Robinvale College began as a new entity with a new vision for learning in 2016, having transitioned from Robinvale P-12 College at the end of 2015.

Robinvale is a thriving community with high aspirations to build a brighter future for its young people. We promote learning as a community activity and a shared responsibility involving students, their families, our staff and the broader community.

Robinvale is located in the Northern Mallee Region of Victoria and situated on the beautiful Murray River between the regional cities of Mildura (95kms) and Swan Hill (145kms). Robinvale College has a current enrolment of 372 students. The College is proud of its many cultures which includes one-third Aboriginal, one-third Pacific Islander and one-third a mix of Anglo Celtic, Italian, Greek, Asian and other cultures. Modern technology facilities, sporting arenas including two indoor gymnasiums together with an indoor heated pool are but a few examples of our current facilities.

Funding by the Building Education Revolution and the Victorian Building Futures Program has provided us with outstanding classroom facilities for all year levels. Robinvale College is structured around three Learning Communities. We are developing a strong and collaborative team culture and professional learning community to ensure effective learning and teaching within a guaranteed and viable curriculum.

We have high expectations of our staff. Staff who choose to work at Robinvale College will bring our vision to life through their commitment to the students and community and their professional practice which will be guided by the College Charter. We will foster a culture of curiosity, innovation and passion for learning, engaging the community in learning and demonstrating excellence in our practice. We will help to build a positive and vibrant climate for our peers, students, families and community members. We will help parents to support their children to learn, and to become active participants in our new vision.

Teacher housing accommodation is available and opportunities exist for involvement in a wide-range of sporting and social activities.

Robinvale College Vision – “Great learning for a thriving community”.

SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.

SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.

As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.

Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.

A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.

Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.

Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.

At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.

Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.

Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.

The role of classroom teacher may include but is not limited to:

- Direct teaching of groups of students and individual students;

- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;

- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;

- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;

- Undertaking other non-teaching supervisory duties.

Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.

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

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

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

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

Description:

Crop Farm Workers perform routine tasks in producing crops such as fruit, nuts, grains, vegetables and mushrooms.

Education:

Visit the Job Outlook website to find out about education and training requirements.

Vision

Kerang Technical High School aims to provide a stimulating environment in which students will be encouraged to achieve their maximum potential in all areas of study and personal development.

Values
Kerang Technical high School strives to provide educational opportunities, within a caring supportive and inclusive environment, which permits all students to do their best. We aim to create good citizens who are ready to pursue a productive life in a constantly changing world.

The three broad objectives of Kerang Technical High School are:
Achieve our potential by striving for personal excellence in a wide range of learning experiences.

Build quality relationships in a safe, secure and respectful environment.

Cater for individual differences whilst demonstrating tolerance and pride in our diverse community.

Context

Kerang is strategically positioned on the highway network between Swan Hill, Echuca and Bendigo in the productive Northwest irrigation area of Victoria.
The town has a population of over 4000 and the Kerang Technical High School draws its students from the town and the wider district, which has a population of over 12,000. The main industries in the area are Agriculture, Dairy Farming, Engineering and Horticulture so many of our students come from a farming background. The three nearest centres with larger populations are Swan Hill, Echuca and Bendigo, which meet the added needs for goods, services and entertainment.

KTHS draws its students from seven primary schools namely Kerang Primary School, Kerang South PS, St. Joseph's PS, Kerang Christian School, Koondrook PS, Murrabit Group School and Lake Charm. There is a strong network between the secondary school and the feeder schools with combined Professional Development Days and involvement in the Year 6 to Year 7 Transition Program. Given the geographic spread of the student catchment area, a significant number of students are transported to school by bus.

The school began as a Higher Elementary school in 1913 and was proclaimed as a High School in 1919. The Technical component was added in 1973 from which time the school has been known as Kerang Technical High School. The Technical Wing has been a strong feature of KTHS. It caters for students in Woodwork, Automotive, Engineering, Welding and Metalwork. The facilities, the enthusiastic “Tech” staff and the pathway offered by the Technical Wing have ensured that it is an important component of the school and community. More recently the school has undergone a refurbishment plan with both the red brick building and the Library being upgraded to better reflect the learning needs of the students at KTHS. Currently a new food technology and canteen are being built. These will be ready early 2018.

