their team in Swan Hill. The successful ca...
Source: uWorkin
Recruitment Innovations Pty Ltd
15
March
Recruitment Innovations Pty Ltd - Swan Hill, VIC
Trades & Services
Source: uWorkin
The successful candidate will need to undertake and possess:
- Performing grooming services such as shampooing hair and conditioning scalps and colouring
- Styling hair using chemical solutions and styling tools
- Cutting, shaving, shaping, and trimming hair, beards and moustaches with scissors, clippers, razors, and combs
- Providing facial hair maintenance and custom shaves
- Cleaning, sanitising and sterilising work areas and instruments
- Arranging appointments, ordering barbershop supplies, and collecting payments
- Supervising apprentices and trainees
- Providing hairstyle suggestions to clients
Skills and Abilities:
- Certificate III in Barbering or equivalent qualification
- Minimum of 3 years experience in this role or similar
- Ability to work in a team environment
Salary range is $70,000-$85,000pa commensurate with experience
Fulltime Position available
Applications open 15 March 2024 and close 15 April 2024.
If you are interested in this role APPLY now. Only shortlisted candidates will be contacted
Recruitment Innovations Pty Ltd
15
March
Atlam Group - Swan Hill, VIC
14th March, 2024 Due to company growth, we have an exciting opportunity for a team player with a hunter personality to expand our client base, establi...
Source: uWorkin
Atlam Group
15
March
Atlam Group - Swan Hill, VIC
Sales
Source: uWorkin
Click here to view more detail / apply for Sales Representative - BSC - Swan Hill VIC
Atlam Group
15
March
Schools (Government) - Robinvale, VIC
Selection Criteria SC1 Demonstrated capacity to lead an office team, including capacity for directing the work of others. SC2 Demonstrated k...
Source: uWorkin
Schools (Government)
15
March
Schools (Government) - Robinvale, VIC
Government, Defence & Emergency
Source: uWorkin
Selection Criteria
SC1 Demonstrated capacity to lead an office team, including capacity for directing the work of others.
SC2 Demonstrated knowledge and experience in respect to human resource and financial management records systems.
SC3 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports.
SC4 High level organizational skills, including the capacity to prioritise work flows.
SC5 High level written and verbal communication skills.
Role
A Business Manager role will usually undertake tasks that impact on the whole school. The role seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, finance or human resources.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice in matters relating to the school finance, human resources or school administration.
Responsibilities
Deliver School Services
- Manage the design and production of school publications and documents
Finance
- Manage and direct the preparation of annual budgets and regular financial statements and contribute to the financial decision making of the school.
- Prepare funding submissions for the leadership team and school council.
- Direct the accounting processes of the school and ensure that all funds, including school investments, are effectively accounted for according to Treasury regulations.
- Provide advice to staff on spending against budget in respect to faculties, programs and other school projects.
- Administer government grants and other school income.
- Manage fund raising activities.
General Administration
- Ensure the provision of a range of administrative support functions for the Principal and teaching staff.
- Provide administrative support to external service providers as required.
- Manage the processing of student admissions, registrations, enrolments and transfers.
- Provide required level of administrative support for school events, functions and projects.
- Implement induction programs for new staff, volunteers and other workers to the school.
Human Resources
- Research, plan and prepare development programs for support staff.
- Manage recruitment procedures.
- Provide authoritative advice to the leadership team on support structures and work practices.
- Assist in the development of work practices that ensure appropriate occupational health and safety standards are maintained.
- Manage procedures relating to employee relations issues.
- Assist in the development of human resource planning.
Manage School Resources
- Coordinate the use and maintenance of school buildings and equipment.
- Liaise and negotiate with service providers in respect to the cost and quality of services.
- Supervise the delivery of contracted services.
- Manage the development and collection of resource material at the school.
Support School Council
- Draft reports and make recommendations on operational issues.
- Evaluate and report on the operational efficiency of computer systems in production, making recommendations for improvement where appropriate.
- Develop techniques and procedures that will affect work practices beyond the work place.
- Manage a technical program with a broad scope across the school.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
Child Safe Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Other Information
Applicants are advised to address all the Key Selection Criteria and provide a current CV, including names and contact details of three professional referees.
