Moriac Primary School has an enrolment of approximately 200 children within four collaborative learning communities. We have a strong sense of community and the school is firmly entrenched within the Moriac township.

Moriac Primary School was established in 1922 and built by the Moriac Progress Association on land donated by the local Deppeler Family. This origin epitomizes the sense of community partnership that underpins the success of Moriac Primary School.

OUR VALUES

At Moriac Primary School we value a collaborative learning approach that places the child at the centre of learning and teaching. In order for our students to become engaged citizens who can strengthen the wellbeing of their society, we place the utmost importance on the cognitive, physical, creative, social and emotional development of all members of the school.

We endeavour for our students to be EXCEPTIONAL, RESPONSIBLE and RESPECTFUL.

EXCEPTIONAL by putting their personal best effort into their learning

RESPONSIBLE for their own learning, actions and behaviours.

and

RESPECTFUL of themselves and others.

OUR VISION

We aim to implement a rigorous curriculum that ensures our students are highly literate and numerate. We aim to develop critical thinkers and problem solvers; who are kind-hearted and creative, and have a lifetime love of learning.

We strive to ensure that our students develop a positive sense of self-worth, confidence and wellbeing, through a focus on teaching them the values of resilience, respect, empathy, integrity and responsibility.

We want our students to be active citizens who are globally aware. Who understand, value and care for the environment and society we live in, and embrace the cultural diversity that makes up Australia.

This role is part time - 3 days a week: Tuesday, Thursday, Friday

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

- Direct teaching of groups of students and individual students;

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

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

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

- Undertaking other non-teaching supervisory duties.

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

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

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

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

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

Lara Secondary College will be in it's eighteenth year of operation in 2020. 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 students transition to the secondary setting. We also have a broad range of elective based subjects at Years 10 and we offer many opportunities for students to select their VCE/VET or VCAL 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:

1. 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.

1. 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.

1. 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’

1. 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.

1. 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.

SC1 Demonstrated understanding of initiatives in student learning including the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement and evaluate learning and teaching programs in accordance with the Victorian curriculum.

SC2 Demonstrated high level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning.

SC3 Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning.

SC4 Demonstrated high level written and verbal communication skills and high level interpersonal skills including the capacity to establish and maintain collaborative relationships with parents, other employees and the broader school community to focus on student learning, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values, including a commitment and capacity to actively contribute to and manage major curriculum or student activities and a commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning.

SC6 School Specific: Demonstrated capabilities that will clearly contribute to the new College Teaching and Learning Framework and the use of the 9 High Yield teaching strategies associated with the research produced by Marzano and Pollock, in the book titled ‘Classroom Instruction that works”.

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

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

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

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

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

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

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

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

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

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

- Direct teaching of groups of students and individual students;

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

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

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

- Undertaking other non-teaching supervisory duties.

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

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

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

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

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

Torquay P6 College is a primary school located on the Surf Coast approximately 20kms outside Geelong. The current enrolment is 1000.

Students are offered a wealth of opportunities to develop their skills and talents within a safe, unique and environmentally friendly setting. Torquay College fosters a culture of academic excellent and creativity, and educates students to become confident, responsible and caring citizens with strong links across the Surf Coast community and beyond.

SC1 Demonstrated understanding of initiatives in student learning including the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement and evaluate learning and teaching programs in accordance with the Victorian curriculum.

SC2 Demonstrated high level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning.

SC3 Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning.

SC4 Demonstrated high level written and verbal communication skills and high level interpersonal skills including the capacity to establish and maintain collaborative relationships with parents, other employees and the broader school community to focus on student learning, wellbeing and engagement. Applicants must demonstrate the ability to speak and teach Indonesian language skills.

SC5 Demonstrated behaviours and attitudes consistent with Department values, including a commitment and capacity to actively contribute to and manage major curriculum or student activities and a commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning.

SC6 Demonstrated capacity to work collaboratively in a contemporary learning environment and support the learning needs of all students.

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

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

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

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

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

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

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

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

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

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

- Direct teaching of groups of students and individual students;

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

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

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

- Undertaking other non-teaching supervisory duties.

