The MARC Van program is based at Balliang East Primary School. It travels to four rural schools across the week - Balliang East PS, Mt Egerton PS, Bungaree PS and Coimadai PS. The base school is accountable for the running of the program including monitoring the MARC Van teacher's program, completing their Performance and Development Plans and is the point of contact for the other schools involved in the program.

The MARC Van program provides a small mobile library van (Isuzu truck) which is used to travel between schools. The driver does require a medium rigid licence however, this can be obtained at a later date if the successful applicant does not currently hold this licence.

The MARC Van program offers students the opportunity to borrow library books each visit. The MARC Van teacher also runs lessons at each school which are tailored to meet each individual schools' needs - Literacy, Art, Library etc.

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 Willingness to perform duties and work alongside colleagues across a variety of school settings in consultation with each school's Principal.

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

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

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

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

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

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

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

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

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

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

- Direct teaching of groups of students and individual students;

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

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

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

- Undertaking other non-teaching supervisory duties.

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

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

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

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

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

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

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

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

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

Please note: This is a parental leave cover secondment opportunity until February 2020, working 31 hours across the following roster –

Monday 9.30am to 4pm
Tuesday 9.30am to 4pm
Wednesday 9.30am to 4pm
Thursday 9.30am to 4pm
Friday 9.30am to 5pm

At CommBank we never lose sight of the role we play in other people's financial wellbeing. Our goal is to help people and businesses move forward, to progress. To make the right financial decisions and achieve their dreams and aspirations.

Your team.
The Retail Bank is the public face of CommBank - in branches, on the phone, through video conferencing and online. Together we deliver a seamless banking experience for the future to our 10 million+ personal and small business customers. Supported by world class technology, we're able to offer market-leading products that best suit their financial needs and goals.

What will you do?
As a Branch Concierges you'll create a great customer experience from the time customers walk in the Branch to the time they leave. With an approachable manner you'll welcome and build rapport with customers, while also ensuring their needs are being met by the most appropriate branch specialist. Join us and play an essential role ensuring we assist all customers in a timely manner leading to the best possible customer experience.

What will help you succeed?
We're looking for highly motivated and enthusiastic candidates who are dedicated to ensuring our customers have outstanding experiences in branch. You'll need to be confident in achieving targets through identifying and providing financial solutions to our customer's individual needs. With a confident and friendly manner, you'll have no hesitation in approaching customers as they walk in to guide them in the right direction. 
Although previous banking or financial experience would be helpful, a strong sales and service background is more important.

Benefits
There are many benefits to working for CommBank including state of the art technology, discounts on a range of financial products, a corporate wardrobe, nationally accredited training and a commitment to offering employees the opportunity to further their careers within the bank.

Watch the video to find out more about working in our team.

AUS Eastern Standard Time

AUS Eastern Standard Time

I am looking for someone to start with 2, then work up to 3-4 school and day care pick ups (3.15pm).Bring the kids home, play with them, feed them dinner, bath time and bed time routine (until 7-7.30pm).There would also be some general housework expected. The role could expand into doing some food shopping too.Going forward there could be the option of a few morning shifts (7am), getting the kids dressed, fed and taken to school and daycare.Occasional weekend half day or evenings too. There is the possibility of a live in role down the track for the right applicant, but also not essential. I work for myself so can be flexible with which days you work each week, and the days can change from week to week if required. Looking to establish something for the longer term so if you have travel plans or future work commitments you know of please don't apply. Immediate start.

Requirements :

• References (at least 2)
• First aid qualifications
• Driver's licence
• Has car
• Registered with the Family Assistance Office
• Willing to do housekeeping

Armstrong Creek School is a new government school which opened in January 2018 for students in Grades Prep- 6 in Term 1, 2018. In 2019, the Secondary Special School component opened its doors for the first time for students in Years 7-9.

Our school combines both mainstream Prep to Year 6 and Special Education provision from Prep to year 12 under a single governance model. Our school’s inclusive model and flexible approach curriculum provision, allows each learner to access the educational support and experiences they require based on identified need, individual student ability and assessed benefit. It enables a customised approach to education rather than a ‘one size fits all’.

