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29
March
Office of Public Prosecutions - Geelong, VIC
The Office of Public Prosecutions (OPP) is an independent statutory authority responsible for preparing and conducting criminal prosecutions in Victor...
Source: uWorkin
Office of Public Prosecutions
29
March
Office of Public Prosecutions - Geelong, VIC
Government, Defence & Emergency
Source: uWorkin
The Office of Public Prosecutions (OPP) is an independent statutory authority responsible for preparing and conducting criminal prosecutions in Victoria on behalf of the Director of Public Prosecutions (DPP). Matters prosecuted by the DPP and the OPP involve serious crimes or matters that are of significance to the fair and effective operation of the Victorian criminal justice system. The OPP consists of the Solicitor for Public Prosecutions and a staff of approximately 475 providing legal and corporate support to the DPP, the Chief Crown Prosecutor and Crown Prosecutors in the exercise of their independent roles in the criminal justice system.
Principal Solicitor, Trial Division - Geelong
Full Time, Fixed Term - Up to 12 Months (Parental Leave Backfill)
The Office of Public Prosecutions (OPP) has an exciting opportunity at our Geelong office, for an experienced Solicitor to join our Trial Divisions as a Principal Solicitor!
The successful incumbent will be responsible for preparing and instructing in highly complex matters across all jurisdictions, including the Magistrates', County and Supreme Courts.
At this level an incumbent will be asked to identify and respond to new and emerging legal issues in a dynamic environment, including interpreting and applying concepts in situations were little precedent may exist in innovative ways.
About the Role:
- Prepare, instruct and where required appear in highly complex cases, including major trials and taskforce investigations.
- Undertake high level research and analysis of complex legal matters and provide advice to the relevant stakeholders, including OPP staff, counsel, external agencies and more.
- Provide both formal and informal mentoring and advice to Junior OPP staff to assist in their training and development.
As our ideal candidate you will have:
- Extensive knowledge of Criminal Law and Procedure particularly in relation to experience in highly complex cases.
- The ability to effectively identify and address emerging issues at a strategic and operational level is changing legal environment.
- Demonstrated interpersonal skills with the ability to communicate at an influential level with relevant stakeholders, both internally and externally.
The position is based at our Geelong office which is located centrally at 60/62 Brougham Street. The role involves regional travel to instruct in County and Supreme Court circuits within regional Victoria. A vehicle and overnight accommodation are provided as required.
For further information, please refer to the attached Position Description.
To apply, you will need to submit a resume, cover letter and complete the online questionnaire which can be found on the last page of the application process. This questionnaire will ask you to address some of the Key Selection Criteria which you must complete. Separate responses to the KSC outlined in the position description are not required.
In accordance with the VPS recruitment process all candidates are subject to complete a pre-employment misconduct screening declaration. Further information is available on the VPSC website: https://vpsc.vic.gov.au/resources/pre-employment-screening-misconduct-victorian-public-service/
Applications close 11:59pm Sunday 14 April 2024.
The OPP is committed to building a diverse workforce and an inclusive culture. People from all cultural backgrounds are strongly encouraged to apply, particularly applicants of Aboriginal and Torres Strait Islander heritage, or those who may experience disability related barriers in securing employment. If you require assistance with the recruitment process, or have accessibility requirements please contact recruit.info@opp.vic.gov.au
Persons considering applying for these positions should note that the recruitment process may be used to fill a commensurate position/s within 3 months of the completion of the recruitment without any further advertisement or interview. Please note this recruitment process, including interviews, will be conducted remotely.
Office of Public Prosecutions
29
March
Schools (Government) - Geelong, VIC
Selection Criteria · Selection Criteria SC 1 Experience in the coordination and delivery of positive, proactive, and preventative progra...
Source: uWorkin
Schools (Government)
29
March
Schools (Government) - Geelong, VIC
Education, Childcare & Training
Source: uWorkin
Selection Criteria
· Selection Criteria
SC 1
Experience in the coordination and delivery of positive, proactive, and preventative programs or groups to promote positive health and wellbeing.
SC 2
Experience in the delivery of professional therapeutic interventions for students in response to an identified need.
