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19
March
Barwon Health - Geelong, VIC
Make a difference to local families. Opening soon. Join Barwon Health’s new state-of-the-art early parenting centre, dedicated to supporting familie...
Source: uWorkin
Barwon Health
19
March
Barwon Health - Geelong, VIC
Health, Medical & Pharmaceutical
Source: uWorkin
Make a difference to local families. Opening soon.
- Join Barwon Health’s new state-of-the-art early parenting centre, dedicated to supporting families in our region.
- Are you compassionate, attentive to detail and a customer focussed individual?
- Permanent, full-time (80 hours per fortnight), multiple positions
About Barwon Health
Barwon Health is Victoria's largest regional health service and is also the largest employer in the Geelong region, employing over 8700 staff.
Barwon Health’s core facilities include the University Hospital Geelong precinct in central Geelong, the McKellar Centre precinct in North Geelong, the innovative Sunrise Centre, Barwon Health North; a vital service that includes child and family health support, renal dialysis, medical imaging, and urgent care, and five stand-alone community health centres.
A range of services are delivered across our sites including, aged care, mental health, drugs and alcohol services, community and allied health and rehabilitation services.
In addition to delivering high-quality healthcare, Barwon Health is home to a renowned research program and has strong partnerships with training and higher education providers.
About the Barwon Early Parenting Centre
Opening in the first half of 2024, the Barwon Early Parenting Centre will provide specialist support and deliver flexible, targeted services for families with children 0-4 years old.
The centre aims to enhance the parent-child relationship and support parents with strategies for achieving their parenting goals. These goals are often in areas such as sleep and settling, child behaviour, and parent and child health and wellbeing.
These goals are achieved through structured programs that vary from residential, day stay and in-home support. Programs include:
- psychosocial, physical and developmental assessments
- parenting education
- counselling
- skills development
- play-based activities
- modelling effective behaviours.
The Barwon Early Parenting Centre is located within the McKellar Centre precinct on Ballarat Road in North Geelong.
To learn more about the Victorian Government’s expansion and upgrade program to the early parenting centre network, click here.
About the role
We are seeking a qualified Patient Service Assistant to join our team at the Early Parenting Centre. In this role, you will be versatile, performing various tasks associated with the overall servicing of the centre. Your responsibilities will include food delivery, transportation, and maintaining a clean and safe ward environment. Additionally, you will assist nursing staff with hygiene tasks and patient transfers.
Direct interaction with patients in the ward areas will be a key aspect of this role, requiring effective communication with patients, families, and other staff members. We are looking for someone who is compassionate, attentive to detail, and committed to ensuring the comfort and well-being of our patients.
What we offer
- Excellent working conditions with a high sense of job satisfaction.
- Geelong and Barwon Health is an attractive destination with a sunny climate, laidback lifestyle and great pay rates.
- Attractive salary packaging benefits! Living Expenses capped at $9,010 which includes repayments on mortgages, credit cards, personal loans and rental payments and Meal Entertainment & Accommodation capped at $2,650 which includes food and drink consumed in a social or entertainment settings and some accommodation expenditure.
- From out of town? To find out more about the Geelong region visit Moving to the Region
- Located in North Geelong just off the Geelong Ring Road, the Barwon Early Parenting Centre is an easy commute from all suburbs.
- Flexible working arrangements - speak to us about hours, days or shifts that suit your lifestyle.
- Access to employee wellness program.
- A genuine community feel - we look after each other.
- Wide range of professional development that enhances your career.
- Ability to take leave without pay and purchase additional leave.
- Close to the Surf Coast and Bellarine Peninsula.
Diversity and Inclusion
At Barwon Health we are committed to a diverse and inclusive workforce where we value each person’s uniqueness. We embrace diverse life experiences and the perspectives of our people, whilst providing high-quality health care to all members of our community, regardless of age, gender, ethnicity, religion, cultural background, disability, or sexual orientation.
We are strongly committed to the safety and wellbeing of all children and young people. Click here for further information on the Victorian Government’s Child Safe Standards: About Child Safe Standards | Victorian Government (www.vic.gov.au) we are also proud to be Totally Smoke Free.
If we can assist you with any reasonable adjustments to submit your application for this role, please contact talent.acquisition@barwonhealth.org.au noting your preferred method of communication and contact details and a member of the team will be in touch.
This role must be fully vaccinated for COVID-19 and influenza and meet the requirements of the Barwon Health immunisation policy.
Barwon Health
19
March
Barwon Health - Geelong, VIC
Make a difference to local families. Opening soon. Join Barwon Health’s new state-of-the-art early parenting centre, dedicated to supporting familie...
Source: uWorkin
Barwon Health
19
March
Barwon Health - Geelong, VIC
Health, Medical & Pharmaceutical
Source: uWorkin
Make a difference to local families. Opening soon.
- Join Barwon Health’s new state-of-the-art early parenting centre, dedicated to supporting families in our region.
- Fantastic career opportunities!
- Permanent, part-time (16 hours per fortnight)
About Barwon Health
Barwon Health is Victoria's largest regional health service and is also the largest employer in the Geelong region, employing over 8700 staff.
Barwon Health’s core facilities include the University Hospital Geelong precinct in central Geelong, the McKellar Centre precinct in North Geelong, the innovative Sunrise Centre, Barwon Health North; a vital service that includes child and family health support, renal dialysis, medical imaging, and urgent care, and five stand-alone community health centres.
A range of services are delivered across our sites including, aged care, mental health, drugs and alcohol services, community and allied health and rehabilitation services.
In addition to delivering high-quality healthcare, Barwon Health is home to a renowned research program and has strong partnerships with training and higher education providers.
About the Barwon Early Parenting Centre
Opening in the first half of 2024, the Barwon Early Parenting Centre will provide specialist support and deliver flexible, targeted services for families with children 0-4 years old.
The centre aims to enhance the parent-child relationship and support parents with strategies for achieving their parenting goals. These goals are often in areas such as sleep and settling, child behaviour, and parent and child health and wellbeing.
These goals are achieved through structured programs that vary from residential, day stay and in-home support. Programs include:
- psychosocial, physical and developmental assessments
- parenting education
- counselling
- skills development
- play-based activities
- modelling effective behaviours.
The Barwon Early Parenting Centre is located within the McKellar Centre precinct on Ballarat Road in North Geelong.
To learn more about the Victorian Government’s expansion and upgrade program to the early parenting centre network, click here.
About the role
This position will assume responsibility for overseeing the provision of exceptional mental health care at the Barwon Early Parenting Centre (EPC). Key responsibilities include leadership of the team and services, as well as the direct provision of clinical care to children aged 0 - 4 years and their families. Additionally, the role will involve supporting the development of the mental health workforce through supervision, education, and training initiatives. Furthermore, the incumbent will play a pivotal role in driving ongoing service improvement through activities such as quality assurance and enhancement endeavours.
What we offer
- Excellent working conditions with a high sense of job satisfaction.
- Geelong and Barwon Health is an attractive destination with a sunny climate, laidback lifestyle and great pay rates.
- Attractive salary packaging benefits! Living Expenses capped at $9,010 which includes repayments on mortgages, credit cards, personal loans and rental payments and Meal Entertainment & Accommodation capped at $2,650 which includes food and drink consumed in a social or entertainment settings and some accommodation expenditure.