Armstrong Creek School has been designed with state of the art learning and community facilities. These includes a range of adaptable and multi-purpose learning spaces as well as conference, therapy and interview rooms.

The school also has a Community Hub which is managed by the YMCA out of school hours to provide before/ after school care, holiday programs and other community programs that can be accessed by local families and residents. The school also features an indoor gymnasium built to Netball Victoria standards, outdoor hardcourts and sporting fields.

Purpose Statement

At Armstrong Creek School we embrace challenge and celebrate diversity while pursuing an individual journey to personal excellence. Innovative learning and teaching is placed at the centre of all we do.

We design opportunities for students to achieve their personal best in a positive environment where they are inspired to learn, grow and thrive while demonstrating our school values of: Care, Collaboration and Commitment.

Establishing the new Armstrong Creek School

The new school presents an exciting opportunity for the School Leadership Team and Staff to exercise a significant influence on the creation of a contemporary school connected to the community and the development of high quality teaching and learning practices that will maximise learning outcomes of the students.

The over-arching drivers in our curriculum are personalising learning and increasingly building each child’s capacity to direct, influence and take responsibility for their own learning.

The successful candidate will need to have the flexibility and adaptability to be able to handle the rigours of working in a brand new school as well as the diversity of needs that will be present in this unique schooling model.

The successful candidate for this position will be expected to support the work of the Principal in establishing a strong and positive culture in the early stages of our developing school.

SC1 Demonstrated expert knowledge of the English and Mathematics curriculum including the implementation of the ‘Big 6’ or Simple View of Reading and the explicit teaching of Number Sense and Fluency in Mathematics, along with the demonstrated ability to model and plan for systematic and targeted teaching for a broad range of learners.

SC2 Demonstrated expertise in the implementation and modelling of instructional strategies including collaborative teaching, explicit teaching and differentiated instruction, along with the ability to support teachers to evaluate the impact of all teaching strategies on student learning growth using an inquiry approach.

SC3 Demonstrated exemplary ability to model the monitoring and assessment of student learning, including the use of an MTSS or RTI approach to data analysis. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

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

SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.

SC6 Demonstrated ability to lead the implementation of a school-wide instructional model and to support teachers in structuring lessons, planning and engaging consistently with the whole school model.

Learning Specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning and have a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers and facilitating school-based professional learning. Learning Specialists are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for students. The role of the Learning Specialist will be to model excellence in teaching and learning through demonstration lessons and, mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce.

The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service.

In recognition of the importance of exemplary practice for improved student learning outcomes, the key roles of the Learning Specialists may include but are not limited to:

• Demonstrating high-level expertise in teaching and learning practice
• Modelling exemplary classroom practice including through teaching demonstration lessons
• Working with the school leadership team to develop a shared view of highly effective teacher practice
• Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
• Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration
• Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
• Providing evidence-based feedback to teaching staff to inform their effectiveness and development
• Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
• Supervising and training one or more student teachers and mentoring and/or coaching teachers
• Modelling exemplary use of student data to inform teaching approaches
• Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
• Modelling exemplary professional learning practice included through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice

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

SCHOOL TOUR: An information session and school tour will be held at the following times. It is recommended all prospective applicants attend to learn more about our distinctive model of inclusive education. We do encourage attendance at the Wednesday morning session so that you can see the school ‘in action’ but understand that not everyone can attend during the day.

Tuesday 20^th August: 4:30 – 5:30

Wednesday 21^st August: 9:15 – 10:15

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.

• 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

Armstrong Creek School is a new government school which opened in January 2018 for students in Grades Prep- 6 in Term 1, 2018. In 2019, the Secondary Special School component opened its doors for the first time for students in Years 7-9.

Our school combines both mainstream Prep to Year 6 and Special Education provision from Prep to year 12 under a single governance model. Our school’s inclusive model and flexible approach curriculum provision, allows each learner to access the educational support and experiences they require based on identified need, individual student ability and assessed benefit. It enables a customised approach to education rather than a ‘one size fits all’.

Armstrong Creek School has been designed with state of the art learning and community facilities. These includes a range of adaptable and multi-purpose learning spaces as well as conference, therapy and interview rooms.