Conditions of Employment
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Location Profile
The theme for Robinvale College is "New Beginnings", where staff and students will collaborate with the rest of the College Community and its partners to make Robinvale College the school of choice. An exciting challenge and opportunity lies in providing a learning environment that simultaneously respects diversity, while building college and community identity and pride. This position is for the educator who wants to make a difference. Robinvale College was established as a new entity in January 2016 through the closure of Robinvale P-12 College which was formed in 2010 through the merger of Robinvale Secondary College and Robinvale Consolidated School. The College serves a large horticultural and agricultural community. We seek to appoint an experienced and highly motivated school leader; a leader who recognises and embraces diversity, engages, and partners with the local community, and who builds a highly skilled and strongly student-centred staff team to improve student outcomes and pathways to future learning, training, and employment opportunities. As a rural school, Robinvale College¿s student profile is unique. The college is proud of its many cultures including Anglo Celtic, Italian, Koorie, Polynesian, Greek and Asian. In 2020 approximately 56% of the students were either of Aboriginal and/or Torres Strait Islander, or Polynesian descent. In recent years the local community has seen an influx of new arrivals; there are over 40 different nationalities, including refugees from the Middle East and Horn of Africa ¿ all in a town of 8,000 people. The need to provide inclusive educational opportunities for the many diverse cultures of students is fundamental. Raising achievement in Literacy and Numeracy continues to be the focus of student learning. The College aims for a combination of high-quality teaching practices focusing on using data to inform practice and high levels of student engagement, primarily through students having a sense of ownership of their data and setting challenging goals. We aim for students to develop resilience to persevere through any challenges and to navigate the everyday issues that affect them in a spirit of problem-solving, optimism, creativity, and fun. In 2019 Robinvale College entered into a 10-year agreement with the Colman Foundation to become an `Our Place¿ School. This exciting partnership will support the opportunity for Robinvale College to provide families with a greater level of access to a range of services.
Schools (Government)
14
March
Workforce Partners Australia - Kerang, VIC
Apprentice Boilermaker (Cert III Engineering Fabrication)
Workforce Partners Apprenticeship program offers you a chance to develop your skills an...
Source: Swan Hill Connect U
14
March
Workforce Partners Australia - Kerang, VIC
Trades & Services
Source: Swan Hill Connect U
- A good understanding of mechanical principles and techniques.
- Physically fit and capable to handle manual tasks.
- Ability to show respect, courtesy & professionalism.
- Ability to work as part of a team, follow written and verbal instructions.
- Previous work experience in Welding would be highly desirable (but not necessary).
- Perform assembly operations such as welding, folding & cutting.
- Read & distribute information contained within technical drawings & plans.
- Operate a range of hand tools including welders and grinders.
- Maintain cleanliness and organisation of workplace areas.
- Attend work punctually & maintain an excellent work ethic.
- Earn While You Learn: With WFPA, you will be paid while you train, whether you’re on the job, off-site, or a mix of both. We understand the importance of financial stability while pursuing your education.
- Accredited Training: Our training programs meet local industry standards and are nationally accredited. We provide comprehensive, high-quality education to ensure you’re well-prepared for your career.
- Competency-Based Training: You can complete your qualification faster with competency-based training, allowing you to progress as your skills grow and your employer and our trusted training partners agree on your skill base.
- Dedicated Support: Throughout your training and employment, you will have a dedicated WFPA Consultant who goes the extra mile to support you in every way possible.
- Community Connection: We’re locals, just like you. We are deeply committed to workforce creation and employment opportunities for the benefit of our community.
14
March
Workforce Partners Australia - Swan Hill, VIC
Do you have a strong desire to learn and a passion for working with your hands? Start your career with Workforce Partners Australia and embark on an e...
Source: Swan Hill Connect U
14
March
Workforce Partners Australia - Swan Hill, VIC
Trades & Services
Source: Swan Hill Connect U
- Genuine interest and enthusiasm in the automotive industry.
- Problem-solving skills.
- Excellent communication and teamwork abilities.
- Willingness to learn and adapt to new technologies in the automotive field.
- Basic knowledge of mechanical & automotive systems is a plus.
- Assist experienced auto technicians in diagnosing and repairing vehicle issues.
- Learn to apply basic maintenance procedures, including oil changes and tire rotation.
- Gain knowledge of vehicle electrical systems, engine components, and transmission.
- Perform routine inspections and identify potential problems in vehicles.
- Operate and maintain tools and equipment used in auto repair.
- Adhere to safety protocols and guidelines in all work activities.
- Collaborate with the team to ensure timely and efficient completion of tasks.