SC 3
Demonstrated ability to provide professional leadership, collaboration with, and guidance for a team of wellbeing professionals.
SC 4
Demonstrated understanding of common approaches, policies, and research relating to student mental health, wellbeing, and engagement.
SC 5
Highly developed communication and interpersonal skills, including the ability to work collaboratively and network with the wide range of people within the education and wider community.
Local Criterion
Northern Bay College is committed to providing every student with a purposeful and aspirational educational program. As a College we truly value each student and believe that each student has high a potential to achieve, regardless of personal or external factors. We seek a candidate with demonstrated capacity and passion to provide proactive, positive, and evidence-based interventions with children and young people, with the intention to empower individuals to succeed.
Role
The core purpose of the Campus Wellbeing Coordinator is to support improvement in student wellbeing and engagement across the College through early intervention and proactive practices connected to the College Wide SWPBS Framework.
A Campus Wellbeing Coordinator will work as a member of the Campus Wellbeing Team, and as part of the broader College Wellbeing Team. This role will be supported and guided by the Campus Wellbeing Leader to support students to engage in learning and to achieve positive mental health and wellbeing through the implementation of visible, preventative, and proactive wellbeing groups and interventions for students.
Key Areas of Focus:
- Improve & support student mental health and wellbeing through short term intervention and referral to services.
- Deliver targeted preventative programs and interventions to promote positive health and wellbeing.
- Creating a safe and inclusive physical campus environment to support student wellbeing.
- Support selected students to be sustainably Ready to Learn (RTL).
Responsibilities
- Provide support to families with students at risk of disengagement or emerging wellbeing concerns in line with the College Staged Response.
- Appropriately refer to the Campus Wellbeing Leader for students with additional concerns and needs.
- Chair student support groups meetings and care team meetings for students in OOHC
- Comply with legislative practice requirements - including Mandatory Reporting, and Information Sharing.
- Maintain appropriate and professional documentation for contact with students. Includes the use of PROTECT documentation, NBC case notes and other relevant DET templates.
- Refer students and families to appropriate network support or community partners of the College.
- Connect families and students to short term assistance services accessible within schools ¿ e.g. State Schools Relief, Kids Under Cover, and scholarships
- Support student engagement by providing professional support for students with low attendance or attendance concerns.
- Source and implement targeted preventative and responsive programs / interventions as guided by the Campus Wellbeing Leader. This Includes the delivery of regular planned wellbeing and Social-Emotional Learning focussed lunchtime groups (eg. StandOut, Social development, Student voice),
- Promote and support student and family engagement activities such as campus events, coffee clubs and student breakfast program.
- Assist staff to support students with health, wellbeing or complex needs - this includes BSEM and SWPBS practices
- Ensure the Campus is visibly representative of a BSEM, RRRR and SWPBS Campus - which includes modelling and building the capacity of staff around wellbeing models.
- Assist staff to create a supportive and safe learning environment for students to support engagement in learning and education.
- Build awareness of community support services and agencies to the wider Northern Bay College community
- Develop specialist reports for identified students as directed by the Campus Wellbeing Leader.
- Coordinate and liaise with key stakeholders to support students, improve school engagement, and create future pathways.
- Engage in regular professional development to maintain current and high level understanding of relevant topics.
- Contribute to, and collect wellbeing data as relevant to support long term change on campus.
- With support of the College Wellbeing Team, respond to critical incidents as required.
Who May Apply
Professional qualifications in the areas of Social Work, Psychology, Youth Work or relevant allied health field are preferred for this position.
EEO AND OHS Commitment
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: brett.west@education.vic.gov.au
Child Safe Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
DE Values
The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
Other Information
Applications must include:
1. A CV with a summary of experience and qualifications.
2. Specific detailed Key Selection Criteria responses.
3. The names, email addresses and contact details for three referees.
Please note that this position is renumerated in line with the VGSA 2022. Specific details of ES1.3 level salary can be found here.
Conditions of Employment
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Location Profile
Northern Bay P-12 College is a unique multi-campus school located in the Northern Suburbs of Geelong. It is made up of four junior campuses (P-8 campuses), one senior campus (years 9-12) a Family Centre, an Early Learning Centre and a Trade Training Centre.
