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19
October
Schools (Government) - Geelong, VIC
Location Profile Drysdale Primary School DPS is located in the rural town of Drysdale on the Bellarine Peninsula aro...
Source: uWorkin
Schools (Government)
19
October
Schools (Government) - Geelong, VIC
IT
Source: uWorkin
Drysdale Primary School (DPS) is located in the rural town of Drysdale on the Bellarine Peninsula, around 20 kilometres from the regional city of Geelong. The school has been providing education for the children and families of the township and district of Drysdale for more than 140 years. The current enrolment is of 500 students who are taught in 22 classes. There has been an increase in the Student Family Occupation index over the period since 2013. School families are engaged in a wide range of pursuits including agriculture, small business, trades and professions.
The school has extensive grounds which include an oval, paved areas and passive and active play areas. Buildings include a range of classroom styles added over the history of the school and a community hall. A newly built senior study area and the Prep hub were opened at the beginning of the 2018 school year. Recent remodeling and refurbishment of our classrooms has helped to create contemporary learning spaces.
DPS follows the Victorian curriculum. We have a strong focus on curriculum excellence to ensure all children supported to be the best they can be. We offer four specialist programs – Visual Arts, Music/Performing Arts, Physical Education and Languages other than English (LOTE) Indonesian. Performing Arts and Sport have traditionally been strengths of the school. Inclusion is a key feature of the philosophy of the school. Students with a range of additional needs are supported in their learning by a comprehensive program of interventions including differentiated curriculum, small group tuition and 1:1 support.
Drysdale Primary School has five core school values: Resilience, Acceptance, Integrity, Success and Enjoyment (RAISE). These values underpin everything we do.
SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.
SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.
SC6 Demonstrated commitment to achieving high standards with the demonstrated capacity to manage the diverse academic and emotional needs of students in the senior years of primary school.
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.
Core responsibilities include:
- Planning and implementing a range of teaching programs or
courses of study
- Teaching an area of the curriculum or a general curriculum to a
year level
- Monitoring, evaluating and reporting student progress in key
learning areas
- Implementing strategies to achieve targets related to student
learning outcomes
- Maintaining records of class attendance and recording student
progress
- Implementing effective student management consistent with the
school charter.
- Working with a mentor to participate in professional development
planning, implementation and reflection developing a professional
portfolio
Additional responsibilities may include but are not limited to:
- Supervising a range of student activities including support and
welfare programs
- Contributing to a range of co-curricular programs
For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy. Applicants must also be 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
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.
Schools (Government)
19
October
Schools (Government) - Geelong, VIC
Location Profile Wallington is a small school situated in a rural setting It is approximately 6 km from Ocean Grove to...
Source: uWorkin
Schools (Government)
19
October
Schools (Government) - Geelong, VIC
IT
Source: uWorkin
Wallington is a small school situated in a rural setting. It is approximately 6 km from Ocean Grove to our south and 7 km from Leopold to our west. The school provides a focal point for the local community and we enjoy a wide range of community participation at the school. There has been a school on the site since 1868 so we have a long tradition of community involvement.
The community of Wallington is largely made up of `small acreage allotments’, designed for a low density population. This factor creates a fairly stable enrolment for the school. However, the size, rural aspect, magnificent environment and positive reputation of the school have attracted many students from a wider area. Many pass by other government schools to attend Wallington PS.
The school comprises of a modern main administration area and classrooms. The addition of a new Multi- Purpose Room, Arts Centre and kitchen facility has provided the school with a space that is open and flexible and can be used by classes for a wide range of learning activities. The flexibility is enhanced with the building allowing for the combining of the indoor and outdoor learning areas.
The playground is spacious and provides our students with sufficient area to stimulate their imaginations in a safe environment. Incorporated in the playground is a passive area where children who want a quiet area to play can go. The school also has a large oval that is used for sporting events such as cross country, Friday sport, and a range of other activities.
The strengths of the school are many and include such things as the size of the school population, the ability of the staff to work as a team and to support each other through their planning, commitment and willingness to embrace new ideas and methods, the family atmosphere that exists in the school and the development of innovative programs which challenge and engage students in their learning. A major focus of the program is the delivery of a differentiated curriculum to ensure that all students are catered for and supported in their learning at Wallington Primary School.
The smaller student population allows us to provide many activities that involve the whole school. Theme days, Special Events such as the Children’s Fair, Science Days etc highlight the inclusive culture of the school. These days provide the students with the opportunity to work in multi age groupings and to interact with other teachers.
Priorities of the school are:
High expectations of all students
Strong literacy and numeracy skills
Support for student's learning
Healthy eating habits
Focus on the environment
Leadership development
Incorporation of Information and Communication Technology in the everyday program
Extra curricula activities such as instrumental music, debating and camping program, just to name a few.
The school is a place where the values are:
- Respect
- Tolerance
- Sense of Community
The values support us in our belief that all students can learn and that we must always strive for continuous improvement in everything that we do. If we can achieve this then we will have students who enjoying learning, being positively involved in their school, are becoming independent, lifelong learners, effective members of the school and wider community. The school embraces the Child Safe Standards. …..More information on this can be found on the school’s website.
Wallington Primary School is the ‘Home of the Strawberry Fair’. This well-known fundraising event provides the school with additional funds to put towards vital programs in the school such as ICT equipment, specialist programs, and other equipment for the school.
Wallington Primary School is a vibrant and proactive school that caters for the social, emotional and academic needs of the students. The staff, at the school, are passionate about their students and work with the parents and the student to provide a positive learning environment.
SC1 Demonstrated understanding of initiatives in student learning including 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 understanding of how students learn and effective classroom teaching strategies and the capacity to work with colleagues to continually improve teaching and learning.
SC3 Demonstrated capacity 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 ability 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 commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning
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.
Core responsibilities include:
- Planning and implementing a range of teaching programs or
courses of study
- Teaching an area of the curriculum or a general curriculum to a
year level
- Monitoring, evaluating and reporting student progress in key
learning areas
- Implementing strategies to achieve targets related to student
learning outcomes
- Maintaining records of class attendance and recording student
progress
- Implementing effective student management consistent with the
school charter.
- Working with a mentor to participate in professional development
planning, implementation and reflection developing a professional
portfolio
Additional responsibilities may include but are not limited to:
- Supervising a range of student activities including support and
welfare programs
- Contributing to a range of co-curricular programs
For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy. Applicants must also be 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
- 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
Schools (Government)
18
October
Schools (Government) - Geelong, VIC
Location Profile Teesdale opened in 1878 with an enrolment of 11 children In 2019 the school has grown to over 180 stu...