The school also has a Community Hub which is managed by the YMCA out of school hours to provide before/ after school care, holiday programs and other community programs that can be accessed by local families and residents. The school also features an indoor gymnasium built to Netball Victoria standards, outdoor hardcourts and sporting fields.

Purpose Statement

At Armstrong Creek School we embrace challenge and celebrate diversity while pursuing an individual journey to personal excellence. Innovative learning and teaching is placed at the centre of all we do.

We design opportunities for students to achieve their personal best in a positive environment where they are inspired to learn, grow and thrive while demonstrating our school values of: Care, Collaboration and Commitment.

Establishing the new Armstrong Creek School

The new school presents an exciting opportunity for the School Leadership Team and Staff to exercise a significant influence on the creation of a contemporary school connected to the community and the development of high quality teaching and learning practices that will maximise learning outcomes of the students.

The over-arching drivers in our curriculum are personalising learning and increasingly building each child’s capacity to direct, influence and take responsibility for their own learning.

The successful candidate will need to have the flexibility and adaptability to be able to handle the rigours of working in a brand new school as well as the diversity of needs that will be present in this unique schooling model.

The successful candidate for this position will be expected to support the work of the Principal in establishing a strong and positive culture in the early stages of our developing school.

SC1 Demonstrated high level of understanding of initiatives in student learning, and the capacity to provide leadership in the alignment of teaching and learning in accordance with the Victorian curriculum and in a manner consistent with inclusive pedagogy.

SC2 Demonstrated outstanding classroom teaching and leadership skills and capacity to implement high impact classroom teaching strategies, including co-teaching, explicit instruction and differentiated teaching, and to lead colleagues to continually improve teaching and learning.

SC3 Demonstrated outstanding ability to monitor and assess student learning data at the individual, cohort and whole school, including the use of MTSS or RTI as an analysis tool, and to use this data to inform teaching for improved student learning.

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

SC5 Demonstrated commitment and capacity to actively contribute to and to manage major curriculum or student activities and a commitment to continually improving teaching quality and capacity through the application of knowledge, stills and expertise derived from ongoing professional development and learning.

SC6 Demonstrated capacity and a commitment to lead in a unique educational environment focused on delivering with fidelity the mission and vision of inclusive education at Armstrong Creek School

Leading Teacher: Roles and Responsibilities (school specific) may include:

• Lead and manage a team of teachers and education support staff (e.g. Prep to 2 or Grade 3 -6).
• Provide high level support and lead in the development and implementation of school-wide initiatives in Positive Climate for Learning and Excellence in Teaching and Learning
• Lead and support the professional development of staff capacity in teaching and learning.
• Liaise with external stakeholders (e.g. SSS, NDIS) to help provide holistic educational programs for students
• Lead in the implementation of co-teaching models across the school and support professional development for staff in this area
• Lead and support teachers in providing a differentiated curriculum and teaching program to students with a range of learning needs
• Contribute to high level planning as an active member of the whole school Leadership Team; supporting all AIP initiatives across the school
• This role will include a teaching load, time fraction TBC
• Provide active leadership throughout the school community in support of Armstrong Creek Schools Vision and Values, Policies and Strategic Directions;
• Plan, implement, monitor and evaluate assessment and reporting policies and procedures
• Lead and manage the implementation of the school operations and policies related to student welfare and discipline, including the implementation of SWPBS and classroom management strategies

The leading teacher will also undertake specific tasks associated with this role in the primary year levels:

• Attend promptly to student and/or parent issues as they arise
• Convene and lead Student Support Group (SSG) meetings as required (which may be after school hours)
• Undertake administrative tasks including the organisation of special events, student awards and presentations.
• Liaise with the broader community and external agencies, as required
• Lead the planning and monitoring of student transitions within, into and out of the School
• Provide high level management of specific students whose wellbeing and engagement issues have escalated beyond the scope of the teachers;
• Facilitate the development and implementation of students Individual Learning Plans and Behaviour Support Plans
• Ensure that Students at Risk are identified and that strategies to support these students are embedded in the Individual Learning Plans;
• Ensure that all relevant student wellbeing and engagement elements of Armstrong Creek Schools Strategic Plan and Annual Implementation Plan are implemented;
• Undertake the annual Professional Development Process with a number of staff members;
• Other duties as directed by the Principal.