- From out of town? To find out more about the Geelong region visit Moving to the Region
- Located in North Geelong just off the Geelong Ring Road, the Barwon Early Parenting Centre is an easy commute from all suburbs.
- Flexible working arrangements - speak to us about hours, days or shifts that suit your lifestyle.
- Access to employee wellness program.
- A genuine community feel - we look after each other.
- Wide range of professional development that enhances your career.
- Ability to take leave without pay and purchase additional leave.
- Close to the Surf Coast and Bellarine Peninsula.
Diversity and Inclusion
At Barwon Health we are committed to a diverse and inclusive workforce where we value each person’s uniqueness. We embrace diverse life experiences and the perspectives of our people, whilst providing high-quality health care to all members of our community, regardless of age, gender, ethnicity, religion, cultural background, disability, or sexual orientation.
We are strongly committed to the safety and wellbeing of all children and young people. Click here for further information on the Victorian Government’s Child Safe Standards: About Child Safe Standards | Victorian Government (www.vic.gov.au) we are also proud to be Totally Smoke Free.
If we can assist you with any reasonable adjustments to submit your application for this role, please contact talent.acquisition@barwonhealth.org.au noting your preferred method of communication and contact details and a member of the team will be in touch.
This role must be fully vaccinated for COVID-19 and influenza and meet the requirements of the Barwon Health immunisation policy.
Barwon Health
19
March
Schools (Government) - Geelong, 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) - Geelong, 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.
SC6 Demonstrated ability to work in teams to develop, implement and assess curriculum.
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
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Conditions of 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
Grovedale College is a medium sized College with an enrolment of 700 plus students located in a semi rural setting serving the southern suburbs of Geelong, together with the rural and surf coast communities to the south, east and west. Extensive educational resources enable
In recent years a multi million dollar-building program has provided the College with excellent physical resources. Such resources enable us to enhance our programs and deliver an exciting, challenging and fulfilling experience. Our facilities include a state of the art computer network linking all classrooms, computer pods, a computerized Library Resource Centre, Senior School Study Centre, Technology Wing, Visual and Performing Arts Studios, Gymnasium, Fitness Centre, sports ovals and courts.
The Arts/Technology facilities and some general purpose classrooms have benefited from a $3 million upgrade. The design for these new facilities is based on a pedagogy best described as interactive experiential leaning (ieLearning). Our new Language/Learning Centre has been designed around our focus on collaborative learning.
Ongoing curriculum reform and refinement has resulted in structural change such as the creation of two sub schools, the introduction of a Home group Program, compact teacher teams and most importantly a series of initiatives based around the concepts of active curriculum, higher order thinking and a multidisciplinary approach to planning and learning. The success of these programs provides strategies and examples of success on which the pedagogy of interactive experiential learning can utilise and extend.
At Grovedale our approaches to Teaching and Learning recognize that students and staff must be able to use computers and electronic learning technologies with confidence and understanding to enhance their teaching and learning as well as their ability to participate in evolving information technologies. The use of learning technologies in the classroom is a priority at Grovedale. All students and staff have access to extensive College computer resources including the College Intranet/Gateway and the Internet. A combination of eLearning devices are used compulsorily across the College.
Sport is prominent in the life of
The College successfully participates in Public Speaking programs, Inter-School Debating and Australian subject competitions that include English, Mathematics, Science, Arts and Technology. Student leadership is an integral part of our school culture. An active leadership program exposes students to challenges, which develop personal and social skills, confidence, initiative and self-reliance. This is achieved through a broad range of activities such as Student Council, Peer Helpers, Supportive Friends and camps program. The College also conducts an Advance Program at Year 10. Performing Arts are well catered for in the College, with performance opportunities in workshops, GAFFA and production.
College Leadership programs have been enhanced by staff and students working with Leading Teams and refining the College based implementation. Performance and Development Culture is a Grovedale College priority. Regular formal and informal feedback is provided to staff members. The College Leadership Team meets weekly to oversee the College vision and its implementation. A culture of continuous improvement, accountability and of high level instructional leadership is an expectation of all staff.
Schools (Government)
19
March
Schools (Government) - Geelong, VIC
Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy an...
Source: uWorkin
Schools (Government)
19
March
Schools (Government) - Geelong, 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.
SC6 Demonstrate capacity to contribute to professional learning communities focused on student learning growth.
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
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Conditions of 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
In recent years a multi million dollar-building program has provided the College with excellent physical resources. Such resources enable us to enhance our programs and deliver an exciting, challenging and fulfilling experience. Our facilities include a state of the art computer network linking all classrooms, computer pods, a computerized Library Resource Centre, Senior School Study Centre, Technology Wing, Visual and Performing Arts Studios, Gymnasium, Fitness Centre, sports ovals and courts.
The Arts/Technology facilities and some general purpose classrooms have benefited from a $3 million upgrade. The design for these new facilities is based on a pedagogy best described as interactive experiential leaning (ieLearning). Our new Language/Learning Centre has been designed around our focus on collaborative learning.
Ongoing curriculum reform and refinement has resulted in structural change such as the creation of two sub schools, the introduction of a Home group Program, compact teacher teams and most importantly a series of initiatives based around the concepts of active curriculum, higher order thinking and a multidisciplinary approach to planning and learning. The success of these programs provides strategies and examples of success on which the pedagogy of interactive experiential learning can utilise and extend.
At Grovedale our approaches to Teaching and Learning recognize that students and staff must be able to use computers and electronic learning technologies with confidence and understanding to enhance their teaching and learning as well as their ability to participate in evolving information technologies. The use of learning technologies in the classroom is a priority at Grovedale. All students and staff have access to extensive College computer resources including the College Intranet/Gateway and the Internet. A combination of eLearning devices are used compulsorily across the College.
Sport is prominent in the life of
The College successfully participates in Public Speaking programs, Inter-School Debating and Australian subject competitions that include English, Mathematics, Science, Arts and Technology. Student leadership is an integral part of our school culture. An active leadership program exposes students to challenges, which develop personal and social skills, confidence, initiative and self-reliance. This is achieved through a broad range of activities such as Student Council, Peer Helpers, Supportive Friends and camps program. The College also conducts an Advance Program at Year 10. Performing Arts are well catered for in the College, with performance opportunities in workshops, GAFFA and production.
College Leadership programs have been enhanced by staff and students working with Leading Teams and refining the College based implementation. Performance and Development Culture is a Grovedale College priority. Regular formal and informal feedback is provided to staff members. The College Leadership Team meets weekly to oversee the College vision and its implementation. A culture of continuous improvement, accountability and of high level instructional leadership is an expectation of all staff.
Schools (Government)
19
March
Barwon Health - Geelong, VIC
Make a difference to local families. Opening soon. Join Barwon Health’s new state-of-the-art early parenting centre, dedicated to supporting families...
Source: uWorkin
Barwon Health
19
March
Barwon Health - Geelong, VIC
Health, Medical & Pharmaceutical
Source: uWorkin
Make a difference to local families. Opening soon.
- Join Barwon Health’s new state-of-the-art early parenting centre, dedicated to supporting families in our region
- Work collaboratively with a passionate multi-disciplanary team
- Permanent part-time (46 hours per fortnight)
About Barwon Health
Barwon Health is Victoria's largest regional health service and is also the largest employer in the Geelong region, employing over 8700 staff.