KTHS sits in 19 hectares of sporting fields, lawns and gardens. McLeod Oval is the main sporting area and an athletics track has been constructed with the joint assistance of the Kerang Little Athletics Association. The School’s facilities are available to the community. Thornely Hall is used extensively for Community events as well as School occasions.

The school is well equipped with a Library and an excellent Canteen. We have over 100 desk top computers, both in rooms and in “pods”, and at present KTHS is in the fortunate position of being able to provide Netbooks to our senior students and 5 portable Netbook trolleys that are available for classroom use. The school is currently undergoing a major re-development with new classrooms, Library, food technology complex and canteen. It is envisaged that this will be completed early 2018.

The organizational structure of the school is both vertical and horizontal. There are four Houses, which are vertical in structure, led by four House Managers. Students remain in the same Houses throughout their years at school. Home Group meetings are organised through the House system, as is the Athletics and Swimming carnivals. The Year Level Co-ordinators monitor the progress of the students and deal with the welfare and discipline matters. The school is also divided into Junior and Senior School for curriculum planning and delivery purposes. Two senior members of staff manage the ‘mini schools’.

The school has a teaching staff of 29, a quarter of who work on a part-time basis. Seventeen School Services Officers and School Council Employees complement the teaching staff as Administrative Support, Librarian and Library Technicians, Science Laboratory Technician, School Chaplain and Youth Worker, Integration Aides, Canteen Manager and Assistant, Grounds and Cleaning staff.

KTHS has a strong Welfare program. A Chaplain is employed with keen support from the community. A school nurse is shared by Swan Hill and KTHS and the School Psychologist visits the school regularly. The Psychologist is shared by KTHS and the Primary schools in the district. More recently the school has employed a Youth Worker to further extend the Welfare program and is about to commence the Doctor’s in Schools program.

KTHS has a proud reputation of providing a rich co-curriculum program which caters for the majority of students in the school. There is a high participation rate by students and the programs have been strongly supported by parents. Every effort is made to implement programs/events which cater for individual needs. We have Pathways to V.E.T. & V.C.A.L., The Alpine School, Middle School Trips, Year 7 Transition Camp, Year 10 Work Experience, Great Victorian Bike Ride, and the Feathertop Hike. Since 2007 KTHS has partnered with The Rotary Club of Kerang, to offer an alternative to the End of Year 12 Schoolies week, with a Community Aid program to Cambodia.

A small core of parents is actively involved in the school. Parents are involved in the School Council and nearly all of the sub-committees in the school. There is a very strong and active Canteen Committee which meets regularly and supports the Key Learning Areas in the purchase of equipment and runs the Second Hand Book Sale at the end of the year. Parents are also called upon to provide transportation to events where students are involved and this is always a positive contact between parents and the extracurricular programs offered.

[Enter Free Text Description here]

SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.

SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.

As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.

Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.

A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.

Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.

Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.

At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.

Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.

Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.

The role of classroom teacher may include but is not limited to:

- Direct teaching of groups of students and individual students;

- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;

- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;

- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;

- Undertaking other non-teaching supervisory duties.

Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.

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

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

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

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

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

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

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

• 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

Pyramid Hill is a town in Victoria, Australia in the Shire of Loddon 234 kilometres north of Melbourne and 86 kilometres north of Bendigo. At the 2011 census, Pyramid Hill had a population of 419. The town is named after a nearby hill that rises 180 metres above sea level.

SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.

SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.

As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.

Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.

A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.

Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.

Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.

At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.

Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.

Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.

The role of classroom teacher may include but is not limited to:

- Direct teaching of groups of students and individual students;

- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;

- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;

- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;

- Undertaking other non-teaching supervisory duties.

Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.