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

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

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

- 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

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

Yes, you read correct! We have a position available in our Geelong area that offers a sponsorship for a fully qualified Early Childhood Teacher.

The Kindergarten:

Randstad Education is recruiting on behalf of a large centre in the Bellarine Peninsula along the surf coast of Victoria. The kinder is integrated into a childcare centre with 22 , 4-5 year old children on a daily basis. We are looking for a candidate that is confident to run a high quality program and implement the EYLF and NQF. The kinder has been implementing a bush kinder so ideally looking for a teacher whom would like to continue to implement this for the children.

Position:

Our client is looking for a committed, bubbly and dynamic Kindergarten Teacher to provide a stimulating program and environment for the Kinder children. They will be working in a friendly environment where skills are valued and rewarded.

This is a full time role working each day of a set shift or if you are looking for flexibility a rotating roster can be an option. They are looking to pay above award wages which will increase each year of service and offer an additional 4-6 hours program planning per week

Successful applicants must have:

Essential:

• A Bachelor of Early Childhood
• 2 years Post Graduate teaching experience required for viaa sponsorship
• First Aid certificate.
• Anaphylaxis certificate

Benefits:

• Above award wages
• Sponsorship available
• Career progression opportunities
• Close knit team
• Immediate start
• Professional development opportunities
• Well resourced

If this sounds like the right role for you apply now or call Vanessa or Melanie at Randstad Education on 03 8630 7400 for a confidential discussion.

About the role

The role of Research specialist is to develop and extract value from the broad range of research activities contained within the research portfolio and Research Division's operating plan. The role sits within the Insights & Innovation Business Unit. The Research Division is responsible for the governance of research activities, research strategy and planning, and research translation and partnerships.

This is a critical role that works closely with senior members of the research team and key stakeholders. The research portfolio provides knowledge and evidence to all parts of WorkSafe to support strategic and transformation activities related to WorkSafe 2030 - enabling WorkSafe to be a prevention-led and client centered organisation. Occasional travel may be required. 

Some key accountabilities; 

• Monitors performance of research providers.
• Responsible for driving visibility of the Research team across WorkSafe (i.e. regularly attending leadership meetings, organising events for awareness and knowledge sharing) for a portfolio of approximately 35 research projects annually
• Responsible for understanding and scoping research requirements internally, and supporting delivery.
• Responsible for managing and undertaking end-to-end project development across approximately 30 diverse projects of various levels of complexity annually.
• Holds deep expertise in designing, managing and evaluating research of different scales, types and complexity, measuring research impacts and benefits.
• Responsible for extracting and mobilising strategic research insights and supporting active translation and application by internal stakeholders.
• Liaise and negotiate effectively with internal and external stakeholders to achieve successful outcomes

Please ensure you take a look at the Position Description provided for additional information on accountabilities for this role. www.wemake.WorkSafe.vic.gov.au

About you

You are an experienced research specialist who can critically appraise research, use analytical skills, and communicate research findings to various audiences. You will have strong project management, time management and interpersonal skills and will communicate effectively with key internal stakeholders and research providers.

More specifically you will have;

• Demonstrated ability to design research that is fit for purpose
• Experience in procuring research services through tendering, contracting and quotations
• Demonstrated ability to communicate, liaise and negotiate effectively with internal stakeholders and research providers
• Ability to develop a number of projects at one time, by managing multiple timelines, required tasks and changing priorities
• Demonstrated application of qualitative, quantitative and/or evaluative research skills, applied in various research contexts
• Demonstrated use of technical skills to develop applied, solutions-focused research projects
• Proven ability to translate research findings and extract knowledge and insights for use by decision makers and to have impact
• Strong presentation and writing skills, attention to detail and well developed interpersonal skills.
• Ability to work independently and as part of a team as required to achieve requirements

Qualifications

• A relevant post-graduate qualification and experience in a similar role.

Working with Us

We pride ourselves on being a great place to work and offer flexibility to facilitate work/life balance.