NBC moved to a three sub-school structure in 2020 to further develop the `One School ¿ One Team¿ ethos; which emphasises the core business of Student Learning as a focus underpinned by a strong consistent well-being framework.
Organisationally the college has been arranged into three sub schools, these sub-schools are ¿ Hendy P-8 Campus and Peacock P-8 Campus Sub School; Wexford P-8 Campus and Tallis P-8 Campus Sub School; Goldsworthy Year 9-12 Sub School. Additionally, the College Assistant Principal ¿ Student Enrichment Programs will lead a portfolio that includes oversight of programs that connect students with external agencies and further educational opportunities as well as providing executive leadership to NBC facilities including the NBC Family Learning Centre and the Geelong Industry Trade Training Centre.
The Wellbeing Team structure includes number of allied health professionals, including a College Wellbeing Leader, College Complex Case Liaison, Mental Health Practitioners (years 7-12) and campus-based Wellbeing Coordinators - who are supported by Chaplains. The wellbeing team works closely with the College Nurse, Disability Inclusion (formerly PSD) team, CALD staff and DET Student Support Services.
The vision of Northern Bay College is to instil community commitment, confidence and high expectations in lifelong learning by:
- Constructing curriculum, pedagogy and teacher professionalism to achieve above expected outcomes for all students at each stage of learning
- Developing students who are highly employable with values of resilience, optimism, self-respect and who strive for personal best
- Developing young people who are engaged, motivated and challenged to fulfil their potential
- Maximising educational opportunities and creating purposeful and diverse pathways for all students
- Developing partnerships with other schools, community organisations and business
The College embraces a growing cultural diversity that includes Culturally and Linguistically Diverse students from non-English speaking backgrounds and a significant indigenous population. The College supports the needs of these students through a structured EAL (English as an Additional Language) and the Marrung Strategy.
Northern Bay College is characterised by its recently revised values inspired by student voice:
Growth
We value: Having high expectations of ourselves and others sharing a commitment to celebrate our individual and community achievements and progress. Taking learning risks and by having a `growth mindset¿, to give feedback and learn from mistakes. Giving opportunities to grow as students, staff and families and providing the support to attain positive outcomes
Collaboration
We value: Working positively with others in all aspects of our learning and behaviours. Sharing ideas and resources to create a positive, caring and inclusive working and learning environment. A team approach to achieving real improvement in all aspects of our college, with peers, professionals and parents working together in shared engagement and mutual commitment
Persistence
We value: Setting goals and working hard to achieve them in each activity we undertake. Our challenges being met with a positive attitude to improve our learning skills and understandings, to achieve success.
The support that we as learners, teachers, carers and the community can give to achieve our goals and meet our expectations , both short and long term
Kindness
We value: Showing respect to others' opinions, beliefs and values because we do not discriminate, we celebrate and care for each other. Supporting each other through our positive and sincere words and actions. School Wide Positive Behaviours and strive to be positive role models in our interactions with all members of the college community. Our inclusive culture that celebrates our differences through mutual respect and consideration
In Summary
We want a college where learning is visible and where students feel safe, respected by staff, believed in by staff, listened to by staff and taught by knowledgeable, capable and enthusiastic teachers and ES staff.
Schools (Government)
29
March
Schools (Government) - Geelong, VIC
Selection Criteria SC1 Demonstrated experience in addressing a range of student wellbeing needs, both through individual counselling and fa...
Source: uWorkin
Schools (Government)
29
March
Schools (Government) - Geelong, VIC
Education, Childcare & Training
Source: uWorkin
Selection Criteria
SC1 Demonstrated experience in addressing a range of student wellbeing needs, both through individual counselling and facilitation of small group therapeutic programs.
SC2 Demonstrated experience in working in effective teams and demonstrated experience in developing new initiatives.
SC3 Demonstrated experience in keeping confidential, professional records and case notes.
SC4 Highly developed communication and interpersonal skills, including the demonstrated ability to network with a wide range of people.
SC5 Ability to provide leadership and professional learning that informs and influences the work of others involved in the engagement and wellbeing of children and young people.