- Throughout your journey with Workforce Partners Australia, you will be provided with comprehensive on & off-the-job training and mentorship, a supportive and collaborative environment & opportunities for professional development in Automotive Technology.
14
March
Country Fire Authority - Swan Hill West, VIC
Location | Swan Hill District 18 Part Time (4 days/30.4 hours per fortnight as negotiated) | Ongoing PTA 2 | $60,524 pro rata pa (plus 11% superannu...
Source: uWorkin
Country Fire Authority
14
March
Country Fire Authority - Swan Hill West, VIC
Administration & Secretarial
Source: uWorkin
Are you looking for a values-based, emergency service organisation that puts the community at the centre of everything we do?
We are proud of the work we do in protecting lives and property, 24 hours a day, 7 days a week.
With over 51,000 volunteers CFA strives to be an organisation of choice for volunteers and employees. We, embrace individuals with diverse skills, experiences, and backgrounds, recognising the unique value they bring to CFA.
Want to read more about the Country Fire Authority (CFA) click here.
About the Role
We are seeking someone with an administration background or with a general understanding of administration in our Swan Hill office to work on a part time basis, four days/30.4 hours per fortnight as negotiated, as a District Support Officer.
This exciting, ongoing role works within a positive, supportive and close-knit team and offers excellent opportunity for growth and development within the CFA.
Key responsibilities of this varied role will involve:
- Data entry, database and systems coordination.
- Records administration.
- Liaison with external suppliers to generate quotes etc.
- Liaison and communication with a wide range of external and internal stakeholders to ensure an effective service delivery.
- Provision of customer service and general administrative and office support.
- Accounts payable administration.
- Providing support at meetings including, organising and scheduling, agenda preparation, venue catering requirements and minute taking.
- Participation in Incident Management Support roles appropriate to experience and qualifications (which can be gained whilst employed with CFA).
This is a fantastic opportunity and would suit an all-rounder who enjoys a variety of duties whilst providing exceptional customer service. Attention to detail and a can-do attitude are important as is teamwork and commitment.
About You
The ideal candidate will be hands on and keen to join a small team. You will have a strong commitment to teamwork and be looking for an opportunity to develop your skills further.
Additional requirements include:
- Motivation and enthusiasm with demonstrated administration experience and excellent attention to detail.
- Efficient computer skills including working knowledge of Office 365 (Excel, Outlook, Sharepoint, Word - knowledge of other applications is a bonus).
- Experience interacting with people at all levels and be able to work with minimal supervision in a proactive manner.
- Excellent written and verbal communications skills.
- Adaptability, positive attitude, a willingness to learn and a desire to demonstrate your initiative.
- Self-motivation and a willingness to pitch in where needed.
- Excellent organisational and time-management skills and a proactive and autonomous approach.
Please note, some travel and after hours work may be required for this role.
Why choose CFA
- Meaningful Purpose: Your contribution truly makes a difference
- Work-Life Balance: Paid parental leave, generous leave provisions
- Growth Opportunities: Learning and development
- Flexibility: Hybrid work options with flexible work arrangements
- Discounts: Emergency Memberlink discounts on various services
- Wellbeing Focus: Healthy for Life programs, flu vaccinations
- Member Assistance Program: Access support across 8 service pathways
Your Application
Click the 'apply' button to access our online application form. Here you will be asked to provide personal and contact details and respond to employment-related questions.
When applying for a position with CFA, please submit a cover letter and resume that demonstrates your qualifications, experience, key attributes and skills required for the position.
Pre-employment Checks
Offers of employment will only be made to candidates who:
- Successfully complete a National Police History Check, Working Rights Check and hold a valid Working with Children Check.
CFA is committed to creating and maintaining a diverse, inclusive, and safe volunteer and work environment. Our aim is to have a volunteer and paid workforce that reflects the community it serves. First Nations people, women, people of all ages, with disabilities and culturally and linguistically diverse people are encouraged to apply.
Applications close: 11:59pm 27 March 2024.
If at any stage of the recruitment and selection process you require an alternative format to the application material or reasonable adjustment to the interview arrangements, please don't hesitate to contact the person listed on the ad or alternatively, email recruitment@cfa.vic.gov.au
The Country Fire Authority (CFA) values your privacy. We will use the information you provide when you are applying for employment with us for the purpose of recruitment, selection, evaluation and appointment and to report on anonymised key metrics (e.g. diversity). The information we collect will be handled in accordance with privacy laws, including the Privacy and Data Protection Act 2014. You can view our Privacy Statement here. For access and correction of the information we have collected, contact recruitment@cfa.vic.gov.au
14
March
Royal Flying Doctor Service (RFDS) - Robinvale, VIC
About the role Work for a national iconic charity supporting the health and wellbeing of remote, rural and regional communities with access to salar...