Barwon Health’s core facilities include the University Hospital Geelong precinct in central Geelong, the McKellar Centre precinct in North Geelong, the innovative Sunrise Centre, Barwon Health North; a vital service that includes child and family health support, renal dialysis, medical imaging, and urgent care, and five stand-alone community health centres.
A range of services are delivered across our sites including, aged care, mental health, drugs and alcohol services, community and allied health and rehabilitation services.
In addition to delivering high-quality healthcare, Barwon Health is home to a renowned research program and has strong partnerships with training and higher education providers.
About the Barwon Early Parenting Centre
Opening in the first half of 2024, the Barwon Early Parenting Centre will provide specialist support and deliver flexible, targeted services for families with children 0-4 years old.
The centre aims to enhance the parent-child relationship and support parents with strategies for achieving their parenting goals. These goals are often in areas such as sleep and settling, child behaviour, and parent and child health and wellbeing.
These goals are achieved through structured programs that vary from residential, day stay and in-home support. Programs include:
- psychosocial, physical and developmental assessments
- parenting education
- counselling
- skills development
- play-based activities
- modelling effective behaviours.
The Barwon Early Parenting Centre is located within the McKellar Centre precinct on Ballarat Road in North Geelong.
To learn more about the Victorian Government’s expansion and upgrade program to the early parenting centre network, click here.
About the role
The Occupational Therapist will bring their expertise and passion to both the inpatient and outpatient setting at the Early Parenting Centre (EPC). The Occupational Therapist will not just be delivering care, but facilitating educational programs; a journey of transformation for both the consumer and their families. Together as part of a team of multidisciplinary clinicians, you’ll build bridges, break down boundaries, and champion families with children aged 0-4 years old.
The role could also include:
- consultative work across all domains in the EPC
- education and program development
- education of other clinical staff
What we offer
- Excellent working conditions with a high sense of job satisfaction.
- Geelong and Barwon Health is an attractive destination with a sunny climate, laidback lifestyle and great pay rates.
- Attractive salary packaging benefits! Living Expenses capped at $9,010 which includes repayments on mortgages, credit cards, personal loans and rental payments and Meal Entertainment & Accommodation capped at $2,650 which includes food and drink consumed in a social or entertainment settings and some accommodation expenditure.
- From out of town? To find out more about the Geelong region visit Moving to the Region
- Located in North Geelong just off the Geelong Ring Road, the Barwon Early Parenting Centre is an easy commute from all suburbs.
- Flexible working arrangements - speak to us about hours, days or shifts that suit your lifestyle.
- Access to employee wellness program.
- A genuine community feel - we look after each other.
- Wide range of professional development that enhances your career.
- Ability to take leave without pay and purchase additional leave.
- Close to the Surf Coast and Bellarine Peninsula.
Diversity and Inclusion
At Barwon Health we are committed to a diverse and inclusive workforce where we value each person’s uniqueness. We embrace diverse life experiences and the perspectives of our people, whilst providing high-quality health care to all members of our community, regardless of age, gender, ethnicity, religion, cultural background, disability, or sexual orientation.
We are strongly committed to the safety and wellbeing of all children and young people. Click here for further information on the Victorian Government’s Child Safe Standards: About Child Safe Standards | Victorian Government (www.vic.gov.au) we are also proud to be Totally Smoke Free.
If we can assist you with any reasonable adjustments to submit your application for this role, please contact talent.acquisition@barwonhealth.org.au noting your preferred method of communication and contact details and a member of the team will be in touch.
This role must be fully vaccinated for COVID-19 and influenza and meet the requirements of the Barwon Health immunisation policy.
Barwon Health
19
March
Barwon Health - Geelong, VIC
Make a difference to local families. Opening soon. Join Barwon Health’s new state-of-the-art Early Parenting Centre, dedicated to supporting families...
Source: uWorkin
Barwon Health
19
March
Barwon Health - Geelong, VIC
Health, Medical & Pharmaceutical
Source: uWorkin
Make a difference to local families. Opening soon.
- Join Barwon Health’s new state-of-the-art Early Parenting Centre, dedicated to supporting families in our region
- Support parents in learning to care for their young children (0-4 years)
- Permanent part time position - 31 hours a fortnight
About Barwon Health
Barwon Health is Victoria's largest regional health service and is also the largest employer in the Geelong region, employing over 8700 staff.
Barwon Health’s core facilities include the University Hospital Geelong precinct in central Geelong, the McKellar Centre precinct in North Geelong, the innovative Sunrise Centre, Barwon Health North; a vital service that includes child and family health support, renal dialysis, medical imaging, and urgent care, and five stand-alone community health centres.
A range of services are delivered across our sites including, aged care, mental health, drugs and alcohol services, community and allied health and rehabilitation services.
In addition to delivering high-quality healthcare, Barwon Health is home to a renowned research program and has strong partnerships with training and higher education providers.
About the Barwon Early Parenting Centre
Opening in the first half of 2024, the Barwon Early Parenting Centre will provide specialist support and deliver flexible, targeted services for families with children 0-4 years old.
The centre aims to enhance the parent-child relationship and support parents with strategies for achieving their parenting goals. These goals are often in areas such as sleep and settling, child behaviour, and parent and child health and wellbeing.
These goals are achieved through structured programs that vary from residential, day stay and in-home support. Programs include:
- psychosocial, physical and developmental assessments
- parenting education
- counselling
- skills development
- play-based activities
- modelling effective behaviours.
The Barwon Early Parenting Centre is located within the McKellar Centre precinct on Ballarat Road in North Geelong.
To learn more about the Victorian Government’s expansion and upgrade program to the early parenting centre network, click here.
About the role
The Play Therapist assumes a vital role within the clinical team, serving as complementary clinician who is dedicated in nurturing the healthy parent-child dynamics. Their primary objective is to empower care givers with the tools and techniques necessary to support their children to engage in play.
In collaboration with the EPC team, this role delivers invaluable parenting education and aids families in achieving their developmental goals. Each intervention is grounded in the significance of parent-child attachment, recognizing its impact on fostering secure relationships vital for the lifelong well-being of children.
At the Early Parenting Centre, the Play Therapist crafts an environment that is both supportive and safe, fostering a sense of belonging for children and their parents alike. They lead various programs aimed at enriching the parent-child bond through play, meticulously planning and executing age-appropriate activities while actively encouraging parental participation and involvement.
What we offer
- Excellent working conditions with a high sense of job satisfaction.
- Geelong and Barwon Health is an attractive destination with a sunny climate, laidback lifestyle and great pay rates.
- Attractive salary packaging benefits! Living Expenses capped at $9,010 which includes repayments on mortgages, credit cards, personal loans and rental payments and Meal Entertainment & Accommodation capped at $2,650 which includes food and drink consumed in a social or entertainment settings and some accommodation expenditure.
- From out of town? To find out more about the Geelong region visit Moving to the Region
- Located in North Geelong just off the Geelong Ring Road, the Barwon Early Parenting Centre is an easy commute from all suburbs.
- Flexible working arrangements - speak to us about hours, days or shifts that suit your lifestyle.
- Access to employee wellness program.
- A genuine community feel - we look after each other.
- Wide range of professional development that enhances your career.
- Ability to take leave without pay and purchase additional leave.
- Close to the Surf Coast and Bellarine Peninsula.
Diversity and Inclusion
At Barwon Health we are committed to a diverse and inclusive workforce where we value each person’s uniqueness. We embrace diverse life experiences and the perspectives of our people, whilst providing high-quality health care to all members of our community, regardless of age, gender, ethnicity, religion, cultural background, disability, or sexual orientation.