Source: uWorkin
Schools (Government)
18
October
Schools (Government) - Geelong, VIC
IT
Source: uWorkin
Teesdale opened in 1878 with an enrolment of 11 children. In 2019 the school has grown to over 180 students providing a rich learning environment that caters to the needs of all our students. Working in teams, our staff have a strong collaborative approach to planning and delivering quality educational programs.
We promote community connectedness and student wellbeing through a range of strategies including eSmart, Kidsmatter and the Stephanie Alexander Kitchen Garden Program. In addition, Art, Science, Physical Education and Indonesian studies compliment an exciting and challenging core learning program.
Teesdale Primary is an integral part of the Teesdale community. We are proud to be a community focal point, with strong involvement from parents and community groups in both our core and extra-curricular activities.
Our school will always aim to provide the best possible education, so that all children have the opportunity to achieve their own level of excellence.
Keeping abreast of best practice education theory and practice, we are at the leading edge of learning, with a staff team who demonstrate a professional commitment to the highest standards of knowledge, skill and care for our students.
SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.
SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.
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.
Core responsibilities include:
- Planning and implementing a range of teaching programs or
courses of study
- Teaching an area of the curriculum or a general curriculum to a
year level
- Monitoring, evaluating and reporting student progress in key
learning areas
- Implementing strategies to achieve targets related to student
learning outcomes
- Maintaining records of class attendance and recording student
progress
- Implementing effective student management consistent with the
school charter.
- Working with a mentor to participate in professional development
planning, implementation and reflection developing a professional
portfolio
Additional responsibilities may include but are not limited to:
- Supervising a range of student activities including support and
welfare programs
- Contributing to a range of co-curricular programs
For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy. Applicants must also be 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
Please contact the school Principal, Sam Irwin with any queries regarding this position or to arrange a tour on 5281 5218.
- 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
Schools (Government)
18
October
Schools (Government) - Geelong, VIC
Location Profile Lara Lake Primary School is located 15 km north of Geelong and 60 km south-west of Melbourne The scho...
Source: uWorkin
Schools (Government)
18
October
Schools (Government) - Geelong, VIC
IT
Source: uWorkin
Lara Lake Primary School is located 15 km north of Geelong and 60 km south-west of Melbourne. The school is in a growing area and has an enrolment in excess of 760 in 2019.
The School Vision is ‘For each and every child to be literate, numerate, curious and caring.’ The School Values are ‘Respect, Responsibility and Excellence’. Students, staff and the community uphold these values to make Lara Lake a great school. The school is constantly striving to improve, placing the needs of the students at the forefront.
Facilities are modern and bright and buildings and features provide a safe and attractive learning environment which will continue to be of the highest standard. In 2019, new and refurbished classroom and staff facilities were completed. There is a synthetic all-weather oval and a gymnasium which includes a music room, a canteen and a full size basketball court. The school runs a 1-1 BYOD iPad program for all students in Grades 3-6.
The school is proud of the staff mentoring program which has been established to ensure the school tone and robust culture is maintained during periods of change. Teachers operate in Professional Learning Communities where a culture of learning and improvement flourish. All teachers are viewed as learners and have equal responsibility for all students’ learning.
The 2019 staff profile comprises 58 staff members, including a Principal, two Assistant Principals, two Learning Specialists, 38 classroom and specialist teachers, four administration staff and 11 Educational Support staff. There are 33 classrooms which are managed in seven straight grade units, each led by a Team Leader.
The school has a strong reputation for quality curriculum programs and all staff have a solid understanding of the Victorian Curriculum. Classroom programs are offered alongside a comprehensive specialist program consisting of Visual Arts, Performing Arts/Music and Physical Education. There is a whole school focus on social/emotional learning through the implementation of ‘Play is The Way’, a pro social program. This allows students to develop the necessary skills to problem solve, work independently, develop empathy and understand themselves and others. Lara Lake aims to develop outstanding citizens.
All employees are obliged to keep up to date with the requirements of mandatory reporting, become familiar with the relevant Child Safe policies, and uphold the professional characteristics of adults working with children (e.g. VIT).
Applicants should submit only one document containing their CV, response to key selection criteria and the contact details of three referees.
Applicants are required to save their application using their first and last names as the document name (eg. SteveDurkin).
SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.
SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.
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.
Core responsibilities include:
- Planning and implementing a range of teaching programs or
courses of study
- Teaching an area of the curriculum or a general curriculum to a
year level
- Monitoring, evaluating and reporting student progress in key
learning areas
- Implementing strategies to achieve targets related to student
learning outcomes
- Maintaining records of class attendance and recording student
progress
- Implementing effective student management consistent with the
school charter.
- Working with a mentor to participate in professional development
planning, implementation and reflection developing a professional
portfolio
Additional responsibilities may include but are not limited to:
- Supervising a range of student activities including support and
welfare programs
- Contributing to a range of co-curricular programs
For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy. Applicants must also be 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
Schools (Government)
18
October
Schools (Government) - Geelong, VIC
Location Profile Manifold Heights Primary School is located in a suburban environment in West Geelong and commands outs...
Source: uWorkin
Schools (Government)
18
October
Schools (Government) - Geelong, VIC
IT
Source: uWorkin
Manifold Heights Primary School is located in a suburban environment in West Geelong and commands outstanding views over Corio Bay and the City of Greater Geelong.
The school was originally established in 1926 with 60 pupils and has experienced an overall growth pattern.
Enrolments are currently at 424. Our educational precinct contains a number of State and Independent Schools and includes Newtown, Ashby, Herne Hill, Holy Spirit, St Patricks. School facilities include heritage and new buildings, a multipurpose room and a canteen. Other facilities we enjoy are a Library and Art room and an Out of School Hours Care room.
The parent community is encouraged to engage in an active partnership with the school. Parents take an active role in our school and have assisted by being members on School Council and Sub Committees, Classroom Helpers program, working bees, assistance at camps and excursions, business sponsorship, social and fundraising activities. They are also given support, guidance and encouragement to assist their child's learning at home.
SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.
SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.
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.
Core responsibilities include:
- Planning and implementing a range of teaching programs or
courses of study
- Teaching an area of the curriculum or a general curriculum to a
year level
- Monitoring, evaluating and reporting student progress in key
learning areas
- Implementing strategies to achieve targets related to student
learning outcomes
- Maintaining records of class attendance and recording student
progress
- Implementing effective student management consistent with the
school charter.