Source: uWorkin
Royal Flying Doctor Service (RFDS)
14
March
Royal Flying Doctor Service (RFDS) - Robinvale, VIC
Administration & Secretarial
Source: uWorkin
About the role
- Work for a national iconic charity supporting the health and wellbeing of remote, rural and regional communities with access to salary packaging
- Provide administration support to the RFDS Health Group in Robinvale
- Permanent, part-time 0.6 FTE: Wednesday – Friday
The role:
The Client Support Officer/Receptionist a valuable part of the team as the first point of access for the community. They are responsible for the administration support of the RFDS Health Group, and other RFDS Victoria programs, as directed. They take a detailed approach to administrative and reception tasks including managing appointments and logistics for visiting clinicians, processing payments and Medicare billing.
The Client Support Officer/Receptionist will take a continual improvement approach to ensure the clinic bookings, appointment and billing processes and associated systems operate efficiently and effectively. Customer service and the provision of a person-centered service will be prioritised at all times, to enable exceptional standard of care.
Task and responsibilities include:
- Facilitate client bookings including exercising confidentiality regarding client care and clinic
- Greeting clients and other callers to the clinic
- Making appointments for follow up treatment and management
- Issuing client invoices/receipts and medicare bulk billing as required
- Taking prescription requests from clients and coordinating client needs with the GP’s
- Providing accurate and timely record management
- Maintaining and updating client information
- Opening and closing the clinic as per procedure
- Maintaining the cleanliness of the reception areas and general housekeeping
- Assisting clinic staff, while following policies and procedures including emergency management
- Communicating with external healthcare stakeholders as required
Qualifications and experience required:
- Experience in administration and management of appointment books
- Excellent computer skills and experience with Microsoft Office and client management software
- Experience with problem solving and troubleshooting
- Highly developed communication and interpersonal skills
- Completion of an accredited medical receptionist course/ knowledge of medical terminology (desirable)
- Knowledge of Best Practice or other Medicare Practice software and medical equipment (desirable)
- CPR/Triage training and/or experience (desirable)
- Training and/or experience in Medicare item numbers, worksafe Victoria and TAC billing(desirable)
What can working for RFDS offer you:
- Work for Australia’s most reputable charity (11 out of 12 years) and most trusted charity (last 3 years)
- Work for your community as an integral part of a team providing high-quality primary healthcare
- Access to salary packaging for all employees
- Great parental leave benefits
Mandatory vaccination policy:
As part of the application process, you will be required to provide evidence of vaccinations including Covid * 3 and annual Influenza.
All positions are subject to a National Police Check and holding a Working with Children Check
Royal Flying Doctor Service (RFDS)
14
March
Schools (Government) - Ouyen, VIC
Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numerac...
Source: uWorkin
Schools (Government)
14
March
Schools (Government) - Ouyen, VIC
Education, Childcare & Training
Source: uWorkin
Selection Criteria
SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
Role
The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.
Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.
A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.
Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.
Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.
Responsibilities
The role of classroom teacher may include but is not limited to:
- Direct teaching of groups of students and individual students;
- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
- Undertaking other non-teaching supervisory duties.
Who May Apply
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
EEO AND OHS Commitment
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
Child Safe Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Conditions of Employment
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Program Benefits
This position has been advertised as part of the Targeted Financial Incentives (TFI) program and includes incentive payments. Payments are only applicable and payable if the successful candidate meets the applicable eligibility criteria as noted below.
Payments and support on offer, subject to eligibility criteria:
- A commencement incentive payment (pro-rata for positions less than full-time) to the amount of:
- $25,000 (before-tax) if the position is for a school located within `Inner Regional Australia (Vic.)', per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas, or
- $50,000 (before-tax) if the position is for a school located within `Outer Regional Australia (Vic.)' or `Remote Australia (Vic.)', per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.
- $10,000 (before-tax) annual retention payments (pro-rata based on 1.0 FTE), at the conclusion of the second, third and fourth years of employment, for a total of up to $30,000 (before-tax). Each retention payment is subject to successful completion of employment milestones.