WorkSafe employees enjoy: Discounted Gym & Pool Memberships | WELL Rated Building | Group Training & Yoga Classes | Very active Social Club | Pool & Table Tennis | Sparkling Water | Discounted Prescription Eyewear | Career Opportunities and Working for your Community!

What's next?

Applications close 11:00pm Monday 13th of April . Click the link to apply, and join us in making a difference to Victorian lives.

Only people with the right to work in Australia may apply for this position. You may be required to undergo a National Police Check (and/or Medical Assessment) as part of the recruitment process.

Candidate screening may take place prior to the advertisement closing, so get your application in.

For further enquiries please contact Ilona Russell on 03 4243 8818.

About Us

At WorkSafe our passion for the wellbeing of Victorian workers brings us together. Our people come from a wide range of professions and with no two days ever being the same, diverse thinking comes naturally to us. As we build the WorkSafe of the future we're committed to delivering industry best practice to our people, our customers and the community.

Our future 

WorkSafe 2030 will ensure that WorkSafe Victoria remains at the forefront of workplace health and safety, and meets the community's high expectations in relation to managing the workers' compensation scheme at a time of rapid workplace change. WorkSafe 2030's prevention-led approach will save lives and reduce injuries. It will deliver affordable premiums and lower administration costs for employers, freeing up their time and resources. 

WorkSafe are striving to build a diverse workforce that reflects the Victorian community we serve.

Yes, you read correct! We have a position available in our Geelong area that offers a sponsorship for a fully qualified Early Childhood Teacher.

The Kindergarten:

Randstad Education is recruiting on behalf of a large centre in the Bellarine Peninsula along the surf coast of Victoria. The kinder is integrated into a childcare centre with 22 , 4-5 year old children on a daily basis. We are looking for a candidate that is confident to run a high quality program and implement the EYLF and NQF. The kinder has been implementing a bush kinder so ideally looking for a teacher whom would like to continue to implement this for the children.

Position:

Our client is looking for a committed, bubbly and dynamic Kindergarten Teacher to provide a stimulating program and environment for the Kinder children. They will be working in a friendly environment where skills are valued and rewarded.

This is a full time role working each day of a set shift or if you are looking for flexibility a rotating roster can be an option. They are looking to pay above award wages which will increase each year of service and offer an additional 4-6 hours program planning per week

Successful applicants must have:

Essential:

• A Bachelor of Early Childhood
• 2 years Post Graduate teaching experience required for viaa sponsorship
• First Aid certificate.
• Anaphylaxis certificate

Benefits:

• Above award wages
• Sponsorship available
• Career progression opportunities
• Close knit team
• Immediate start
• Professional development opportunities
• Well resourced

If this sounds like the right role for you apply now or call Vanessa or Melanie at Randstad Education on 03 8630 7400 for a confidential discussion.

Our commitment to safeguarding children and young people.

Randstad Education is committed to the safety and well being of all children and young people. We take steps to achieve this through our candidate application process. All applicants are required to provide a valid state-based Working with Children Check which is thoroughly screened. In some circumstances, a Federal Police Check and an International Police Clearance is also required. Your consultant will be able to advise if this is applicable to you. Lastly, references are conducted in relation to the applicant's interactions with children using an online platform that has an inbuilt fraud alert. Employment is subject to clearance of all these checks to ensure the safeguarding of children and young people.

Refer a friend and you could earn $250

Are you looking for a permanent position in education or know someone who is? Sign up to Randstad Education or refer a friend and you could earn a $250 voucher! Call 1300 360 014 to find out more. Conditions apply.

anzuk education is seeking qualified educators who are available for casual agency work to help our client services.

The ideal educator would be available for shifts within early learning centres and long day care conveniently located in the Geelong region.
Benefits and culture
• Pre-booked shifts and competitive rates paid weekly
• Freedom and flexibility to decide when and where you work locally 
• Enter your availability and confirm shifts with ease with our latest technology
• Speak with consultants that have childcare industry experience 

 Role and Experience
• Certificate 3 in children services (or higher) 
• Employee working with children card
• First Aid Certificates (including anaphylaxis and asthma)
• Mandatory Reporting Certificate 

If this sounds like a path you are interested in please select apply and upload your resume within.