- Working with a mentor to participate in professional development
planning, implementation and reflection developing a professional
portfolio
Additional responsibilities may include but are not limited to:
- Supervising a range of student activities including support and
welfare programs
- Contributing to a range of co-curricular programs
For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy. Applicants must also be 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
- 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
Schools (Government)
18
October
Schools (Government) - Geelong, VIC
Location Profile At Roslyn Primary School we encourage everyone to strive to achieve their greatest potential to make a...
Source: uWorkin
Schools (Government)
18
October
Schools (Government) - Geelong, VIC
IT
Source: uWorkin
At Roslyn Primary School we encourage everyone to strive to achieve their greatest potential to make a positive contribution to diverse and ever-changing local and global society. In embracing our school’s motto of ‘Rocketing to Success’, we endeavour to develop creative, innovative individuals, who are able to embrace the changes of the future.
We value Respect, Optimism and Creativity. Showing respect means you act in a way that shows you care about yourself and the feelings and wellbeing of others. When we are optimistic we expect the best and we maintain a positive outlook. We are creative when we produce something using our talents and imagination.
At Roslyn Primary School we aim high, reaching for the stars, in every aspect of school life. Our motto is ‘Roslyn Rockets – Rocketing to Success’ which reflects our aim for us – staff, students and families - to be aspirational in all that we do.
Our students are provided with opportunities to develop personal qualities and attitudes that will teach them how to build positive relationships and face the challenges of the future with confidence, compassion and respect. They learn how to be decisions makers, problem solvers and strong communicators. All students learn how to be leaders and how to work in a team. Students are inspired to be self-motivated learners - working from individualised learning goals in reading, writing, maths and inquiry so that learning can target their needs.
Our Teaching and Learning program reflects the belief that 'thinking' is the foundation of all learning and within a rapidly changing world students need to have greater thinking and problem-solving abilities, to be more self-motivated than ever before. We teach students a variety of cognitive thinking processes and strategies that will help equip them with the skills to navigate through an information rich future.
Our Curriculum is based on ‘The Victorian Curriculum’ using an Inquiry Learning approach, with a strong focus on learning through STEAM (Science, Technology, Engineering, Art and Maths). The use of an Inquiry approach to learning, with a focus on STEAM, helps us provide personalised and authentic learning and promote the ability to learn and understand within a global context, and it enables learning experiences to be broadened and deepened. Students actively make observations, collect, analyse, and synthesise information, and draw conclusions, developing useful problem-solving skills to adapt to future ‘need to know’ situations. They develop habits of mind that can last a lifetime and guide learning and creative thinking.
Our school has a strong sense of community and understands that the school experience is not just for the students but the whole family. We value and encourage parents to be actively involved in a wide variety of forums. Families are our students’ first teachers and when we work together we can reach for the stars!
Roslyn Primary School is located on Roslyn Road in Belmont, and has undergone significant rebuilding and improvement, completed in 2018. We have had buildings demolished and fully replaced, allowing for every classroom to be a flexible learning space, catering to modern teaching and learning strategies.
We currently have an enrolment of 225 students.
At Roslyn Primary School we believe that every child has a right to an excellent education, and that every classroom in our school provides that through shared, high impact approaches.
SC1 Demonstrated understanding of the Victorian Curriculum and the capacity to implement evaluate learning and teaching programs in accordance with this and the schools AIP.
SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.
SC6 Demonstrated capacity to work in a PLC to improve student learning outcomes.
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.
Core responsibilities include:
- Planning and implementing a range of teaching programs or
courses of study
- Teaching an area of the curriculum or a general curriculum to a
year level
- Monitoring, evaluating and reporting student progress in key
learning areas
- Implementing strategies to achieve targets related to student
learning outcomes
- Maintaining records of class attendance and recording student
progress
- Implementing effective student management consistent with the
school charter.
- Working with a mentor to participate in professional development
planning, implementation and reflection developing a professional
portfolio
Additional responsibilities may include but are not limited to:
- Supervising a range of student activities including support and
welfare programs
- Contributing to a range of co-curricular programs
For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy. Applicants must also be 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
Schools (Government)
17
October
Schools (Government) - Geelong, VIC
Location Profile Inverleigh Primary School a school with proud traditions was established in 1865 in the rural towns...
Source: uWorkin
Schools (Government)
17
October
Schools (Government) - Geelong, VIC
IT
Source: uWorkin
Inverleigh Primary School, a school with proud traditions, was established in 1865, in the rural township of Inverleigh. It is nestled in an attractive setting near the junction of the Leigh and Barwon Rivers, 30 km west of Geelong on the Hamilton Hwy. The original bluestone building is on the Historic Buildings Register and was built in 1865. It is the centrepiece of the school's building plan, and has an important place in its history. This building is currently being used as a classroom and it also houses the school library. The school also boasts a multi-purpose room, which is used for art, choir, science and whole school performances. There are 10 classrooms, accommodating our current school enrolment of 212 students. Most classrooms are grouped in composite grade level communities, with collaboration spaces, and connecting decks. The average class size in Grades 3-6 is 23 students. In Grades 1-2 the average class size is 21 students. The Prep students are housed in the Mod 5 building with two classes of 15 students. An additional classroom was added this year to accommodate the growing student population and to reduce class sizes across the school, as this had been identified as a priority. Smaller class sizes allow classroom teachers to differentiate effectively to meet the needs of all students
Our grounds present an attractive bush environment, with both active and passive areas for use by the students. Asphalt areas for general play include a netball/basketball court. A well-grassed oval is complemented by playground equipment. Inverleigh Primary School offers the secure environment of a small school and provides a caring, happy, positive situation for its students. Our school is committed to providing an environment which encourages and recognises the rights of all students to reach their full potential. Inverleigh Primary School provides a safe and equitable environment, where individual students are supported and nurtured in their intellectual, emotional, social and physical development. By promoting the values of honesty, self-discipline and responsibility we endeavour to create independent learners for life. We value the role parents play as partners in the education of the students and the whole community is encouraged to interact positively.
SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.
SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.
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.
Core responsibilities include:
- Planning and implementing a range of teaching programs or
courses of study
- Teaching an area of the curriculum or a general curriculum to a
year level
- Monitoring, evaluating and reporting student progress in key
learning areas
- Implementing strategies to achieve targets related to student
learning outcomes
- Maintaining records of class attendance and recording student
progress
- Implementing effective student management consistent with the
school charter.
- Working with a mentor to participate in professional development
planning, implementation and reflection developing a professional
portfolio
Additional responsibilities may include but are not limited to:
- Supervising a range of student activities including support and
welfare programs
- Contributing to a range of co-curricular programs
For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy. Applicants must also be 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
- 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
Schools (Government)
15
October
Schools (Government) - Geelong, VIC
Location Profile Deans Marsh is a wonderful place with unique nature and wild life Our school wishes to acknowledge th...