Eligibility for Targeted Financial Incentive (TFI) program payments:
- The successful candidate must be a new employee to this school.
- The successful candidate is committing to a minimum of 2 years of employment at this school.
- The successful candidate must not have previously received $50,000 (before-tax), or more, in commencement TFI payments within the last 5 years:
- Where the successful candidate has previously received commencement TFI payments totalling less than $50,000 (before-tax), an amount of up to $50,000 (before-tax), minus the total amount of commencement TFI payments previously received, may be offered provided other criteria is met.
- The successful candidate meets the requirements for relocation (e.g. ordinarily resides at least 1 hour from this school at the time of application), as outlined within 'Travel and Personal Expenses - Teaching Service'.
- The successful candidate does not at present ordinarily reside within `Outer Regional Australia (Vic.)' or `Remote Australia (Vic.)', per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.
- Only applicable for positions attracting a $25,000 (before-tax) commencement incentive payment: The successful candidate will also not at present ordinarily reside within `Inner Regional Australia (Vic.)', per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.
For more information on Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas area classifications, or to review a particular school or residential address, refer to ABS Maps, via Australian Bureau of Statistics (select filter '2021 Remoteness Area').
Further information regarding the Targeted Financial Incentives (TFI) program is available on the department's website at https://www.vic.gov.au/targeted-initiative-attract-more-teachers
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
Location Profile
Murrayville Community College is a Prep to Year 12 school situated in an attractive setting in the rural township of Murrayville, close to the South Australian border in the northwest of the state. The College serves the town of Murrayville and the large surrounding area with a population of 600 along with the district of Pinnaroo in South Australia, which has a population of 1400. The College forms an important part of the social and economic life of the town. Aesthetically the school has great appeal and provides an excellent educational environment for its students. The school offers extensive choices to all students, VET, VCE and VCAL courses. Students have one to one computer access, and the school has well-appointed classrooms enhanced by interactive whiteboards and video conferencing facilities. The College is an integral part of the Mal lee Education Cluster of schools where teacher development through collaboration is encouraged and supported. The grounds and recreational facilities are extensive, attractive, and well maintained. The township is fortunate to have quality affordable teacher housing.
Murrayville is located 110km west of Quyen, 210km from Mildura, 565km from Melbourne and 276km from Adelaide, 16km inside the Victorian/South Australian border. The nearest primary school is at Pinnaroo, some 26 kilometres away in South Australia, from where there is an intake at the beginning of Year 8 each year. The current enrolment is 80 students.
The area is essentially a wheat and sheep farming region with a substantial and increasingly diversified agricultural and economic base. There is an expanding interest in tourism due to the proximity of world class national parks. Because of its unique geographic location, the College is strongly selfsufficient. The town itself is tree lined and beautiful and offers access to many services. Cooperative effort, community involvement and commitment to community well-being mean that the College is a valued resource, with facilities and expertise shared within the community. At Murrayville the students are immersed in an environment that values communication, relationships, and personal accomplishment. The young
people are offered a stimulating, connected and caring space to grow. We pride ourselves on the way we expose students to learning that interests them, is varied and flexible, providing the direction and means to create true citizens of the world.
Schools (Government)
14
March
Cordoma Group Pty Ltd - Robinvale, VIC
Cordoma Group Pty Ltd is a significant table grape grower based in Robinvale, Victoria. The business supplies produce to the national supermarkets as ...
Source: uWorkin
Cordoma Group Pty Ltd
14
March
Cordoma Group Pty Ltd - Robinvale, VIC
Any Industry
Source: uWorkin
The salary offered is $70,000 per annum plus superannuation.
Duties and responsibilities
- Prepares and positions plant for operation.
- Operates tractor-drawn and self-propelled plant to plough land and sow, fertilise, cultivate and harvest crops and avoid damaging crops.
- Adjusts speed, height and depth of implements.
- Keeps log tallies and writes work reports.
- Services plant and performs minor repairs.
The applicants will have the following skills and experience:
- Minimum 2 years of experience in agriculture sector
- Relevant tertiary qualifications such as a certificate III in rural machinery operations is preferred
- Have excellent communication and time management skills
- Strong problem-solving skills
- Previous farming or horticulture experience is highly desirable.