SC6 Demonstrated ongoing commitment to developing professional understanding and expertise in the area of student wellbeing.
Role
[Attendance requirement for this position]
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee¿s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
Responsibilities
- Develop and maintain healthy and positive working relationships with students, staff, care givers and student support service providers and networks
- Assist students on an individual or group basis with wellbeing needs
- Facilitate or organise small groups and activities for students around aspects of behavioural change
- Liaise with Department of Education services, external agencies and professionals as needed to support student wellbeing needs
- Plan and implement evidence based intervention strategies for students as needed
- Develop meaningful case plans and goal setting with students
- Keep relevant, professional and up-to-date case notes on identified students in order to monitor progress and develop support plans
- Support Leadership Team in responding to critical incidents
- Alongside the Wellbeing team, provide professional learning to staff to build capacity
- Liaise with families and carers regarding student wellbeing needs, including development of Safety Plans, Re-engagement plans and being a part of SSGs where required, alongside Year Level Managers or Assistant Principals
- Provide information about services and resources for students and carers
- Contribute to the development of wellbeing policies, processes, programs and strategies
- Liaise with the Wellbeing Team to ensure a consistent and agreed approach to wellbeing at the school
- Other duties as requested by the Principal
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
The Department of Education and Training is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.
Child Safe Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
DE Values
The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
Other Information
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Conditions of Employment
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
For positions in special settings, a person is not eligible for employment unless they meet the vaccination requirements on commencement in the position.
Location Profile
Oberon High School is located in the Geelong growth corridor of Armstrong Creek, after being relocated from Belmont for the beginning of the 2021 school year. Oberon High School is a co-educational secondary school with an enrolment of 1080 students, however there is expected to be significant increase in student enrolments for the foreseeable future.
The SFOE of the school is 0.37 rating the school as medium in terms of the socio-economic background of our students and families.
The Oberon High School student population is from the southern suburbs of Geelong, the Surf Coast areas and rural locations. All students are encouraged to build on their talents, expand their horizons and develop a culture of learning through participation in a variety of academic, applied learning, sporting, artistic and social programs. This is reflected in the school mantra of `Shape Your Future¿.Go One Better¿.
Oberon High School provides a learning environment in which students strive for and respect high achievement, and they develop social skills based on the principles of tolerance and understanding.
The school has a belief that all students have the ability to learn and should be progressed in their learning at a faster rate than which is occurring across the state, no matter what their socio-economic background or their educational capability. This philosophy is also reflected in the school mantra.
To support this philosophy and ensure greater consistency in teaching practice the school has an effective learning framework `The Oberon Good Lesson¿. This framework is based on the Professor David Hopkins `Powerful Learning Framework¿ and incorporates elements of John Hattie¿s research including teaching strategies that have proven to achieve large effect sizes on student learning outcomes.
Reflection of the implementation of this framework occurs through once a term classroom observations and also from being a pivotal point in teacher performance reviews. To monitor student learning outcomes and to ensure that differentiation of student learning is occurring in all classes for all students, staff are expected to use an approach called `Target 3¿. This approach involves staff members identifying three students within each of their classes, one who is below the expected level, one at the expected level and one above the expected level with a focus on ensuring that the work/tasks that are being set are challenging all students no matter what their ability level.
This approach to learning has resulted in above average growth in NAPLAN from Years 7-9 and very good results/outcomes in VCE (well above the state and regional results). The teacher quality variables in the student attitude to school survey reflect high quality teaching occurring within the school.
Whilst academic results are a priority of the school and are always emphasised within the school community, the development of social skills including communication, tolerance, empathy, fundraising for social disadvantage and positive interactions is also a priority.
The school has a very positive culture which exists between staff, students and parents. This is reflected in the student attitude to school results, parent opinion and the staff opinion survey. All results are above the state average, whilst staff opinion survey is in the top quartile in all areas, indicating the importance of ongoing staff professional learning for teachers, underpinned by the ability to learn from each other and regularly observe implementation strategies associated with the learning framework.
Schools (Government)
29
March
Schools (Government) - Geelong, VIC
Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numerac...