Source: uWorkin
Schools (Government)
15
October
Schools (Government) - Geelong, VIC
IT
Source: uWorkin
Deans Marsh is a wonderful place with unique nature and wild life. Our school wishes to acknowledge that we are on the traditional lands of the Gadubanud people. We pay our respects to their elders, past, present and future.
Deans Marsh Primary School is a small rural school in the foothills of the Otways with a current enrolment of 61 students. A school bus service provides transport for the majority of children at the school. The school has newly refurbished buildings including a Student Learning Centre (with two classrooms and a multi-purpose area), Student Learning Studio, Art Room, Musical Kitchen, undercover area, spacious shaded grounds including two ovals, soft-drop play area, tennis/basketball court, orchard, wetlands, veggie garden and chook shed.
Being a small school, each classroom is in a multi-age learning environment with an emphasis on personalized learning. The key areas our classroom teachers teach are Reading, Writing, Speaking and Listening, Mathematics, Inquiry Learning, STEM and Health and Wellbeing. We have specialist staff who teach Music, Art, Library, Kitchen Garden and Indonesian. The school is committed to providing a stimulating learning environment that nurtures independent learners. Positive self-esteem is fostered in a supportive classroom environment with Restorative Practices and Respectful Relationships supporting a whole school approach to welfare. The school values of Respect, Responsibility and Resilience underpin all that we say and do at Deans Marsh Primary School.
Deans Marsh Primary School is a community school that fosters strong links with the families of our students. We are always excited to welcome new staff to our unique school.
At Deans Marsh Primary School, we live and learn in the country and thrive in nature whilst finding happiness and pride when achieving something challenging. (School Mission Statement)
SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.
SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.
SC6 Demonstrated understanding of how to empower students with the happiness and pride that comes from achieving something challenging and to provide personalised learning opportunities within a small school setting.
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.
Core responsibilities include:
- Planning and implementing a range of teaching programs or
courses of study
- Teaching an area of the curriculum or a general curriculum to a
year level
- Monitoring, evaluating and reporting student progress in key
learning areas
- Implementing strategies to achieve targets related to student
learning outcomes
- Maintaining records of class attendance and recording student
progress
- Implementing effective student management consistent with the
school charter.
- Working with a mentor to participate in professional development
planning, implementation and reflection developing a professional
portfolio
Additional responsibilities may include but are not limited to:
- Supervising a range of student activities including support and
welfare programs
- Contributing to a range of co-curricular programs
For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy. Applicants must also be 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
- 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
Schools (Government)
14
October
Schools (Government) - Apollo Bay, VIC
Location Profile About Our SchoolApollo Bay is in a beautiful coastal town surrounded by the Otway ranges This rich en...
Source: uWorkin
Schools (Government)
14
October
Schools (Government) - Apollo Bay, VIC
IT
Source: uWorkin
About Our School
Apollo Bay is in a beautiful coastal town surrounded by the Otway ranges. This rich environment has attracted a community with a strong commitment to a healthy active lifestyle, the environment and a great interest in the arts. This is reflected in the colleges programs and supported by students, parents and the wider community.
The college is organised in Junior and Senior Sub-Schools with defined learning communities in each sub school. The total student population is approximately 270. Our college has a tradition of high academic achievement complimented by outstanding achievements in the Arts, Music and Sport. The great majority of our students move on to tertiary study post Year 12.
Our college is committed to helping develop in students the capacity, desire and tools to achieve their best in all endeavours. We foster a sense of awareness, responsibility and respect in global, family, community and individual contexts. We support and encourage students in the pursuit of excellence.
Our College motto is Unique Environment, Extraordinary Opportunities. Our new school values are Excellence, Respect, Integrity and Balance. We are delighted with our new facilities that were completed during 2015.
SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.
SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.
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.
Core responsibilities include:
- Planning and implementing a range of teaching programs or
courses of study
- Teaching an area of the curriculum or a general curriculum to a
year level
- Monitoring, evaluating and reporting student progress in key
learning areas
- Implementing strategies to achieve targets related to student
learning outcomes
- Maintaining records of class attendance and recording student
progress
- Implementing effective student management consistent with the
school charter.
- Working with a mentor to participate in professional development
planning, implementation and reflection developing a professional
portfolio
Additional responsibilities may include but are not limited to:
- Supervising a range of student activities including support and
welfare programs
- Contributing to a range of co-curricular programs
For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy. Applicants must also be 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
Schools (Government)
12
October
Schools (Government) - Geelong, VIC
Location Profile For over 30 years the College under its former name of Queenscliff High School has served the local...
Source: uWorkin
Schools (Government)
12
October
Schools (Government) - Geelong, VIC
IT
Source: uWorkin
For over 30 years, the College (under its former name of Queenscliff High School) has served the local community and the past record of our students in academic, cultural and sporting fields is noted with pride.
Bellarine Secondary College is the only State Secondary College on the Bellarine Peninsula. The College is situated on two campuses: Years 7and 8 are located at Ocean Grove Campus in Shell Rd, Ocean Grove (500 students) and Years 9-12 are based at the Drysdale Campus, Peninsula Drive, Drysdale (760 students) with a total enrolment of 1260 students. The College draws enrolments from all towns on the Bellarine Peninsula including Drysdale, Clifton Springs, Portarlington, St Leonards, Indented Head, Queenscliff, Pt Lonsdale, Ocean Grove and Barwon Heads. Students also travel from East and South Geelong as well as from Leopold.
The College offers a rich and broad curriculum across all year levels. This curriculum includes VCE, VET and VCAL in the later years of schooling. The intent of schooling at Bellarine Secondary College is to make available for students a wide range of opportunities, providing them with a sound preparation for the transition from school to broader society. The College has established connections with tertiary providers within Geelong and continues to develop partnerships with other Registered Training Organisations. Applied learning is an important aspect of College curriculum and is built into student learning programs from Years 9 to 12. Bellarine Secondary College was one of the first schools across the State to offer a VCAL program which is now embedded in the school and recognized as best practice across the State. The College offers 23 VCE studies at both Units 1 and 3 levels. The College is proud of the breadth of the program offered and of the excellent results achieved in recent years.
The Year 7 & 8 campus at Ocean Grove presents a unique opportunity for students to transition from primary to secondary education smoothly. Parents speak passionately about the benefits of this structure.
Student wellbeing is given a very high priority within the College and students and parents are encouraged to make maximum use of help available. The College has a Student Engagement Policy which incorporates Restorative Behaviour practices College wide. Bellarine Secondary College is a partner school in the Respectful Relationships Program.