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

SCHOOL TOUR: An information session and school tour will be held at the following times. It is recommended all prospective applicants attend to learn more about our distinctive model of inclusive education. We do encourage attendance at the Wednesday morning session so that you can see the school ‘in action’ but understand that not everyone can attend during the day.

Tuesday 20th August: 4:30 – 5:30

Wednesday 21st August: 9:15 – 10:15

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.

• 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

Barwon Valley School is committed to safety and wellbeing of all children and young people and has zero tolerance for child abuse. (Child Safe Standards)

Our VISION is to be an inclusive community centred on student achievement, wellbeing and engagement.

Our School Values are TEAMWORK, RESPECT, FUN, DIGNITY and SUPPORT.

Barwon Valley is a Special Developmental School situated on the corner of Reynolds Rd and Laura Ave in Belmont. It is a purpose built facility which provides a friendly, stimulating, caring and secure environment for students with moderate to profound disabilities. The school facilities include classrooms with extended outside learning spaces, a kitchen, an Independent living centre, an art room, a library, 3 therapy treatment areas, 2 medium sized multipurpose rooms, large hall, gym and sensory room. In 2013, a brand new Aquatic Learning Centre (Hydrotherapy Pool) was completed.

Students from the greater Geelong area including Bannockburn, Winchelsea, Ocean Grove and Little River are transported on buses contracted to the Department of Education.

The school recognises that each student has differing educational, physical, social, emotional, intellectual and cultural needs. Teachers, along with teacher aides, Occupational Therapists, Speech Pathologists and Physiotherapists, a Nurse and Wellbeing personnel ensure that students have the maximum opportunity to access, participate in and be offered a full education.

Our educational environment is comprised of Junior and Senior Learning Communities. An annex of the Senior Learning Community comprising of 2 groups is located at Oberon High School. In the Junior Learning Community we have a group of students who attend Oberon South Primary School with our staff.

An excellent staff/student ratio ensures that class groups have approximately 9 students. These groups are arranged with the flexibility to provide programs appropriate to each student’s needs. A comprehensive curriculum is implemented to assist students to reach their maximum potential in both school and community settings. Students are actively involved in setting their learning goals in consultation with parents and other relevant personnel.

The school follows the Victorian Curriculum F-10. We use the Abilities Based Learning and Education Support (ABLES) as one of our key assessment tools. Integrated Units are produced to drive the curriculum delivery and the implementation of Individual Learning Plans. In the Senior Learning Community students in Years 11 and 12 use the South Pacific Education Course (SPEC) to support their learning and all have Career Action Plans (MIPS) designed to assist students and their families prepare for post school options. 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.

We use SWPBS to support students to manage their behaviour, using our school values and the Zones of Regulation to underpin this approach. We use a school designed Student Attitude to School Survey to inform practices and implement a school adapted approach to Restorative Practices.

We implement the Starting Right program at the beginning of each term to establish school routines, behaviours and expectations and are expanding the implementation of the Health and Human Relations program SO Safe! across the school.

We have an Allied Health Team including therapists, wellbeing personnel and nurses. The therapy team supports students to access their educational program and support classroom staff in the delivery of these programs. The therapists work as consultants, deliver individual and group programs and assess and report. The school has sensory, wellbeing and regulation rooms. The wellbeing personnel support the whole school community consulting with parents, implementing individual and small group programs with students. The school nurse provides health advice and training to staff and address students’ medical needs.

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 teach students with an intellectual disability, Autism and display challenging behaviour.

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

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.

• 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

Belmont Primary School exists for its children.

Belmont Primary School was established in 1856, being one of the earliest schools provided in the Geelong area. The school is situated close to the Belmont shopping and business centre and in the centre of the original Belmont suburb. Strong links with many families whose members attended the school in the past have been maintained. A significant sense of history exists within the school and its community.

Our school has outstanding and modern facilities having benefited enormously in recent years from significant State and Federal grants. Our learning spaces now reflect and allow for great scope in providing a range of private and interactive spaces for student learning.