• A minimum of Diploma in Aged Care, Community Services or other tertiary qualification in Human Service field is required.
• Work experience and knowledge of issues relating to frail aged people, people with dementia, people with disabilities and their carers.
• Awareness and support of the philosophies of healthy ageing, promotion of independence, non-intrusive care and general disabilities.
• Extensive knowledge of governmental and community resources available for older people, people with dementia, people with disabilities and their carers.
• Comprehensive knowledge of holistic assessment and care management practices.
• Ability to communicate sensitively and effectively with older people, people with dementia, people with disabilities and their carers
• Program planning and development skills.
• Highly developed written and oral skills
• Advocacy, negotiation and conflict resolution skills.
• Ability to work as part of a team, to motivate and support team members is essential.

• Computer literacy.
• Knowledge of funding, HACC guidelines and administration MAC systems, and Council policies and procedures.
• Knowledge of private and external care providers.
• Research and evaluation skills, including data collection and analysis.
• First Aid Certificate

• Experienced and helpful consultants who have sound knowledge of the industry
• above award rates of pay
• easy bespoke online system to manage your profile and availability
• be introduced to top quality childcare centres

Who Are We?

anzuk early childhood is a growing childcare agency. Servicing centres throughout Victoria, we currently have a high demand for enthusiastic and dedicated certificate 3 and diploma educators throughout the Geelong region and surrounds. 

Working casually for anzuk is not only a great way to get your foot through the door at some of Victoria's top Early Childhood Centres but also enables you to pick when and how often you want to work.

Experience and Qualifications:

• Certificate 3, Diploma or Bachelor qualification (or ACECQA approval)
• Valid employee WWCC or EC VIT
• Current first aid, CPR, asthma and anaphylaxis management (or willing to obtain)
• Recent experience within Long Day Care or Stand Alone Kindergarten Settings

Language Trainers is a successful language training company working with freelance teachers of 70 different languages in hundreds of towns and cities across the world. Students are either in-company or self-funded who need to learn a language at their office or their home for work, family or travel reasons. Founded in 2004, the company’s motto is Any Language, Anytime, Anywhere!

We are writing to you because we currently have a part-time, freelance teaching contract available for a German teacher in Geelong that we would like to consider you for.

Some details about the course:

• One of our clients in Geelong would like to have General German tuition.

• The client wishes to have classes for himself in Geelong city, at a public location. 

• He would like to have a 20-hour course.

• Classes should be held once per week at weekend and he wishes to start asap.

• Be a native speaker of the language OR hold a teaching degree
• Have experience as a language teacher, translator or interpreter
• Have a valid working visa
• Live up to 20 miles from the client´s location.

Location of the classes and schedule could be flexible based on your and the client’s availability. The hourly rate is negotiable depending on qualifications and experience. This is a freelance part-time position and we are not able to sponsor your visa.

Please only apply if you meet the above conditions.

If you would like to join our growing team of language teachers, please submit your CV with references and tell us how soon you can start.

We hope to hear from you soon!

Mission

We are a community of learners where every child is provided with opportunities to develop academic, social, emotional and physical skills to achieve their potential.

Vision

To provide a dynamic learning environment. We are a community of learners who value each other and strive to be the best we can.

Grovedale Primary School has a current enrolment of 248 students which are spread across 12 classes comprised of Foundation, Year 1/2, Year 3/4 and Year 5/6. These teaching teams actively work in weekly Professional Learning Communities meetings to share and discuss student learning and future learning direction. The students attend weekly Physical Education, The Arts, LOTE – Italian and Digital Technologies lessons as part of our specialist learning program. We have a focus on inquiry based learning and utilise the Respectful Relationships framework for social and emotional learning. Furthermore, our values of Respect, Responsibility and Safety form the basis of our School Wide Positive Behaviour Support program. Students also participate in regular buddy sessions to further enhance relationships and interactions between members of our learning community. We have an active and committed parent body that support the school in many different ways.

We have a sister school relationship with a school in Lianyungang, China which has successfully seen student exchanges over recent years.