We are strongly committed to the safety and wellbeing of all children and young people. Click here for further information on the Victorian Government’s Child Safe Standards: About Child Safe Standards | Victorian Government (www.vic.gov.au) we are also proud to be Totally Smoke Free.
If we can assist you with any reasonable adjustments to submit your application for this role, please contact talent.acquisition@barwonhealth.org.au noting your preferred method of communication and contact details and a member of the team will be in touch.
This role must be fully vaccinated for COVID-19 and influenza and meet the requirements of the Barwon Health immunisation policy.
Barwon Health
18
March
Schools (Government) - Geelong, VIC
Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and num...
Source: uWorkin
Schools (Government)
18
March
Schools (Government) - Geelong, 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
Leopold Primary School is located on the Bellarine Highway in a growing township which overlooks the City of Geelong. The picturesque and panoramic views gained from the school grounds of the City of Geelong, Corio Bay and the You Yangs, provides a physical connection to our environment and often lifts our spirits. Our school is bound by a growing residential sector which is proving attractive to families with children.
Our school is the only school within Leopold and our staff and school council recognise the responsibility and privilege that radiates from this. The respect of the Leopold and educational community is never taken for granted and is intensely sought, which when gained, is honoured and deeply valued.
Currently we have 875 students enrolled within 39 classrooms. Our robust enrolment is an educational advantage as it provides an extensive range of opportunities for, internal professional learning, distributed leadership, the mixing of students with diverse and similar personal characteristics and the achievement of budgetary economies of scale. The school provides specialist programs in Health and Physical Education, Music, Visual Art, Cultural Studies, Reading Intervention and Oral Language Support.
Our school values strategic partnerships across the Government educational sector and beyond. We are a foundational member, and a driving force, within the Leopold Early Years Network. The network actively seeks smooth transitions between early years and school and also annually provides our local community with a number of parent information sessions. The newly opened Community Hub has opened on our boundary and we look forward to new collaborative opportunities which will arise from this. We currently have a one to one netbook program in grades 4/5/6.
Our vision: At Leopold Primary School, learning to know, learning to do, learning to be and learning to live together, equips our students with knowledge, skills and the disposition to actively embrace learning, leading all to become confident contributing member of both our school and the wider community.
Motto: Learning for Life
Our mission is to create an educational space where our students can academically, socially and emotionally, `SHINE'.
Values - Responsibility, Respect, Honesty, Kindness.
Mantra - The More You Know, The More You Grow.
Leopold Primary School has a commitment to the students¿ developing a capacity to, and a love of, learning. The personalization of education within our school is defined by our four pillars of learning ¿ Learning to know, do, be and live together. Our highly capable, collaborative and energetic teaching staff is proud of the delivery of a curriculum that is individualised to the needs of each student, a curriculum that is also rich in purposeful, timely and focused feedback. Learning is viewed as a continuum (P- Yr 10) and we accordingly provide a curriculum which is individualized and rewarding. It is recognised that English and Mathematics knowledge and skills provides the basis for successful learning and as such these curriculum areas hold prime teaching time within our daily timetables. Assessment and reporting is undertaken dynamically (Online) and is highly personalised- teachers and students comment fortnightly on a completed curriculum task.
We aspire for our school to be widely acknowledged as having a rewarding and engaging social and interpersonal culture, which has been built on strong, clear and rewarding relationships. We recognise that a relational culture empowers our students¿ to absorb the knowledge, develop skills and to gain personal dispositions which will enable them to become contributing citizens within a contemporary community. Leopold Primary School employs staff that are committed to our values. We hope that you may consider joining our team.
Schools (Government)
18
March
Schools (Government) - Geelong, VIC
Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and num...
Source: uWorkin
Schools (Government)
18
March
Schools (Government) - Geelong, 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
WHEN ATTACHING DOCUMENTS THROUGH RECRUITMENT ONLINE, COULD YOU POSSIBLY DO THE FOLLOWING:
Upload all documents as one attachment (e.g. Cover Letter/Resume/KSC) in PDF format
Name the Document as your own name (e.g. JOHN CITIZEN)
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
Belmont High School is a large single campus co-educational secondary school south of the Barwon River in the regional city of Geelong with enrolments of 1225.2 students in 2023. We share boundaries with Roslyn Primary School and the Barwon Valley School (a specialist setting) and have had increasing cooperation and sharing with both in recent years. Camp programs operate at the school owned Tanybryn Campsite in the beautiful Otway Ranges. We have onsite access to BioLAB (the Victorian BioScience Education Centre) that specializes in human performance and sport.
A vertical House (pastoral care) system operates for all year levels and is pivotal in delivering management, leadership and wellbeing for students and teachers. The Year 9 Strive Program also supports pastoral care for students with the provision of a significant teacher, and community and pathways based curriculum, as well as a camping program. We are an RTO to support the delivery of VET programs at the school for our own and other school students and offer students VCE and VCE Vocational Major programs.
Significant leadership opportunities for students at both junior and senior levels of the school exist and an extensive co-curricular program supported by teachers exists to value add to students¿ experiences. This includes many opportunities for overseas travel increasingly with a community focus, including World Challenge. The school has also consistently been the top school in the Geelong region in inter school carnivals and team sport and has a very large and successful music and performance program.
The student population has become more culturally diverse over the past five years. The international student program adds to the cultural mix with students beginning their study in Australia with a school based EAL program in our English Language Centre prior to studying at appropriate year levels with mainstream students
We have experienced continued growth in enrolments as a result of interest in our programs, and pathways at the senior end of the school as well as our growing international fee paying program.
The school is accredited to offer a Select Entry Accelerated Learning Program, which has now operated for a number of years, and the school operates a student support centre for funded and unfunded students who require additional literacy and numeracy support. The Middle Years program caters for students in Years 7 and 8 and provides an innovative and engaging curriculum and pedagogy with a literacy and numeracy focus and individual learning plans for students. We offer two languages (Italian and Indonesian) both of which are growing in enrolment and both of which have sister school partnerships that see reciprocal visits.
A small but active parent association conduct monthly meetings that see guest speakers from program areas in the school give regular presentations, and our School Council regularly sees the need for an election. To support our students we employ a Mental Health Practitioner as part of our Student Wellbeing Team.
The Leadership consists of the Principal and 3 Assistant Principals with discrete portfolios and 16 Educational Leaders ¿ 8 House Leaders, 5 Leaders of Learning and 3 learning specialist. All Educational Leaders have a shared responsibility for addressing the goals of the AIP and SSP.
Schools (Government)
18
March
Randstad - Geelong, VIC
We are hiring Before and After School Care Educators across Victoria! If you’re currently working towards your certificate, diploma or degree in educa...
Source: uWorkin
Randstad
18
March
Randstad - Geelong, VIC
Education, Childcare & Training
Source: uWorkin
Why work for Randstad?
For every hour worked you will earn an extra $1 on top of your above award pay!
Why work in Before & After School Care?