The school has heavily invested in technology providing banks of iPads and Notebook computers for student use and infrastructure that is world class.

Within a safe and nurturing learning environment we promote:

• A love of learning and a thirst for knowledge.
• All children achieving to their full potential; academically, socially, emotionally, physically and artistically.
• A highly developed sense of belonging to both school and the community.
• Confidence, compassion and the ability to get along with and accept others.
• An ability to successfully function in an ever-changing world.

The following values form the basis for all that we do as a school:

• Respect - Showing care and consideration for ourselves, others and property.
• Honesty - Being truthful and trustworthy in all we do.
• Responsibility- Being accountable for our actions and behaviours.
• Courage- Doing things that need to be done, even when they are difficult.
• Learning- Enjoying our learning and doing our best.
• Community- Doing our part to make our school the best it can be.

Social: community and demographics

The school enrolment is currently 286 students, with twelve grades. The school enrolment increased substantially in recent years with increases at all year levels and now is at capacity.

Students attending the school largely come from families where one or both parents are employed. The school has a Student Family Occupation of 0.28 which has fallen in recent years suggesting an increasing number of our parents arrive with higher levels of education and employment. The partnership between home and school is very positive with families placing a strong emphasis on education and providing valuable support for the school through School Council, Parents’ Club and as classroom and special activities helpers. The school also supports families through the provision of a well run Before and After School Care Program.

The school runs a multitude of programs and activities beyond that expected in schools which contributes to the rich and dynamic program offered to our students. These include our specialist programs of PE, Art, LOTE (Italian), Library and many additional programs such as Debating, Swimming, Gymnastics, Bike Education, Puberty, Gardening, piano and guitar lessons.

We have a vibrant and dedicated staff that demonstrate their commitment to the children on a daily basis.

Features of their teaching include:

• A genuine love of children.
• A commitment to excellence in education and the needs of the individual.
• A commitment to ongoing professional development.
• An obvious enthusiasm for their role.
• A commitment to student welfare.

Educational

Currently the school provides a comprehensive education that reflects the Victorian Curriculum.

We take great pride in our work and are committed to seeing our children achieve to a high level in all academic areas. Considerable work in recent years has seen the development of a sequential integrated curriculum plan , with an increasing emphasis on utilising ICT and multi-media in teaching and learning practices. In 2016 we launched our BYOD program at the 3/4 year level. We are also committed to working collaboratively with neighbouring schools to improve student learning outcomes where this is possible. In 2017 we launched a whole school Positive Behaviours Approach recognising two key rights: ‘The right to learn’ and ‘The right to feel safe’.

Belmont PS is a great place to learn and teach!

Further information on our school can be accessed at our website www.belmontps.vic.edu.au

We welcome your interest in our school and would be pleased to provide a tour should you like to see our wonderful school in action.

SC1. Demonstrated knowledge and understanding of current DET initiatives including the Framework for Improving Student Outcomes and more specifically the Literacy and Numeracy Strategy .

SC2. Demonstrated understanding of how students learn and effective ‘high impact’ classroom teaching strategies along with the capacity to work with colleagues to continually improve both teaching and learning.

SC3. Demonstrated capacity to monitor and assess student learning data to inform teaching for improved student learning.

SC4. Demonstrated high level written and verbal communication skills and high level interpersonal skills including a capacity to develop constructive relationships with students, parents and community members.

SC5. Demonstrated commitment and capacity to actively contribute to a broad range of school activities and a capacity to reflect on, evaluate and improve professional practice and knowledge.

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

About the role

The Senior Government Relations Advisor plays an important role in the proactive and reactive management of WorkSafe's reputation and key external stakeholder relationships to build equity in the brand and support business success. The role has responsibility for reviewing and communicating WorkSafe's vision to Government and the broader community consistent with the WorkSafe 2030 strategy.