Student leadership and voice is highly valued within the College community and students have a structured and strategically developed program available to them from Years 7 to 12.
Bellarine Secondary College teachers utilise high impact teaching strategies in every classroom through the implementation of the Bellarine Classroom instructional model. This model has been developed in response to the work of Robert Marzano in The New Art and Science of Teaching.
In working towards achieving its goals, Bellarine Secondary College encourages a high level of participation by parents, staff and students. The College Council is the main policy and decision making body of the school, however all parents and staff can be involved in a number of committees and forums and provide support in other ways.
SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.
SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.
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.
Core responsibilities include:
- Planning and implementing a range of teaching programs or
courses of study
- Teaching an area of the curriculum or a general curriculum to a
year level
- Monitoring, evaluating and reporting student progress in key
learning areas
- Implementing strategies to achieve targets related to student
learning outcomes
- Maintaining records of class attendance and recording student
progress
- Implementing effective student management consistent with the
school charter.
- Working with a mentor to participate in professional development
planning, implementation and reflection developing a professional
portfolio
Additional responsibilities may include but are not limited to:
- Supervising a range of student activities including support and
welfare programs
- Contributing to a range of co-curricular programs
For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy. Applicants must also be 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
Schools (Government)
11
October
Private Company - Geelong, VIC
104 979 00 per annum superPermanent Full TimeGeelong locationAbout the roleOur Intelligence Management Function IMF...
Source: uWorkin
Private Company
11
October
Private Company - Geelong, VIC
IT
Source: uWorkin
- $104,979.00 per annum + super
- Permanent, Full Time
- Geelong location
About the role
Our Intelligence Management Function (IMF) is a centralised data and analytics team, delivering real time, cutting edge analytics and actionable insights on emerging risks to be prevention led and client centric. We are uplifting our tools and techniques in a transforming environment, to better understand our clients and their needs to predict risk and prevent harm in the workplace.
This position will provide specialist knowledge and technical support / maintenance of corporate business intelligence applications. Working with a variety of stakeholders you will provide support to help achieve their individual / business needs.
- Co-ordinate end-to-end delivery of high-quality business reporting (internal and external), analytics and data integrity.
- Support the effective communication of complex analyses and findings in a clear and concise manner to non-technical audiences.
- Identify, document and implement process improvements across the business.
- Assist with the maintenance / administration of the BI platform and provide end-user training and support.
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 Business Intelligence Analyst who wants to make a difference. You have exceptional communication and organisational skills, coupled with your ability to engage with a broad range of stakeholders. Additionally, you will be able to demonstrate the following skills:
- Experience working with Business Intelligence systems including using data visualisation tools (e.g. Qlik Sense, SAS Visual Analytics, QlikView, Tableau, Power BI) to deliver complex visualisations, dashboards and reports.
- Experience transitioning legacy platforms into modern BI solutions - bringing the old world into the new.
- Experience using data query languages to extract and analyse data from relational databases and other data sources.
- Highly developed written and verbal communication and interpersonal skills, to effectively liaise with a broad range of internal stakeholders and ensure ‘buy in’, including experience in conducting presentations and facilitating groups.
- Significant experience in developing, analysing and interpreting both qualitative and quantitative data.
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, Thursday 24th October 2019. Click the link to apply, and join us in making a difference to Victorian lives.
Only people with Australian Citizenship or Permanent Residency may apply for this position. You will be required to undergo a National Police Check 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 Gemma Simpson on 03 9940 4531.
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.
Private Company
11
October
Schools (Government) - Geelong, VIC
Location Profile Lara Primary school is situated in the north-east corner of the town of Lara It is approximately 10 k...
Source: uWorkin
Schools (Government)
11
October
Schools (Government) - Geelong, VIC
IT
Source: uWorkin
Lara Primary school is situated in the north-east corner of the town of Lara. It is approximately 10 km from Geelong and 60 km west of Melbourne CBD. We currently have 375 students and 15 classes. In addition to the Principal and Assistant Principals, there are 21.4 EFT teachers and 7.9 ESOs.
The vision of Lara Primary School is to create a safe and caring environment that values a love of learning and fosters a strong sense of community. Our dedicated staff and families are committed to supporting each child to set goals and take pride in their achievements in a safe and caring learning environment. We articulate the behaviours to support our vision by implementing the school rules:
- I am safe
- I am respectful
- I am ready to learn
Our students benefit from having teachers with a range of different experiences and skills working together in teams, to support the learning of all students. We offer a broad curriculum based on building strong foundations in Literacy and Numeracy. There is an emphasis on developing life-long learners and learning how to learn is a vital component of this process. We strive to build a growth mindset that encourages students to have high expectations and understand that effort is needed to improve. Our curriculum is further enhanced by excellent specialist programs in Physical Education, Visual Art, Science Indonesian, Digital Technologies and Intervention.
Unique to Lara Primary School is our award winning Serendip Sanctuary Environmental Science Program. For the last 13 years, we have cultivated a Community Partnership with Parks Victoria. Lara PS has a classroom in the sanctuary and every child in our school visits the sanctuary for one week each year throughout their education. Our students feel a sense of pride and ownership of Serendip Sanctuary, and over time have developed deep understandings of environmental issues.
SC1 Demonstrated understanding of best practice in student learning and the capacity to implement the Victorian Curriculum in a manner consistent with inclusive pedagogy.
SC2 Demonstrated capacity to implement High Impact Teaching Strategies within the learning environment where student-centred learning drives improved outcomes in Literacy and Numeracy.
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 a capacity to develop constructive relationships with students, parents and other staff.
SC5 Demonstrated commitment to ongoing professional learning to enable further development of skills, expertise and teaching capacity.
A school tour will take place on Thursday October 17th from 4:00pm. Please contact the school office on 5282 1427 to confirm attendance.
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.
Core responsibilities include:
- Planning and implementing a range of teaching programs or
courses of study
- Teaching an area of the curriculum or a general curriculum to a
year level
- Monitoring, evaluating and reporting student progress in key
learning areas
- Implementing strategies to achieve targets related to student
learning outcomes
- Maintaining records of class attendance and recording student
progress
- Implementing effective student management consistent with the
school charter.
- Working with a mentor to participate in professional development
planning, implementation and reflection developing a professional
portfolio
Additional responsibilities may include but are not limited to:
- Supervising a range of student activities including support and
welfare programs
- Contributing to a range of co-curricular programs
For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy. Applicants must also be 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
At Lara Primary school, we are committed to the Child Safe Standards and providing a safe, supportive and inclusive environment for all students, staff and members of our community. Our school recognises the importance of the partnership between our school and parent/carers to support student learning, engagement and wellbeing. There is particular attention paid to the most vulnerable children, including Aboriginal and Torres Strait Islander children, children from culturally and/or linguistically diverse backgrounds and children with a disability. Our school’s Code of Conduct and Child Safety Policy can be located on our school website.