- Flexible hours
- Competitive pay rates, paid weekly
- Ability to choose when and how you work, managing your schedule
- Gain firsthand experience in the Childcare industry
- Armstrong Creek
- Bell Post Hill
- Belmont
- Drysdale
- Hastings
- Highton
- Lara
- Grovedale
- Hamlyn Heights
- Newton
- Ocean Grove
- Supervising & interacting with primary school aged children in outdoor and indoor activities
- Assisting other staff in engaging in programs that are both fun and educational
- Setting up activities for children to use
- Offering a safe and secure environment for children to play and develop
That’s okay, we have an onboarding program that will cover:
- What a typical day looks like
- What to expect
- How to interact with children
- What Child Protection is
- Are studying towards or have a qualification in education or a related field.
- Willing to travel to different locations around the advertsised areas
- Motivation to work with primary aged children and participate in quality and engaging activities
- Australian work rights and a willingness to obtain your valid state based Working With Children Check (we will help you with this process if you don’t have one)
- Uber and lifestyle discounts
- Food discounts
- Movie discounts
Or
Contact us your way:
Phone: 1300 360 014 (option 1) Questions?
Email: register.education@randstad.com.au
Register your interest here:https://www.randstad.com.au/outside-school-hours-care-vic\
At Randstad Education, we aim to be the easiest agency to work with and promise to contact you after your application has been received. Apply today for a free and fast path to work.
At Randstad, we are passionate about providing equal employment opportunities and embracing diversity to the benefit of all. We actively encourage applications from any background.
Skills
OSHC, Outside School Hours Care, Holiday Program, After school care, Before School Care, OOSH, Vacation care
Education
Secondary School/High School
Randstad
18
March
Care - Geelong, VIC
Need a babysitter to look after our child. Ideally you would have a few years of experience, references and live near Greater Geelong 3216. Please sen...
Source: uWorkin
Care
18
March
Care - Geelong, VIC
Any Industry
Source: uWorkin
JD
Created by Josalyn
on 14/03/2024
Job Details
2 days, 9 Hr.
Starts: 22/03/2024
About Family
1 Child
Age: Toddler (1-3 years)
Desired services
Putting kids to bed
Requirements
Has own transportation
Care
Care
16
March
Schools (Government) - Geelong, 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)
16
March
Schools (Government) - Geelong, 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
Surf Coast Secondary College cultivates a thriving community of learners who embrace challenge, uphold values of respect, and strive for academic excellence.
Academic excellence is our aspiration. We are committed to providing a world-class education that empowers our students with the knowledge, skills, and values they need to succeed in a rapidly evolving world. Our dedicated educators inspire curiosity, critical thinking, and a passion for learning, driving our students to achieve their highest potential. Respect is the cornerstone of our school's culture. We foster an environment where every member of our school community, is treated with dignity and kindness. Through respect, we aim to nurture a sense of belonging and acceptance among our students, staff, and families. Challenge is an essential element in our pursuit of academic excellence. We believe that it is through embracing challenges that personal growth is ignited. These challenges, whether academic or personal, provide opportunities for our students to discover their true potential and develop the resilience and determination needed to excel in an ever-changing world. The entire staff at SCSC believes in the premise that the more actively a student participates, the more they will enjoy their studies, which more than often translates into achieving excellence, greater depth of learning and will guide them towards being a life long learner.
At the beginning of 2014 SCSC moved to its new home in a state-of-the-art learning and teaching facility in Torquay. Now, our facilities enhance our learning programs, such as our sports, art, and select entry enrichment and extension learning (SEEELP) programs, as well as our coastal environmental centre and shared state of the art sports facilities with the local shire allow our teachers to connect our student¿s learning to their lives, strengths and passions.
SCSC is keen to continue to attract high performing staff who are committed to supporting students to be creative, deep learners with a strong social conscience. SCSC has a high expectation that all staff will work hard to further develop the learning and teaching philosophies of the school and support students to truly reach their academic and social potential.
Schools (Government)
16
March
Schools (Government) - Geelong, 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)
16
March
Schools (Government) - Geelong, 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 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).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: brett.west@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:
DE Values
The Department’s employees commit to upholding DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:
http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
Other Information
All applicants must have a personal profile on Recruitment Online and ensure that it is up to date including VIT registration status. Applications should also be lodged on Recruitment Online to ensure that notification of outcomes is delivered to a current email address. To commence work at Geelong High School the successful applicant must have current registration with VIT.
Applications must include:
- A specific response to each of the key selection criteria and position details. It is suggested that applicants limit their response to no more than 6 pages.
- A CV with a summary of experience and qualifications.
- The names and contact details of up to three referees who can provide information regarding the applicant in relation to the key selection criteria.
The panel reserves the right to request additional referees other than those listed.
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
Geelong High School is a positive and creative learning community that embraces its history and prepares students for life. We are committed to:
- Developing caring and respectful relationships;
- Empowering people to realise their potential through effort, responsibility and teamwork;
- Building healthy, resilient and productive global citizens
Our values are:
- R.E.S.P.E.C.T:
- Responsibility
- Effort
- Service
- Positivity
- Excellence
- Creativity
- Teamwork
Geelong High School is a Year 7 - 12 co-educational school located near the centre of Geelong "The City by the Bay", and adjacent to a significant parkland area. Established in 1910, Geelong High School is one of the oldest secondary schools in the region. It has a proud history, celebrating its centenary in 2010, and is held in high regard by the Geelong community.
Current enrolment is approximately 950 students (maximum 975), drawn mainly from the nearby areas of East and South Geelong, the Bellarine Peninsula and across Geelong.
The Leadership Team comprises a Principal, three Assistant Principals, the Business Manager, IT Manager and eleven Leading Teachers and Learning Specialists. There are approximately 120 staff, of whom 75 are teaching staff.
The school motto, VITAE NOS PARAT, which means “It” (the school) Prepares Us For Life, provides a basis for the total school curriculum, and there is a strong recognition within the school, that the various elements of the school community work in partnership to achieve optimum outcomes for all our students. Students are supported and encouraged to reach their full academic and personal potential, through innovative and engaging teaching programs such as the Geelong Positive Engagement Program (GPEP), Respectful Relationships and Reading Plus. In 2013 Geelong High School introduced Positive Education, based on the elements of positive psychology, to build a strong culture of optimism and growth mindset across the school.
The Geelong High School curriculum comprises a core year 7 and 8 program (including positive education), a core and elective program across years 9 and 10, and the later years program where students may study a combination of VCE, VET, VCAL, and Australian School-based Apprenticeships & Traineeships (SBATs).
The school has in recent years been granted $20.5 million for a major redevelopment of the entire campus which commenced during 2017. Stage one, comprising a new year 7 facility, music and dance rooms and a refurbished hall was completed in 2018. Stage 2, comprising a new library, canteen, IT rooms, classrooms and administration, was completed in mid-2019. A third and final stage has seen a new arts facility and classrooms in the Vague and Winstanley wings completed in 2020.
The use of learning technologies in the classroom is a priority at Geelong High School with appropriate professional development being offered to staff and a 5 year eLearning plan currently being implemented. The school has an extensive computer network that is continually evolving. The school is fully 1:1 with BYOD for years 7-12.
Central to the structure and operation of the school is the house system. All students are actively involved in the house system and the student management and welfare of students is centred around this structure. Student leadership is an integral part of the school culture. Leadership amongst students is actively encouraged and celebrated at all levels with students being given the opportunity to be involved in the decision making processes of the school. Leadership opportunities come from a broad range of activities such as the School Captains, SRC, House and Home Group Captaincy, Performing Arts Captains and the ‘Be Bold Be Heard’ Girls Forum. Geelong High School aims to build on strong community links and to be supportive of all members of its community.