Responsibilities include;

• Lead proactive engagement with Senior WorkSafe leaders in developing and delivering high quality policy and other briefings for the Minister
• Develop and maintain an issues management system which enables the identification and management of potential and actual business and community risks and issues to minimise reputational impacts to WorkSafe and the Minister
• Contribute to the execution of WorkSafe's responsibilities to Parliament including the preparation and management of all Public Accounts and Estimates Committee (PAEC) briefs for the Minister and Chief Executive and Possible Parliamentary Questions
• Provide high level advice to Snr Management on issues

To find out more about this role please view the position description available via; www.wemake.worksafe.vic.gov.au

About you

You are experienced in working in a politically sensitive and policy rich environment. You have proven ability to be a strategic partner to the business whilst providing advice and guidance within the team. 

In addition you have;

• Experience in identifying, developing and managing relevant government briefing material and reporting
• The ability to provide timely and accurate advise to Management on reputational, policy, government and political issues
• A strong policy background with exceptional written skills
• Proven ability to consult on complex and sensitive issues within critical timeframes
• A tertiary qualification in a related field is highly desirable (i.e. Business, Policy, Communications, etc.)

The role is a fixed term role for 12 months and can be based in either Geelong or Melbourne with weekly/bi-weekly travel to Geelong

Working with Us

We pride ourselves on being a great place to work and offer flexibility to facilitate work/life balance. People who are seeking part-time or job share arrangements are encouraged to apply.

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 27 August 2019. 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 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 Wende Marsh on 03 4243 8887 or email; wende_marsh@worksafe.vic.gov.au

About Us

Committed to the wellbeing of Victorian workers, WorkSafe are going through an exciting period of transformation through the implementation of our WorkSafe 2030 strategy. We're actively seeking individuals who embody our values and can bring Best Practice thinking and innovation to our organisation. 

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.

Purpose

MFG is a vibrant learning community that nurtures and serves the aspirations of our students. Surrounded by a supportive ‘sisterhood,’ our young people aim to achieve excellent learning outcomes and develop qualities of character that will enrich their own lives and impact positively on the lives of others.

 Values

At MFG we have consulted with the school community – students, staff and parents/carers - to develop a set of eleven traits, behaviors and dispositions that we, as a school community believe, are important to foster in our students.

These 11 traits are:

MFG learners are able to articulate a core set of values and ethical principles, which they apply to their lives.

They are:

• Kind, compassionate and trustworthy
• Caring and respectful of others and themselves
• Knowledgeable about learning and self-aware
• Deep thinkers who are curious and creative
• Problem solvers
• Resilient, adaptable and able to learn from mistakes
• Hard-working, ambitious and confident
• Able to respect and celebrate difference and diversity
• Optimistic about the future
• Responsible and active local and global citizens
• Flexible collaborators, leaders and team members

  College Context

Matthew Flinders Girls (MFG) has a long and proud history. The original foundation stone was laid in 1856 when there were few other schools in Geelong. MFG is one of eight girls-only state educational providers (since 1940) and the only girls-only provider outside of the metropolitan area.

While there is no formal alumni structure, a group of ex-students, currently aged in their 70s and 80s, meets twice a year. Some students in the school are third generation members of the school community. There is an ever growing Facebook presence of past student groups and a College Alumni Facebook Page has been established. In 2016.

Our school is centrally situated within the business, arts and sporting precincts of Geelong. It has excellent access to public transport (buses and trains). A proportion of students are from the immediate locality, but a significant number come from outside the City of Greater Geelong, from areas such as Colac, Barwon Heads, Indented Heads, Lara, Inverleigh, Bannockburn, Werribee and Anakie. There are more than 50 feeder Primary schools from where the students have been drawn over the past 5 years.

The student population incorporates a diverse range of cultures, socio-economic backgrounds and family blends. The Student Family Occupation (SFO) for the school is currently 0.49.

In serving the aspirations of students, our curriculum provision and quality of teaching are fundamental. Curriculum in Years 7-10 is based on the Victorian Curriculum and is framed by challenging and provocative ‘essential questions’. An Inquiry Based Learning approach to Teaching and Learning is at the heart of learning in Years 7 – 9.

A wide range of options is made available to Later Years students, including the opportunity to accelerate into VCE studies. Our school offers a range of VCE units, access to some Vocational Education and Training Programs (VET/SBATs) and to VCAL (Intermediate and Senior).