- 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
Schools (Government)
9
October
Schools (Government) - Geelong, VIC
Location Profile Teesdale opened in 1878 with an enrolment of 11 children In 2019 the school has grown to over 180 stu...
Source: uWorkin
Schools (Government)
9
October
Schools (Government) - Geelong, VIC
IT
Source: uWorkin
Teesdale opened in 1878 with an enrolment of 11 children. In 2019 the school has grown to over 180 students providing a rich learning environment that caters to the needs of all our students. Working in teams, our staff have a strong collaborative approach to planning and delivering quality educational programs.
We promote community connectedness and student wellbeing through a range of strategies including eSmart, Kidsmatter and the Stephanie Alexander Kitchen Garden Program. In addition, Art, Science, Physical Education and Indonesian studies compliment an exciting and challenging core learning program.
Teesdale Primary is an integral part of the Teesdale community. We are proud to be a community focal point, with strong involvement from parents and community groups in both our core and extra-curricular activities.
Our school will always aim to provide the best possible education, so that all children have the opportunity to achieve their own level of excellence.
Keeping abreast of best practice education theory and practice, we are at the leading edge of learning, with a staff team who demonstrate a professional commitment to the highest standards of knowledge, skill and care for our students.
SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.
SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.
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.
Core responsibilities include:
- Planning and implementing a range of teaching programs or
courses of study
- Teaching an area of the curriculum or a general curriculum to a
year level
- Monitoring, evaluating and reporting student progress in key
learning areas
- Implementing strategies to achieve targets related to student
learning outcomes
- Maintaining records of class attendance and recording student
progress
- Implementing effective student management consistent with the
school charter.
- Working with a mentor to participate in professional development
planning, implementation and reflection developing a professional
portfolio
Additional responsibilities may include but are not limited to:
- Supervising a range of student activities including support and
welfare programs
- Contributing to a range of co-curricular programs
For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy. Applicants must also be 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
Please contact the school Principal, Sam Irwin with any queries regarding this position or to arrange a tour on 5281 5218.
- 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
Schools (Government)
8
October
Schools (Government) - Geelong, VIC
Location Profile At Roslyn Primary School we encourage everyone to strive to achieve their greatest potential to make a...
Source: uWorkin
Schools (Government)
8
October
Schools (Government) - Geelong, VIC
IT
Source: uWorkin
At Roslyn Primary School we encourage everyone to strive to achieve their greatest potential to make a positive contribution to diverse and ever-changing local and global society. In embracing our school’s motto of ‘Rocketing to Success’, we endeavour to develop creative, innovative individuals, who are able to embrace the changes of the future.
We value Respect, Optimism and Creativity. Showing respect means you act in a way that shows you care about yourself and the feelings and wellbeing of others. When we are optimistic we expect the best and we maintain a positive outlook. We are creative when we produce something using our talents and imagination.
At Roslyn Primary School we aim high, reaching for the stars, in every aspect of school life. Our motto is ‘Roslyn Rockets – Rocketing to Success’ which reflects our aim for us – staff, students and families - to be aspirational in all that we do.
Our students are provided with opportunities to develop personal qualities and attitudes that will teach them how to build positive relationships and face the challenges of the future with confidence, compassion and respect. They learn how to be decisions makers, problem solvers and strong communicators. All students learn how to be leaders and how to work in a team. Students are inspired to be self-motivated learners - working from individualised learning goals in reading, writing, maths and inquiry so that learning can target their needs.
Our Teaching and Learning program reflects the belief that 'thinking' is the foundation of all learning and within a rapidly changing world students need to have greater thinking and problem-solving abilities, to be more self-motivated than ever before. We teach students a variety of cognitive thinking processes and strategies that will help equip them with the skills to navigate through an information rich future.
Our Curriculum is based on ‘The Victorian Curriculum’ using an Inquiry Learning approach, with a strong focus on learning through STEAM (Science, Technology, Engineering, Art and Maths). The use of an Inquiry approach to learning, with a focus on STEAM, helps us provide personalised and authentic learning and promote the ability to learn and understand within a global context, and it enables learning experiences to be broadened and deepened. Students actively make observations, collect, analyse, and synthesise information, and draw conclusions, developing useful problem-solving skills to adapt to future ‘need to know’ situations. They develop habits of mind that can last a lifetime and guide learning and creative thinking.
Our school has a strong sense of community and understands that the school experience is not just for the students but the whole family. We value and encourage parents to be actively involved in a wide variety of forums. Families are our students’ first teachers and when we work together we can reach for the stars!
Roslyn Primary School is located on Roslyn Road in Belmont, and has undergone significant rebuilding and improvement, completed in 2018. We have had buildings demolished and fully replaced, allowing for every classroom to be a flexible learning space, catering to modern teaching and learning strategies.
We currently have an enrolment of 225 students.
At Roslyn Primary School we believe that every child has a right to an excellent education, and that every classroom in our school provides that through shared, high impact approaches.
SC1 Demonstrated understanding of the Victorian Curriculum and the capacity to implement evaluate learning and teaching programs in accordance with this and the schools AIP.
SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.
SC6 Demonstrated capacity to work in a PLC to improve student learning outcomes.
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.
Core responsibilities include:
- Planning and implementing a range of teaching programs or
courses of study
- Teaching an area of the curriculum or a general curriculum to a
year level
- Monitoring, evaluating and reporting student progress in key
learning areas
- Implementing strategies to achieve targets related to student
learning outcomes
- Maintaining records of class attendance and recording student
progress
- Implementing effective student management consistent with the
school charter.
- Working with a mentor to participate in professional development
planning, implementation and reflection developing a professional
portfolio
Additional responsibilities may include but are not limited to:
- Supervising a range of student activities including support and
welfare programs
- Contributing to a range of co-curricular programs
For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy. Applicants must also be 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
Schools (Government)
27
September
Private Company - Geelong, VIC
116 299 per annum superannuationPermanent Full Time Geelong locationAbout the roleIT shared services ITSS is a col...
Source: uWorkin
Private Company
27
September
Private Company - Geelong, VIC
IT
Source: uWorkin
- $116,299 per annum + superannuation
- Permanent, Full Time
- Geelong location
About the role
IT shared services (ITSS) is a collaborative division delivering IT services across both TAC and WorkSafe Victoria organisations.
- Estimate and plan project management activities while working with project managers to manage deliverables.