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

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

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

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

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

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

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

• 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

Don't miss this great summer job opportunity based at outdoor pools in Cohuna and Kerang.

During summer, these outdoor pools become meeting places for our community, including customers of all ages and water confidence levels. As a lifeguard, you will need to be determined to put those people at the heart of everything you do and above all else, you will be responsible for their safety. You will also need to be passionate about delivering a consistently great experience to customers by maintaining a clean and enjoyable environment.

Lifeguards provide a vital role in ensuring the effective and efficient operation of aquatic facilities, whilst ensuring a safe, clean and friendly environment for users, including:

Safety

• Supervise customers and minimise risk by identifying and responding to potential hazards and emergencies
• Perform basic water rescues
• Perform advanced water rescues
• Provide first aid in response to a casualty
• Provide emergency care pending the arrival of appropriately qualified personnel
• Use advanced techniques for management of the administration of oxygen and ventilation of the lungs

Cleaning and hygiene

• Ensure all areas of the facility are maintained at a high level of cleanliness
• Conduct pool water tests, record test results and make visual ongoing checks in accordance with acts, regulations, codes of practice, guidelines and procedures
• Undertake cleaning of the pool including vacuuming
• Undertake cleaning of all other areas of the facility e.g. change rooms, amenities, kiosk
• Undertake general, startup and shutdown maintenance of pool grounds including lawn mowing and gardening
• Correctly store equipment and chemicals

Customer service

• Resolve minor customer complaints
• Provide excellent customer service to customers and make every interaction positive
• Closely observe the activities of customers and enforce pool policies, rules and regulations
• Ensure appropriate conduct standards are maintained and any inappropriate conduct is immediately acted upon
• Provide support for events

Retail

• Deposit non float cash in accordance with procedures
• Open register and retrieve cash float
• Record product sales without error in Vend or any other system as directed
• Record every time a season ticket customer enters the facility in Vend or any other system as directed

Rostering and attendance

• Set unavailability on Ento employee app
• Swap and give shifts on Ento employee app
• Clock on and off on Ento employee app or Ento time clock
• Apply for leave (full-time and part-time staff only) on Ento employee app
• Claim ad-hoc allowances and overtime

Other

• Immediately inform your supervisor of any risks or areas of significant concern
• Other duties as directed that are commensurate with the level of qualifications/knowledge, skills and experience required of the position

Secure a great seasonal job in your local community. Work at one pool or across multiple pools. Flexible rosters mean that you can work and still have time to enjoy your summer too. Ideal opportunity for students. Training rebates are available (conditions apply).

MomentumOne Shared Services Pty Ltd provide talent and technology solutions for seasonal outdoor pools in the Alpine, Gannawarra, Indigo, Hepburn and Towong Shires. We believe in achieving incredible experiences for our customers, constantly driving innovation and improvements, and supporting a team that is focused, professional and responsive.

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 2019 780 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 VCAL 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

SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.

SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.

As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.

Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.

A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.

Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.

Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.

At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.

Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.

Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.

The role of classroom teacher may include but is not limited to:

- Direct teaching of groups of students and individual students;

- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;

- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;

- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;

- Undertaking other non-teaching supervisory duties.

Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.

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

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

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

This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.

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 2019 780 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 VCAL 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

SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.

SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.

As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.

Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.

A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.

Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.

Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.

At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.

Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.

Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.

The role of classroom teacher may include but is not limited to:

- Direct teaching of groups of students and individual students;

- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;

- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;

- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;

- Undertaking other non-teaching supervisory duties.

Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.

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

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

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

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

Ad content:

• Play a critical role in helping support community safety through offender case management
• Advise and provide recommendations to the courts, assessing offenders' court order suitability
• Ongoing learning and development opportunities

About us

Corrections Victoria's purpose is to deliver an effective corrections system for a safe community. Community Correctional Services (CCS), is overseen by Corrections Victoria, a division of the Department of Justice and Community Safety. CCS is responsible for the management and supervision of prisoners on parole, clients under post sentence supervision and court orders.