Schools (Government)
16
March
Saint Ignatius College Geelong - Drysdale, VIC
Are you a retired professional seeking a short-term adventure? Saint Ignatius College Geelong invites you to join us as a casual Careers Adviser! Sta...
Source: uWorkin
Saint Ignatius College Geelong
16
March
Saint Ignatius College Geelong - Drysdale, VIC
Any Industry
Source: uWorkin
Are you a retired professional seeking a short-term adventure?
Saint Ignatius College Geelong invites you to join us as a casual Careers Adviser!
Starting date can be negotiated, however an immediate start is preferable. Days and hours can be negotiated with the right candidate.
Located on the beautiful Bellarine Peninsula, this opportunity allows you to enjoy a refreshing sea change while making a positive impact on young minds.
For more information or to apply, please contact Patricia McKay at mckayp@ignatius.vic.edu.au or 03 5251 1136. Visit our website at www.ignatius.vic.edu.au to learn more about our college.
Attachments:Saint Ignatius College Geelong
16
March
Deakin University - Waurn Ponds, VIC
Flexible location / Queenscliff Part-time and fixed-term Level A $76,985 - $103,493 + 17% Superannuation (pro rata, part-time) Why work with us? ...
Source: uWorkin
Deakin University
16
March
Deakin University - Waurn Ponds, VIC
Education, Childcare & Training
Source: uWorkin
- Flexible location / Queenscliff
- Part-time and fixed-term
- Level A $76,985 - $103,493 + 17% Superannuation (pro rata, part-time)
Why work with us?
At Deakin you will have access to benefits such as a variety of leave options including generous parental leave and the ability to purchase additional leave; flexible working arrangements to help manage your work-life balance; ongoing learning and development opportunities to grow your career; an inclusive and supportive culture and environment to work in, both online and on campus.
Who are we?
Deakin University stands as a beacon of pioneering research and innovation, deeply rooted in the heart of Australia. Our dedication to ground-breaking research initiatives is at the core of our identity, setting us apart as a hub for knowledge seekers and forward-thinking researchers. With a diverse, global community of scholars and a commitment to pushing the boundaries of knowledge, Deakin University offers an unparalleled platform for those who are passionate about exploring the frontiers of research. Join us on this exhilarating research journey and let Deakin's spirit of inquiry and innovation become the driving force behind your own quest for discovery.
As an Associate Research Fellow, Marine Biophysics, you will:
Research and Innovation
- Conduct high-quality research generating high-impact outputs, with mentorship to begin building a body of work and reputation and recognition for quality, excellence, and impact
- Engage collaboratively to participate in novel and high-quality research and participate in intra- and inter-disciplinary research collaborations
- Communicate outputs, including as part of a team to ensure the impact of academic activity on the field and the community
- Support and may lead applications for funding for research activities, applications for external competitive, and other funding
- Build awareness of industry partners and participate in opportunities for research partnerships including
University Citizenship and Engagement
- Contribute to Deakin community and its effectiveness via local engagement and citizenship activities
- Understand the objectives and outcomes to be delivered by the University’s strategic agenda
- Contribute to the community beyond Deakin via engagement activities
- Support Deakin community engagement plan
To be successful, you’ll have:
- PhD in a relevant discipline and/or other relevant qualifications and experience
- Expertise in spatial science, including the use of GIS
- Oceanographic/biophysical modelling experience, including appropriate computer programming expertise (e.g. Python programming)
- Emerging research and scholarship through scientific publications and/or exhibitions as appropriate to the discipline
- Ability to contribute to communities through research
- Early experience in the mentorship of honours and/or HDR students, or other mentorship experience.
- Excellent interpersonal skills and a proven ability to establish good working relationships with colleagues
Here's how to apply:
Please submit your updated resume, a short cover letter, and responses to the Key Selection Criteria.
For a confidential discussion regarding this role, please contact Kay Critchell (Lecturer, oceanography) on (03) 5227 3722 or via k.critchell@deakin.edu.au
For a copy of the position description, please see below:
PD- Associate Research Fellow, Marine Biophysics.pdf
Applications for this position close on 25 March at 11.55pm. Please note: If successful, interviews for this position will be conducted on the 27th and 28th of March.
Are You Ready?
Deakin is a Victorian university with a global impact. We are an agile, dynamic, and innovative university committed to making a positive impact through our excellence in education, research and innovation and the contributions we make to the wider community.
We understand that our reputation has been built on the dedication and expertise of our staff and we offer a dynamic and diverse working environment with opportunities to grow and develop careers. We believe that a progressive, thriving culture will ensure that people choose to come, and stay at Deakin and contribute to our ongoing success.
We value diversity and aim to build an inclusive environment that champions, embraces and respects differences. We support and encourage applications from Aboriginal and Torres Strait Islander people, and people of all abilities, cultures, sexual orientation, and genders.
15
March
Hannah Dodd - Geelong, VIC
We are hiring Before and After School Care Educators across Victoria! If you're currently working towards your certificate, diploma or degree in educa...
Source: uWorkin
Hannah Dodd
15
March
Hannah Dodd - Geelong, VIC
Education, Childcare & Training
Source: uWorkin
We are hiring Before and After School Care Educators across Victoria! If you're currently working towards your certificate, diploma or degree in education, or just want to see if the industry is for you - APPLY NOW
Why work for Randstad?
For every hour worked you will earn an extra $1 on top of your above award pay!
Why work in Before & After School Care?
- Flexible hours
- Competitive pay rates, paid weekly
- Ability to choose when and how you work, managing your schedule
- Gain firsthand experience in the Childcare industry
We have work available in the following areas - Geelong
- Armstrong Creek
- Bell Post Hill
- Belmont
- Drysdale
- Hastings
- Highton
- Lara
- Grovedale
- Hamlyn Heights
- Newton
- Ocean Grove
A typical day working in Before & After School Care
- Supervising & interacting with primary school aged children in outdoor and indoor activities
- Assisting other staff in engaging in programs that are both fun and educational
- Setting up activities for children to use
- Offering a safe and secure environment for children to play and develop
No experience but have the right attitude?
That's okay, we have an onboarding program that will cover:
- What a typical day looks like
- What to expect
- How to interact with children
- What Child Protection is
About you:
- Are studying towards or have a qualification in education or a related field.
- Willing to travel to different locations around the advertsised areas
- Motivation to work with primary aged children and participate in quality and engaging activities
- Australian work rights and a willingness to obtain your valid state based Working With Children Check (we will help you with this process if you don't have one)
Benefits
- Uber and lifestyle discounts
- Food discounts
- Movie discounts
No resume, no worries, click APPLY, fill in your contact details and our team will call you to guide you through the application process.
Or
Contact us your way:
Phone: 1300 360 014 (option 1) Questions?
Email: register.education@randstad.com.au
Register your interest here:https://www.randstad.com.au/outside-school-hours-care-vic\
At Randstad Education, we aim to be the easiest agency to work with and promise to contact you after your application has been received. Apply today for a free and fast path to work.
At Randstad, we are passionate about providing equal employment opportunities and embracing diversity to the benefit of all. We actively encourage applications from any background.
Please click here to apply.
Hannah Dodd
15
March
Barwon Health - Geelong, VIC
Foster innovation to plan, design, develop and embed high-quality digital learning solutions Join Barwon Health's inclusive and dynamic workforce, wit...