Summary of role requirements:
- Looking for candidates available to work:
- Monday: Morning, Afternoon
- Tuesday: Morning, Afternoon
- Wednesday: Morning, Afternoon
- Thursday: Morning, Afternoon
- Friday: Morning, Afternoon
- 2-3 years of relevant work experience required for this role
- Working rights required for this role
- Expected salary: $70,000 per year
Cordoma Group Pty Ltd
13
March
Murray Mallee Training Company - Kerang, VIC
Baking Apprenticeship - Certificate III Baking Murray Mallee Training Company together with a local business in Leitchville are looking for a motivat...
Source: uWorkin
Murray Mallee Training Company
13
March
Murray Mallee Training Company - Kerang, VIC
Trades & Services
Source: uWorkin
Murray Mallee Training Company together with a local business in Leitchville are looking for a motivated person to undertake an apprenticeship in Baking while completing a Nationally Recognised course.
This is the opportunity to establish your career as a qualified baker where all training will be provided.
Roles and Responsibilities:
- Preparing a variety of baked goods such as bread, cakes and pastries.
- Measuring and portioning ingredients.
- Prepare products to recipe descriptions.
- Monitor baking schedules.
- Maintain hygiene standards.
- Monitor stock control.
- A passion for food and cooking.
- Enjoy practical work.
- Ability to stand for large periods of time.
- Able to work early mornings.
- Committed and punctual.
- Reliable and willing to learn.
Summary of role requirements:
- Looking for candidates available to work:
- Monday: Morning
- Tuesday: Morning
- Wednesday: Morning
- Thursday: Morning
- Friday: Morning
- No experience required for this role
- Working rights required for this role
Murray Mallee Training Company
13
March
Schools (Government) - Robinvale, VIC
Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching o...
Source: uWorkin
Schools (Government)
13
March
Schools (Government) - Robinvale, VIC
Education, Childcare & Training
Source: uWorkin
Selection Criteria
SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
Role
The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.
Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.
A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.
Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.
Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.
Responsibilities
The role of classroom teacher may include but is not limited to:
- Direct teaching of groups of students and individual students;
- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
- Undertaking other non-teaching supervisory duties.
Who May Apply
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
EEO AND OHS Commitment
The 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 Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
DE Values
The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
Other Information
Applicants are advised to address the Key Selection Criteria and provide a current CV, including the names and contact details of three professional referees.
Conditions of Employment
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
Location Profile
The theme for Robinvale College is "New Beginnings", where staff and students will collaborate with the rest of the College Community and its partners to make Robinvale College the school of choice. An exciting challenge and opportunity lies in providing a learning environment that simultaneously respects diversity, while building college and community identity and pride. This position is for the educator who wants to make a difference.
Robinvale College was established as a new entity in January 2016 through the closure of Robinvale P-12 College which was formed in 2010 through the merger of Robinvale Secondary College and Robinvale Consolidated School. The College serves a large horticultural and agricultural community.
We seek to appoint an experienced and highly motivated school leader; a leader who recognises and embraces diversity, engages, and partners with the local community, and who builds a highly skilled and strongly student-centred staff team to improve student outcomes and pathways to future learning, training, and employment opportunities.
As a rural school, Robinvale College¿s student profile is unique. The college is proud of its many cultures including Anglo Celtic, Italian, Koorie, Polynesian, Greek and Asian. In 2020 approximately 56% of the students were either of Aboriginal and/or Torres Strait Islander, or Polynesian descent. In recent years the local community has seen an influx of new arrivals; there are over 40 different nationalities, including refugees from the Middle East and Horn of Africa ¿ all in a town of 8,000 people. The need to provide inclusive educational opportunities for the many diverse cultures of students is fundamental.
Raising achievement in Literacy and Numeracy continues to be the focus of student learning. The College aims for a combination of high-quality teaching practices focusing on using data to inform practice and high levels of student engagement, primarily through students having a sense of ownership of their data and setting challenging goals. We aim for students to develop resilience to persevere through any challenges and to navigate the everyday issues that affect them in a spirit of problem-solving, optimism, creativity, and fun.
In 2019 Robinvale College entered into a 10-year agreement with the Colman Foundation to become an `Our Place School. This exciting partnership will support the opportunity for Robinvale College to provide families with a greater level of access to a range of services.
Other Information
A school-based financial incentive may be negotiated to the successful applicant of this teaching position at the Robinvale College if eligible. Further advice relating to this school-based incentive may be provided upon request.
Rental Assistance - Due to the current housing issues being experienced within our local area, Robinvale College may negotiate rental assistance with the successful applicant. Further information regarding rental assistance may be provided upon request.
Schools (Government)
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