Source: uWorkin
Schools (Government)
29
March
Schools (Government) - Geelong, VIC
Education, Childcare & Training
Source: uWorkin
Selection Criteria
SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
Role
The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.
Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.
A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.
Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.
Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.
Responsibilities
The role of classroom teacher may include but is not limited to:
- Direct teaching of groups of students and individual students;
- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
- Undertaking other non-teaching supervisory duties.
Who May Apply
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
EEO AND OHS Commitment
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
Child Safe Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Other Information
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Conditions of Employment
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
Location Profile
Oberon High School is located in the Geelong growth corridor of Armstrong Creek, we are a co-educational secondary school with an enrolment of 1080 students, however there is expected to be significant increase in student enrolments for the foreseeable future.
The SFOE of the school is 0.37 rating the school as medium in terms of the socio-economic background of our students and families.
The Oberon High School student population is from the southern suburbs of Geelong, the Surf Coast and Armstrong Creek. All students are encouraged to build on their talents, expand their horizons and develop a culture of learning through participation in a variety of academic, applied learning, sporting, artistic and social programs. This is reflected in the school mantra of `Shape Your Future Go One Better¿.
Oberon High School provides a learning environment in which students strive for and respect high achievement, and they develop social skills based on the principles of tolerance and understanding.
The school has a belief that all students have the ability to learn and should be progressed in their learning at a faster rate than which is occurring across the state, no matter what their socio-economic background or their educational capability. This philosophy is also reflected in the school mantra.
To support this philosophy and ensure greater consistency in teaching practice the school has an effective learning framework `The Oberon Good Lesson¿. This framework is based on the Professor David Hopkins `Powerful Learning Framework¿ and incorporates elements of John Hattie¿s research including teaching strategies that have proven to achieve large effect sizes on student learning outcomes.
Reflection of the implementation of this framework occurs through once a term classroom observations and also from being a pivotal point in teacher performance reviews. To monitor student learning outcomes and to ensure that differentiation of student learning is occurring in all classes for all students, staff are expected to use an approach called `Target 3¿. This approach involves staff members identifying three students within each of their classes, one who is below the expected level, one at the expected level and one above the expected level with a focus on ensuring that the work/tasks that are being set are challenging all students no matter what their ability level.
This approach to learning has resulted in above average growth in NAPLAN from Years 7-9 and very good results/outcomes in VCE (well above the state and regional results). The teacher quality variables in the student attitude to school survey reflect high quality teaching occurring within the school.
Whilst academic results are a priority of the school and are always emphasised within the school community, the development of social skills including communication, tolerance, empathy, fundraising for social disadvantage and positive interactions is also a priority.
The school has a very positive culture which exists between staff, students and parents. This is reflected in the student attitude to school results, parent opinion and the staff opinion survey. All results are above the state average, whilst staff opinion survey is in the top quartile in all areas, indicating the importance of ongoing staff professional learning for teachers, underpinned by the ability to learn from each other and regularly observe implementation strategies associated with the learning framework.
Schools (Government)
29
March
Schools (Government) - Geelong, VIC
Selection Criteria SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and s...
Source: uWorkin
Schools (Government)
29
March
Schools (Government) - Geelong, VIC
Education, Childcare & Training
Source: uWorkin
Selection Criteria
SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
SC2 Demonstrated capacity to work and collaborate with others in a team environment.
SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
SC4 Possess the technical knowledge and expertise relevant to the position.
SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
SC6 A commitment to professional learning and growth for both self and others.
Role
An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.
An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.
Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).
A role at this range may include:
- Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
- Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
- Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
- Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.
An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.
Responsibilities
- Provides routine support for teachers including assisting with planning of student routines
- Supports communication between teachers and parents
- Communicates with teachers on routine matters related to students and/or other responsibilities
- Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
- Communicating with student/s to support comprehension of basic tasks and information
- Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
- Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
- Supports teachers in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly defined support needs and resources, assisting teachers with the communication of student outcomes and educational programs
- Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
- Provides specialised communication support for students and teachers in areas such as AUSLAN and braille
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
Child Safe Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Other Information
This position is from 8.50am to 3.10pm - Five days a week.