Source: uWorkin
Barwon Health
15
March
Barwon Health - Geelong, VIC
Education, Childcare & Training
Source: uWorkin
- Foster innovation to plan, design, develop and embed high-quality digital learning solutions
- Join Barwon Health's inclusive and dynamic workforce, within a friendly and supportive team
- Exciting permanent full-time opportunity (part-time considered) opportunity
Guided by our values, Barwon Health is Victoria's largest regional health care service and is also the largest employer in the Geelong and surf coast region, employing over 8700 staff. Barwon Health’s core facilities include the renowned University Hospital Geelong precinct in central Geelong, the McKellar Centre precinct in North Geelong, the innovative Sunrise Centre, Barwon Health North a vital services that includes child and family health support, renal dialysis, medical imaging, and urgent care. Four Aged care centres spanning the Region, Mental Health Services that are delivered through a number of programs across the Geelong and Barwon South West region. Community Health and Dental service and world renowned Research that that advances health and wellbeing for all. Explore all of our comprehensive services here.
About the facility
The Centre for Education and Training leads an integrated approach to clinical education and training, helping Barwon Health to achieve its education goals by delivering, supporting and promoting coordinated, quality education and training across healthcare roles in Barwon Health and the South Western region. We comprise of an inter-professional team of educators and support staff across a number of disciplines that work together to develop the clinical workforce to model excellent practice, challenge poor practice and inspire others.
About the role
Do you have a passion for learning and development, where you will be responsible for providing high quality digital learning solutions with evidence based education design principles? Do you have expertise in visual communication strategies to improve activity and performance? We have just the opportunity for you within the Centre for Education and Training team at Barwon Health!
- Work in the Centre for Education and Training inter-professional team to plan, design, develop and embed high-quality digital learning solutions
- Foster innovation and implement strategies that build our capacity in creating digital learning experiences that employ instructional design methods
- Provide expertise in visual communication strategies to improve the Centre for Education and Training activities and platforms
About the culture
The Centre for Education and Training team offers a supportive and collaborative interdisciplinary team environment, and diverse work that integrates both the health sector and education sector. We aim to be recognised for excellence in all things digital, especially our platforms, providing our learners an engaging experience and collaborative teaching.
- Excellent working conditions with a high sense of job satisfaction
- Geelong and Barwon Health is an attractive destination with a sunny climate, notoriously laidback lifestyle and great pay rates
- To find out more about the Geelong region, visit our Moving to the Region page on the Barwon Health website.
- Located in the centre of Geelong's CBD is an easy commute from all suburbs
- Access to employee wellness facility
- A genuine community feel - we look after each other
- Wide range of professional development that enhances your careers
- Doorstep to the Great Ocean Road, Bellarine Peninsula and the Surf Coast
- Attractive salary packaging benefits! Living Expenses capped at $9,010 which includes repayments on mortgages, credit cards, personal loans and rental payments and Meal Entertainment & Accommodation capped at $2,650 which includes food and drink consumed in a social or entertainment settings and some accommodation expenditure
Diversity and Inclusion
At Barwon Health we are committed to a diverse and inclusive workforce where we value each person’s uniqueness. We embrace diverse life experiences and the perspectives of our people, whilst providing high-quality health care to all members of our community, regardless of age, gender, ethnicity, religion, cultural background, disability, or sexual orientation.
We are committed to providing positive employment opportunities for Aboriginal and Torres Strait Islander peoples and welcome employment applications from candidates of Aboriginal and Torres Strait Islander background. We also strongly encourage people with disability and diverse backgrounds to apply for our roles.
We are strongly committed to the safety and wellbeing of all children and young people. Click here for further information on the Victorian Government’s Child Safe Standards: About Child Safe Standards | Victorian Government (www.vic.gov.au) We are also proud to be Totally Smoke Free.
If we can assist you with any reasonable adjustments to submit your application for this role, please contact talent.acquisition@barwonhealth.org.au noting your preferred method of communication and contact details and a member of the team will be in touch.
This role must be fully vaccinated for Covid -19 and influenza and meet the requirements of the Barwon Health immunisation policy
Barwon Health
15
March
Schools (Government) - Geelong, VIC
Selection Criteria SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and ...
Source: uWorkin
Schools (Government)
15
March
Schools (Government) - Geelong, VIC
Education, Childcare & Training
Source: uWorkin
Selection Criteria
SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
SC2 Demonstrated capacity to work and collaborate with others in a team environment.
SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
SC4 Possess the technical knowledge and expertise relevant to the position.
SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
SC6 A commitment to professional learning and growth for both self and others.
Role
An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.
An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.
Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).
A role at this range may include:
- Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
- Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
- Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
- Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.
An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.
Responsibilities
- Provides routine support for teachers including assisting with planning of student routines
- Supports communication between teachers and parents
- Communicates with teachers on routine matters related to students and/or other responsibilities
- Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
- Communicating with student/s to support comprehension of basic tasks and information
- Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
- Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
- Supports teachers in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly defined support needs and resources, assisting teachers with the communication of student outcomes and educational programs
- Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
- Provides specialised communication support for students and teachers in areas such as AUSLAN and braille
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS 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
Location Profile
Barwon Valley is a Special Developmental School situated in Belmont for students from Foundation to Year 12. It is a purpose built facility which provides a friendly, stimulating, caring and secure environment for students with moderate to profound disabilities. We implement School Wide Positive Behaviour Support to promote positive behaviour, using our school values of TEAMWORK, RESPECT, FUN, DIGNITY and SUPPORT.Our vision is to provide maximum opportunities for all students to access and be involved in a comprehensive education based on the Victorian Curriculum. Teaching programs support students to reach their maximum potential in both school and community settings. Our educational environment is comprised of Junior and Senior Learning Communities. Internal and external work experience programs are provided for students across the Senior Learning Community and strong links with local agencies and businesses support us with this program.An excellent staff/student ratio ensures that class groups have approximately 9 students. Students are actively involved in setting their learning goals in consultation with parents and other relevant personnel. We employ a diverse range of Allied Health Specialists including therapists, wellbeing personnel and nurses who support students to access their educational programs and support classroom staff in the delivery of these programs.
Schools (Government)
15
March
Schools (Government) - Geelong, VIC
Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and num...
Source: uWorkin
Schools (Government)
15
March
Schools (Government) - Geelong, 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
The Time Fraction for this position can be flexible to either 0.6, 0.8 or Full Time. Please contact Julianna Garcia if you have any questions about this. Julianna.Garcia@education.vic.gov.au
All applicants must have a personal profile on Recruitment Online and ensure that it is up to date including VIT registration status. Applications should also be lodged on Recruitment Online to ensure that notification of outcomes is delivered to a current email address. To commence work at Geelong High School the successful applicant must have current registration with VIT.
Applications must include:
- A specific response to each of the key selection criteria and position details. It is suggested that applicants limit their response to no more than 6 pages.
- A CV with a summary of experience and qualifications.
- The names and contact details of up to three referees who can provide information regarding the applicant in relation to the key selection criteria.
The panel reserves the right to request additional referees other than those listed.