- Maintaining procedures and documentation for infrastructure support to improve business performance.
- Primary point of contact for business partners and key vendors and monitor quality management.
- Developing policy and strategies for the design, monitoring, measurement, maintenance, reporting for continuous service improvements.
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 Senior Business Analyst who wants to make a difference to the technology landscape across WorkSafe and TAC. As the successful candidate you will be an innovative thinker, client centric and be able to adapt to changing priorities.
- Significant experience in systems development activities and, equally importantly, workers compensation business knowledge.
- Demonstrated ability to take on accountability for highly complex pieces of work and work autonomously, work with some ambiguity and yet still deliver quality outcomes.
- Clear communication skills and ability to tailor technical terminology to target audiences, be organised and ability to work in a changing environment.
- Demonstrated ability to engage and influence external providers to deliver services that meet the business strategic outcomes in a safe and secure manner.
- Intermediate to Advanced experience with mainframe legacy systems including ACCtion would be advantageous.
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, Sunday 13th October 2019. Click the link to apply, and join us in making a difference to Victorian lives.
Only people with Australian Citizenship or Permanent Residency may apply for this position. You will be required to undergo a National Police Check 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 Gemma Simpson on 03 9940 4531.
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
To meet the challenge, WorkSafe has begun modernising its services. We’re aiming to provide an inclusive, empathetic and tailored service for every Victorian who comes into contact with WorkSafe, and embed a proactive, prevention-led approach to health and safety in every workplace across Victoria by 2030.
Like wearing a seatbelt or putting on sunscreen, “prevention-led” thinking will become automatic every time Victorians step into the workplace.
WorkSafe are striving to build a diverse workforce that reflects the Victorian community we serve.
Private Company
26
September
PEOPLE @ WORK - Geelong, VIC
As a key member of the production team you will oversee the fundamentals of the data systems and communications network ...
Source: uWorkin
PEOPLE @ WORK
26
September
PEOPLE @ WORK - Geelong, VIC
IT
Source: uWorkin
As a key member of the production team you will oversee the fundamentals of the data systems and communications network of this busy, highly automated, state of the art production site.
Your key responsibilities will include;
- working across numerous sites to support production systems,
- must be prepared to travel between Melbourne and Geelong
- testing and trouble shooting technical issues on production systems
- provide documentation and training
- installation and maintenance of network components.
You will have:
- project management experience
- excellent communication skills
- proficient in SQL, C++ and SAP
- degree or diploma qualified
- past experience in production facilities
To register your interest please apply or for further information contact Lucy McAuliffe on 52215599
PEOPLE @ WORK
25
September
Private Company - Geelong, VIC
Permanent Role Based in Geelong 104 979 00 superannuationAbout the roleIn alignment with the WorkSafe 2030 strategy i...
Source: uWorkin
Private Company
25
September
Private Company - Geelong, VIC
IT
Source: uWorkin
- Permanent Role
- Based in Geelong
- $104,979.00 + superannuation
About the role
In alignment with the WorkSafe 2030 strategy, innovation is pivotal for WorkSafe to build its future. WorkSafe has a clear ambition to adopt a more deliberate approach to innovation and nurturing a strong Human Centred Design practice within the business.
Reporting to the Innovation Lead, you will be developing new approaches and capabilities to keep all Victorians Healthy, Safe and Well. The Innovation Specialist will be responsible for delivering end-to-end Innovation Initiatives. They will be staffed on various initiatives and report to the Innovation Lead managing those initiatives.
You will be working in close collaboration with a highly motivated and creative team on a diverse range of projects, and will need to be comfortable working in an agile, flexible and iterative fashion. This is an opportunity to develop and use your skills to make a real impact on the lives of many people across Victoria and be part of a team that is pushing what is possible for innovation within a Government environment.
Key Accountabilities
- Embrace a human-centred approach to develop solutions improving WorkSafe client experience
- Proactively drive ways to improve existing innovations tools & techniques
- Contribute to the delivery of innovation initiatives leveraging the Innovation Centre processes and tools, including:
- Perform primary research, including focused interviews with subject matter experts and empathy interviews with WorkSafe’s Clients
- Perform secondary research to explore potential opportunities
- Assist in the preparation and facilitation of co-design and prototyping workshops involving clients
Skills and experience
We are seeking individuals with a passion for human-centred innovation who have the ability to thrive in an ambiguous environment together with:
- Demonstrated experience in delivering innovation projects
- A nous for working in an embedded innovation team within traditional government structure, having to maintain an innovation mindset and process alongside working with a variety of different people
- Demonstrated experience applying Human Centred Design/Design thinking
- A highly resilient outlook to be able to work in a fast paced environment solving a diverse range of problems in your day to day work
Qualifications
- Degree in Design (Communications, Graphic, Industrial, Web, UX or any other classic design discipline)
Desirable
- Design Thinking/Human Centred Design qualification
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. As part of the Innovation Centre, you will be encouraged and supported to further develop your skills, through training, learning sessions and exposure to a range of different projects.
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 Tuesday 8th of October 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 Jess Richardson on jessica_richardson@worksafe.vic.gov.au
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
Come and join a progressive and rewarding business to protect our workers and returning them home safely every day. If you want to make a difference, WorkSafe is a great step in a rewarding and satisfying career.
WorkSafe are striving to build a diverse workforce that reflects the Victorian community we serve.
Private Company
24
September
DFP RECRUITMENT SERVICES PTY LTD - Geelong, VIC
The OpportunityOn behalf of our Government client based in Geelong we are looking for experienced Business Project Manag...
Source: uWorkin
DFP RECRUITMENT SERVICES PTY LTD
24
September
DFP RECRUITMENT SERVICES PTY LTD - Geelong, VIC
IT
Source: uWorkin
The Opportunity
On behalf of our Government client based in Geelong we are looking for experienced Business Project Managers to work within the PMO. As a project manager your role will be to plan, budget and oversee all aspects of the specific project you are working on. You will work closely with the Program Manager to make sure that the scope and direction of each project is on schedule and within budget.
This role is based in Geelong and pays $635.00 per day plus super until June 2020.
As this role is within the Federal Government, applicants are required to hold Australian Citizenship or Permanent Residency.