We strive for high academic achievement in English and Mathematics, and we provide quality learning programs in all other curriculum areas. Our programs aim to cater for the individual needs of a diverse range of students. Recent whole-school professional learning has led to the development of agreed instructional practices which enable consistency of teaching and learning across all aspects of the school.

We have been fortunate to have 2 staff members undertaking the Primary Maths and Science Specialist Program in 2019 and 2020. In 2020 we also have our Literacy Leader working closely with the DSSI teaching partners focussing on reading. These two programs aim to build the skills and knowledge of all our teachers. There is a strong commitment by all staff to advance their practices and ultimately improve student engagement and learning outcomes.

(a) Vision and values

Demonstrated capacity to create a shared vision, define and gain acceptance of school goals and set and communicate expectations for effective performance.

(b) Teaching and Learning

Demonstrated ability to manage the quality of teaching and create a positive culture of challenge, support and collaboration.

(c) Improvement, Innovation and Change

Demonstrated capacity to produce and implement clear, evidence-based improvement plans and policies and lead innovation and change.

(d) Management

Demonstrated capacity to ensure that the school’s human, physical and financial resources are efficiently allocated and managed.

(e) Development

Demonstrated capacity to create a professional learning community that is focused on the continuous improvement of teaching and learning, supporting all staff to achieve high standards and commitment to their own learning and wellbeing.

(f) Engagement

Demonstrated capacity to develop positive relationships with students, parents/families and the local community and participate in and contribute to system-level activities.

(g) Community Criterion

Demonstrated ability to work with student, parents, staff and the wider community to build strong partnerships to enhance learning.

The role of the principal is to lead and manage the planning, delivery, evaluation and improvement of the education of all students in a community through the deployment of resources provided by the Department and the school community.

At the same time, the principal, as executive officer of the school council, must ensure that adequate and appropriate advice is provided to the council on educational and other matters, that the decisions of the council are implemented and that adequate support and resources are provided for the conduct of council meetings.

The principal is accountable for the overall management and development of the school within statewide guidelines and Government policies. A clear set of accountabilities, which distinguish their work from other members of the Teaching Service and the education community are set out in detail in the contract of employment.

The core accountabilities of all principals are to:

- ensure the delivery of a comprehensive education program to all students

- be executive officer of the school council.

- establish and manage financial systems in accordance with the Department and school council requirements.

- represent the Department in the school and the local community.

- implement decisions of the school council.

- contribute to system-wide activities, including policy and strategic planning and development.

- manage and integrate the resources available to the school.

- appropriately involve staff, students and the community in the development, implementation and review of school policies, programs and operations.

- report to the Department, school community, parents and students on the achievements of the school and of individual students as appropriate.

Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.

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

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

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

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

anzuk Early Childhood are a leading education agency based in Melbourne, who are dedicated to providing outstanding childcare services with the finest quality educators throughout Victoria.

We are currently seeking early childhood educators within the Geelong and surf coast region!

If you are a qualified Early Childhood Educator looking to gain GREAT experience, increase your professional development, meet influential people within the industry, and work around your own commitments, you will benefit from registering with our talented relief pool!

Who are you?

What makes an anzuk team member? SIMPLE! A passion for early childhood education, pride in one's work and a positive attitude. You will be a TEAM player, and enjoy working alongside permanent staff members, fellow anzuk educators and with your experienced consultants. 

You will have:

• A qualification in Early Childhood Education. Currently a certificate 3 or Diploma of EC (or an ACECQA approved equivalent)
• Up to date first aid, CPR, asthma and anaphylaxis qualifications
• A WWCC or EC VIT card
• Mandatory reporting certificate

anzuk do things differently. At anzuk you are not a number, you are a valuable team member. We spend our days working for YOU! We recognise that all educators are different, that educators perform best in their desired setting and that the best results come from two way relationships. We also offer the most up to date technology which allows educators to control their own availability and preferences, and allows consultants to support you with continuity!

anzuk consultants:

• Get to know YOU!
• Introduce you to Geelongs finest early childhood services
• Provide professional feedback
• Consult on industry changes and requirements
• Deliver fantastic professional development sessions
• Have fun!

Want to be part of our team? APPLY TODAY!