MFG is an accredited member of The Academy of Select Entry Accelerated Learner Program (TAASS) , the only one in the State which is in an all-girls’ setting. This program gives students the opportunity to be selected at Year 7 according to academic and leadership potential to undertake an alternative curriculum for Years 7 to 9.

All students in Years 7 – 12 participate in a Bring Your Own Device (BYOD) program. Students are encouraged to purchase the technology which best suits their needs for learning. The school outlines minimum specifications and recommended devices to support parents when making decisions.

Instrumental Music is a key component of our school’s co-curricular Program. Students can learn percussion, drums, singing, woodwind, brass, guitar and keyboard at school. MFG is also the educational home of the Sweethearts, a highly talented and well known music group that performs frequently in professional contexts, nationally and internationally.

Since 2013 the school has been working with Deakin University to develop links between MFG and the Science and Engineering Faculties at Deakin. The focus for this development has been at Year 10 in 2013 and 2014. In 2015 – 2017 the focus is in Years 7-9. This work will links us to Deakin’s CADET facility (Centre for Advanced Design in Engineering Training) and enables MFG students to access that facility as well as Deakin’s expertise. We are also one of the partner schools with Deakin as part of Skilling the Bay: Successful STEM Schools - a program which focuses on developing teacher capacity, improving students’ Maths and Science learning outcomes in Years 7 and 8 as well as developing their interest and curiosity in STEM disciplines.

A community garden has been established and exemplifies our school’s recent permaculture focus of “earth care, people care and fair share”. This space is shared with Dial A Lunch. A key component of the garden is the construction of an urban agricultural garden where students can grow healthy organic food and share this with people in our local community. It has also been the focus of a number of environmental engineering projects.

SC 1

Demonstrated outstanding classroom teaching skills and the capacity to model/mentor/coach/support colleagues to continually improve teaching, learning and assessment practices.

SC 2

Demonstrated high level of understanding of DET initiatives in student learning, including the FISO and the Victorian Teaching Model and its application in classrooms and for assessment, and the capacity to provide outstanding leadership in a professional learning community.

SC 3

Demonstrated high level of written and verbal communication skills and high level interpersonal skills including the capacity to develop constructive relationships with students, parents and other staff and contribute to the leadership and management of the school.

SC 4

Demonstrated commitment and capacity to support the School Leadership Team in developing a professional learning culture characterised by continuous adult learning and reflective practice, collaboration focused on improving learning for all students, sharing of teaching practices and effective teams.

SC5

Demonstrated commitment to ongoing professional learning for self and the capacity to build instructional practices within professional teams resulting in significant learning improvements for all students.

SC6

Demonstrated capacity to lead and improve student achievement, engagement and wellbeing through the implementation of strategic school wide initiatives.

Great opportunity exists to work outdoors, giving back to the community with flexible hours, and short shifts.

Ensure the safety of children and pedestrians crossing the road and be the friendly face who kids remember and trust.

We currently have on-call casual positions available for School Crossing Supervisors in the following areas:

• Geelong, Geelong West, Geelong East, Grovedale, Hamlyn Heights, Lara, Bell Post Hill, Barwon Heads, Waurn Ponds, Corio, Norlane, North Shore, Lovely Banks and many more

Immediate On-Call Casual positions are available.

Selection Criteria:

• Good communication skills
• Experience working with children OR the general public
• Currently hold or be willing to obtain an Employee Working With Children Check
• Hold a current drivers license, and have access to a reliable vehicle
• Must be available Monday - Friday from 8:00am - 9:00am and 3:00pm - 4:00pm

Full training and uniform provided.

If you think that this is the ideal opportunity for you, please click the APPLY NOW button, or send your resume to schoolcrossing@hoban.com.au.

The future of our school is bright with significant resources being invested in developing the capacity of teachers. We have a full time school based curriculum coach who works with all members of our teaching team on improving their practice. Our school improvement model is School Improvement Teams that use an Action Research approach to identifying and resolving school wide challenges. These teams are connected to our school’s Annual Implementation Plan and are responsible for working together to support the school to achieve its ambitions school improvement targets.