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
Geelong High School is a positive and creative learning community that embraces its history and prepares students for life. We are committed to:
- Developing caring and respectful relationships;
- Empowering people to realise their potential through effort, responsibility and teamwork;
- Building healthy, resilient and productive global citizens
Our values are:
- R.E.S.P.E.C.T:
- Responsibility
- Effort
- Service
- Positivity
- Excellence
- Creativity
- Teamwork
Geelong High School is a Year 7 - 12 co-educational school located near the centre of Geelong "The City by the Bay", and adjacent to a significant parkland area. Established in 1910, Geelong High School is one of the oldest secondary schools in the region. It has a proud history, celebrating its centenary in 2010, and is held in high regard by the Geelong community.
Current enrolment is approximately 950 students (maximum 975), drawn mainly from the nearby areas of East and South Geelong, the Bellarine Peninsula and across Geelong.
The Leadership Team comprises a Principal, three Assistant Principals, the Business Manager, IT Manager and eleven Leading Teachers and Learning Specialists. There are approximately 120 staff, of whom 75 are teaching staff.
The school motto, VITAE NOS PARAT, which means ¿It¿ (the school) Prepares Us For Life, provides a basis for the total school curriculum, and there is a strong recognition within the school, that the various elements of the school community work in partnership to achieve optimum outcomes for all our students. Students are supported and encouraged to reach their full academic and personal potential, through innovative and engaging teaching programs such as the Geelong Positive Engagement Program (GPEP), Respectful Relationships and Reading Plus. In 2013 Geelong High School introduced Positive Education, based on the elements of positive psychology, to build a strong culture of optimism and growth mindset across the school.
The Geelong High School curriculum comprises a core year 7 and 8 program (including positive education), a core and elective program across years 9 and 10, and the later years program where students may study a combination of VCE, VET, VM, and Australian School-based Apprenticeships & Traineeships (SBATs).
The school has in recent years been granted $20.5 million for a major redevelopment of the entire campus which commenced during 2017. Stage one, comprising a new year 7 facility, music and dance rooms and a refurbished hall was completed in 2018. Stage 2, comprising a new library, canteen, IT rooms, classrooms and administration, was completed in mid-2019. A third and final stage has seen a new arts facility and classrooms in the Vague and Winstanley wings completed in 2020.
The use of learning technologies in the classroom is a priority at Geelong High School with appropriate professional development being offered to staff and a 5 year eLearning plan currently being implemented. The school has an extensive computer network that is continually evolving. The school is fully 1:1 with BYOD for years 7-12.
Central to the structure and operation of the school is the house system. All students are actively involved in the house system and the student management and welfare of students is centred around this structure. Student leadership is an integral part of the school culture. Leadership amongst students is actively encouraged and celebrated at all levels with students being given the opportunity to be involved in the decision making processes of the school. Leadership opportunities come from a broad range of activities such as the School Captains, SRC, House and Home Group Captaincy, Performing Arts Captains and the `Be Bold Be Heard¿ Girls Forum. Geelong High School aims to build on strong community links and to be supportive of all members of its community.
Schools (Government)
15
March
Schools (Government) - Geelong, VIC
Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and nume...
Source: uWorkin
Schools (Government)
15
March
Schools (Government) - Geelong, 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
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
Lara Secondary College will be in its twentieth year of operation in 2023. We have built the school with a clear vision for continuous improvement with the student at the centre of all that we do. Our vision and direction is guided by our values of EXCELLENCE, TEAMWORK, COMMITMENT AND RESPECT which is centred on our College Motto ¿ Realise Your Potential.
Our agreed purpose is to ensure that all students are successful in reaching their potential in the shared knowledge that all students can learn. The College offers a rich and broad curriculum across all year levels. Students in Years 7/8 work in ¿pods¿ of two classes enabling high levels of monitoring, learning and differentiation with two core teachers to ensure that strong relationships are built as student¿s transition to the secondary setting We also have a broad range of elective-based subjects at Year 10, and we offer many opportunities for students to select their VCE or VCE Vocational Major/VET subjects according to their academic passions.
Lara Secondary College is committed to work as a Professional Learning Community (Defour and Defour) and we are committed to working collaboratively to establish a guaranteed and viable Curriculum as well as closely monitoring student learning and ensuring that a structured process of intervention is in place to ensure that ¿all students learn¿.
At Lara Secondary College every student is supported to be their best and learn to their full potential in an environment where teachers are passionate about their work and their students.
The College has a strong focus on delivering high quality teacher practice via the implementation of a Common Instructional Model, which focuses on the 9 High Yield Teaching Strategies outlined in Dr. Jane Pollock's book ¿Classroom Instruction that Works¿ (Marzano, Pickering & Pollock).
School Wide Positive Behaviours is our framework for the ongoing support and development of student wellbeing. These priorities are embedded in our practice and enable the school to be clearly focused on the work that is critical to student success. We know that relationships between students and teachers have a large impact on student learning and our work. We understand that students learn best when they relate well to their teachers, when they feel safe and secure.
Our intensive pastoral care curriculum across Years 7 - 12 includes a structured program to support the development of academic success, individual self-esteem, learning confidence, resilience and persistence, as well as the essential ability to relate positively to others. We pride ourselves on strong and positive relationships between staff and students and work with passion and enthusiasm to ensure that every student gains the maximum benefit from their secondary education at Lara Secondary College.
Lara Secondary College has a very strong focus on the five main areas listed below:
Common Instructional Teaching Model
All teachers at the College deliver their lessons in an agreed Common Instructional Model based on the implementation of 9 evidence based High Yield Teaching strategies. Such teaching strategies are implemented in order to gain high level achievement growth for all students across Years 7 ¿ 12. Teaching staff regularly collaborate to ensure high quality teaching strategies are implemented across every class within the College.
Student Engagement Policy
The College implements very clear guidelines in relation to student management and health and wellbeing. Such clear and concise documentation enables all people involved with our College to develop a real sense of pride and belonging to the College. Respect of oneself and each other is a strong focus of the College.
School Improvement Policy
We believe that all students learn at different rates. It is for this reason that all students from Year 7 ¿ 10 have the opportunity to improve their first result on a Common Assessment Task, if they believe with an extra week of study and more effort, they will fully understand the topic being studied and therefore obtain a better grade. We provide opportunities for all students to understand that the amount of effort they place into their studies will ultimately determine their level of academic success. `Attitude not Aptitude, will determine your Altitude¿
Academic Scholarships at Year 7 and Year 10
The College offers Academic Scholarships at Year 7 and Year 10 to the value of $500 each year for 3 years duration. The Academic Scholarships help support those students who are academically talented and ensure they are financially supported in reaching their high academic potential throughout their years in secondary school. Such students are also able to access our Year 7 ¿ 9 Enrichment Classes where they will undertake more challenging curriculum work, amongst students of similar abilities.
Extra ¿ Curricula Programs
The College offers a wide range of Extra ¿Curricula Programs including Performing Arts Evenings, Senior and Junior Music Evenings, Inter School Sports, Youth Parliament, Homework Club, SRC Leadership Involvement, School for Student Leadership Program, Year 9 Connections Program, International Exchange Programs, Upstart Business Ideas Program and many more.
Schools (Government)
15
March
Atlam Group - Torquay, VIC
Permanent Part time - 5 hours per week $31.85 per hour (plus 11% super) Who we are The Surf Coast is a major lifestyle and visitor destination that is...
Source: uWorkin
Atlam Group
15
March
Atlam Group - Torquay, VIC
Any Industry
Source: uWorkin
Click here to view more detail / apply for School Crossing Supervisor - Torquay (Horseshoe Bend Road)
Atlam Group
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