The Role
Responsibilities include;
- Support the Program Manager in the project scoping, development, implementation, monitoring and reporting
- Manage the effective governance of the project with the Program Manager and ensure appropriate evaluation of progress, quality, cost activities and escalation as necessary
- Supervise program activities and resources to deliver agreed outputs
- Work within an agreed project management framework and manage multiple priorities while maintain high work standards and accuracy to meet tight and often conflicting timeframes
- Build and manage collaborative relationships with work groups, regions and external stakeholders to support effective communication
- Performa independent research and analysis to determine operational solutions
- Develop innovative solutions to issues affecting the project delivery
- Develop and implement a sourcing schedule to ensure workforce coverage and manage estimating activities
- Maintain project artefacts, project management plan and performance reports to assure the integrity of the project
To Be Considered
To be successful in the role you will be able to;
- Demonstrate formal Program and Project management Qualifications
- Demonstrate excellent communication and leadership skills
- Demonstrate proven experience leading teams within a legislated environment where decisions involve judgement based on the assembly, analysis and application of all available evidence
- Demonstrate experience delivering large scale reform in a Government context
- Provide strategic advice, problem solving and issue management for internal and external stakeholders in relation to complex and potentially controversial matters
- Manage service delivery performance
- Develop and manage key strategic relationships with a broad range of stakeholders
- Have outstanding communication skills and the ability to develop and maintain networks within the organisation and external parties
- Provide strategic advice, problem solving and issue management for internal and external stakeholders
- Ability to respond to and prioritise competing and urgent requests
As this role is within the Federal Government, applicants are required to hold Australian Citizenship or Permanent Residency.
If you are interested in this role, please APPLY NOW or call DFP Recruitment on (03) 8632 9900 for more information
DFP RECRUITMENT SERVICES PTY LTD
21
September
DFP RECRUITMENT SERVICES PTY LTD - Geelong, VIC
The OpportunityOn behalf of our Government client based in Geelong we are looking for experienced project managers to wo...
Source: uWorkin
DFP RECRUITMENT SERVICES PTY LTD
21
September
DFP RECRUITMENT SERVICES PTY LTD - Geelong, VIC
IT
Source: uWorkin
The Opportunity
On behalf of our Government client based in Geelong we are looking for experienced project managers to work within the PMO. As a project manager your role will be to plan, budget and oversee all aspects of the specific project you are working on. You will work closely with the Program Manager to make sure that the scope and direction of each project is on schedule and within budget.
The Role
Responsibilities include;
- Support the Program Manager in the project scoping, development, implementation, monitoring and reporting
- Manage the effective governance of the project with the Program Manager and ensure appropriate evaluation of progress, quality, cost activities and escalation as necessary
- Supervise program activities and resources to deliver agreed outputs
- Work within an agreed project management framework and manage multiple priorities while maintain high work standards and accuracy to meet tight and often conflicting timeframes
- Build and manage collaborative relationships with work groups, regions and external stakeholders to support effective communication
- Performa independent research and analysis to determine operational solutions
- Develop innovative solutions to issues affecting the project delivery
- Develop and implement a sourcing schedule to ensure workforce coverage and manage estimating activities
- Maintain project artefacts, project management plan and performance reports to assure the integrity of the project
To Be Considered
To be successful in the role you will be able to;
- Demonstrate formal Program and Project management Qualifications
- Demonstrate excellent communication and leadership skills
- Demonstrate proven experience leading teams within a legislated environment where decisions involve judgement based on the assembly, analysis and application of all available evidence
- Demonstrate experience delivering large scale reform in a Government context
- Provide strategic advice, problem solving and issue management for internal and external stakeholders in relation to complex and potentially controversial matters
- Manage service delivery performance
- Develop and manage key strategic relationships with a broad range of stakeholders
- Have outstanding communication skills and the ability to develop and maintain networks within the organisation and external parties
- Provide strategic advice, problem solving and issue management for internal and external stakeholders
- Ability to respond to and prioritise competing and urgent requests
As this role is within the Federal Government, applicants are required to hold Australian Citizenship or Permanent Residency.
If you are interested in this role, please APPLY NOW or call DFP Recruitment on (03) 8632 9900 for more information
DFP RECRUITMENT SERVICES PTY LTD
21
September
DFP RECRUITMENT SERVICES PTY LTD - Geelong, VIC
The OpportunityOn behalf of our Government client based in Geelong we are looking for experienced Business Analysts to w...
Source: uWorkin
DFP RECRUITMENT SERVICES PTY LTD
21
September
DFP RECRUITMENT SERVICES PTY LTD - Geelong, VIC
IT
Source: uWorkin
The Opportunity
On behalf of our Government client based in Geelong we are looking for experienced Business Analysts to work within the PMO. This is a temp role until June 2020.
The Role
As the Business Analyst you will be required to review assigned business processes from end to end to identify and address operational, financial and technological risks relating to the Strategic Program. You will work closely with the Program Sponsor, Program Delivery Lead and Program Manager to make sure that the scope and direction of the program and stream activity within the program is on schedule and within budget.
Key duties will include:
- Identify and document current business processes to create baseline understanding of current situation and processes.
- Facilitate the identification of business needs, monitoring and collating data and identifying competing demands, organisational changes and new responsibilities.
- Create and facilitate process design improvements by conducting business and systems process analysis.
- Evaluate effectiveness of proposed solutions and design at both a conceptual and tactical level in conjunction with stakeholders and subject matter experts.
- Provide and support the implementation of business solutions by building relationships and partnerships with key stakeholders.
- Provide program/stream level analysis - producing required analysis documentation.
- Demonstrate up-to-date expertise in Information Systems and apply this to the development, execution and improvement of the Strategic Program.
- Support and align efforts to meet Strategic Program needs.
- Lead or participate in multiple Strategic Program streams by completing and updating program documentation; managing program scope; adjusting schedules when necessary in line with agreed program management governance arrangements.
- Provide leadership to team members and peers by collaborating with others; articulating ideas and viewpoints to senior management, peers and others; managing resources; driving the resolution of issues; and holding self and team accountable for result.
About you:
To be successful in this role you will be able to demonstrate;
- Strong project management skills, ability to successfully manage multiple tasks and strong relationships building skills and communication skills
- Experience working on large scale projects, capable of providing an overarching understanding of all works and aspects of a project
- Proven innovative thinker and a hands-on all rounder, with the ability to investigate work, gather information and provide information to the PMO director
- Proficient user of Microsoft Visio
- Proven experience working within a legislated environment where decisions involve judgement based on assembly, analysis and application of all available evidence.
- Experience delivering results on a large scale program in a Government context
- Formal Business Analysis Qualifications
- Provide strategic advice, problem solving and issues management for internal and external stakeholders in relation to complex matters
To Apply
As this role is within the Federal Government, applicants are required to hold Australian Citizenship or Permanent Residency.
If you are interested in this role, please APPLY NOW or call DFP Recruitment on (03) 8632 9900 for more information
DFP RECRUITMENT SERVICES PTY LTD
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