CCS is currently experiencing rapid growth in the offender population. In response to this, Corrections Victoria will embed evidence based practice across all areas of our work and target responses to the areas that will allow the greatest impacts to be made. This approach will contribute to a safer community and strengthen CCS for the future.

About the role

Based in Swan Hill, you will apply court services work practices as well as evidence based case management practices, to a caseload of offenders assessed at a medium or high risk of reoffending.

As part of this dual role, you will apply relevant court services work practices, including conducting assessments to determine an offender's suitability for a court order, facilitating order variations and prosecuting offenders who fail to comply with their orders.

You will utilise evidence based case management practices to actively engage offenders and ensure responsive, targeted interventions to assist in reducing their risk of reoffending, supporting offenders to successfully complete their court orders, while balancing risks to community safety.

To be successful in this role you will have:

• experience or understanding of effective case management practices; proactively managing risk with more complex individuals
• experience or understanding of modelling pro-social behaviours with an ability to motivate and influence individuals
• experience or understanding of court processes, prosecutions or related areas
• Assertiveness and confidence in dealing with individuals exhibiting challenging behaviours.

A relevant qualification in social work, law, human services, criminal justice or criminology, or experience in a court advice, assessments or prosecutions is also desirable.

For more details regarding these positions, please contact:

• Michelle Pellegrino, Justice Services Coordinator on 0448 599 868.

To speak with Melanie Stevens, the Regional Recruitment Business Partner for the role, connect on LinkedIn at the link below:

https://www.linkedin.com/in/melanie-stevens-3ab41b171/

Why work with us?

At the Department of Justice and Community Safety, we provide every person with the means to achieve their potential through ongoing learning and development opportunities in a diverse, equitable and supportive environment.

We look for people who are prepared to do their very best in line with our values and behaviours. Our values shape and influence how we recruit, train and develop our staff and build relationships with stakeholders. 

We will also provide you with professional development opportunities, an employee assistance program, access to job opportunities across the Victorian Government, salary packaging and much more.

How to apply

Please click the Apply button at the bottom of this advertisement. Applications should include a resume and covering letter. Attachments can be uploaded in .doc, .docx, .pdf, .txt or .rtf formats.

Aboriginal and/or Torres Strait Islander people are strongly encouraged to apply.

GWMWater is an innovative and progressive employer that is committed to contributing to the sustainable growth of communities within the Grampians, Wimmera and Mallee regions.

We provide a great work environment based on respect, professionalism and accountability to attract and retain the best people to GWMWater and the region.

We do this by:

• Supporting staff, suppliers and contractors to achieve zero harm.

• Offering a flexible and stimulating workplace and investing in our people to enable us to adapt to the changing needs of our region.

• Building the capability and culture of our people into a more highly skilled, professional, customer focused and efficient organisation.

We offer exceptional working conditions including an active social club, attractive parental leave and other contemporary and flexible working arrangements to assist staff achieve an effective work life balance. 

Currently applications are being sought for:

Water Services Operator, Swan Hill

The Water Services Operator undertakes works on all water and wastewater assets to ensure they are maintained in optimum working condition.

The position will be based in the Swan Hill area and will be required to undertake duties as required throughout the Mallee region. From time to time there may also be a need to work within other GWMWater operational regions. 

A prompt response to both customers reported faults and service delivery interruptions are of major importance. 

The incumbent will be required to undertake a Certificate III in Water Operations.

Further information about this exciting opportunity is available by contacting Kirsty Thornton, Acting Senior People and Culture Advisor on 1300 659 961.

Applications for this vacancy close on Tuesday 3 September 2019.

To view the Position Description and /or to apply click on the ‘Apply Now' button.

GWMWater is an EEO employer and is committed to continuously improving our quality, safety and environmental systems.

Please note applicants may be required to undertake a National Police Check.

If you would like to receive information in relation to this vacancy in an accessible format such as large print, please contact the People and Culture Division on 1300 659 961.