Conditions of Employment
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Location Profile
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. Our school¿s enrolment sits between 460-470 students across 20 classrooms. In addition to the Principal, Assistant Principal and a vibrant leadership/wellbeing team, there are 29.4 EFT teachers and 10.18 ESOs.
Lara Primary School is a safe and respectful learning community that fosters collaboration, nurtures resilience and promotes excellence. Our dedicated staff and families are committed to supporting each student to set goals and take pride in their achievements in a safe and caring environment. We articulate the expected behaviours to support our vision by implementing the school values of:
- I am safe
- I am respectful
- I am resilient
- I am ready to learn
Our students benefit from having high quality teaching staff 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 which encompasses high expectations where students understand that effort is needed to improve. Our curriculum is further enhanced by an outstanding specialist program featuring Physical Education, Visual Art, LOTE (Auslan and Indonesia), Science, Digital Technologies and Performing Arts.
High expectations are at the centre of all that we say and do at Lara Primary School, and we are incredibly proud of the journey of excellence that our school is on.
Schools (Government)
29
March
Schools (Government) - Geelong, VIC
Selection Criteria SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating ...
Source: uWorkin
Schools (Government)
29
March
Schools (Government) - Geelong, VIC
Education, Childcare & Training
Source: uWorkin
Selection Criteria
SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
SC2 Demonstrated capacity to work and collaborate with others in a team environment.
SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
SC4 Possess the technical knowledge and expertise relevant to the position.
SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
SC6 A commitment to professional learning and growth for both self and others.
Role
Attendance is not required during school holiday breaks.
An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.
An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.
Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).
A role at this range may include:
- Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
- Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
- Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
- Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.
An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.
Responsibilities
- Conducts routine scientific procedures and/or data collection, collation, and analysis
- Applies basic scientific principles to enable the performance of a variety of interrelated technical tasks
- Provides specialised knowledge that is relied upon to deliver support services, under direction (e.g. information technology and technical support in science laboratories, food technologies and libraries)
- Contributes to a small project team providing technical support to a school/s
- Conducts training and/or instruction with respect to scientific processes
- Prepares experiments or use of equipment and conducts demonstrations, where required, under direct supervision
- Undertakes relevant occupational health and safety requirements and, where necessary, risk assessments within the relative work area
- Undertakes low/medium risk tasks as defined by the Departmental Risk Matrix or its successor
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
Child Safe Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Other Information
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Conditions of Employment
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Location Profile
Newcomb Secondary College provides a vibrant and modern education that has a future-focused curriculum and holistic student wellbeing support. Established in 1969, the college takes pride in its rich history and its commitment to creating positive pathways for young people in Geelong. The college takes its name from the surrounding suburb which is named after one of the area's earliest settlers, Caroline Newcomb. For over 50 years, Newcomb Secondary College has been creating positive pathways for young people in Geelong.
Newcomb Secondary College caters to approximately 500 students in Years 7 to 12, largely from Newcomb, Whittington, St Albans Park, East Geelong, South Geelong, Moolap, Leopold, and the rural areas of the Bellarine Peninsula. The school offers a broad range of individualised goals and meets student needs through well-resourced literacy and numeracy supports and an emphasis on student voice and career action plans. The college has an outstanding range of VCE, VCE-VM, VET subjects, as well as offering School-Based Apprenticeships that build successful individual pathways for students. The school's partnership with local tertiary institutions, the Gordon and Deakin University, ensures that students benefit greatly from well-developed and innovative programs.
Newcomb Secondary College is proud to have been the first Australian-based school to offer a P-Tech Program. This program enables students to participate in corporate partner-supported pathways to learning and employment within science, technology, engineering, and mathematics (STEM) related industries. Through a partnership with the Gordon TAFE and key members of the Geelong business community, the College ensures that its school leavers are equipped with the skills needed for success in the workforce of the 21st century.
The College is committed to students maximizing their personal growth through broad participation in a range of extra-curricular programs. Students develop confidence, teamwork, and leadership through their involvement with the extensive sports program, academic challenges, instrumental music tuition, and the renowned Music and Bike Tours providing Newcomb students the chance for students to build their resilience, which often result in the forging of lifelong friendships.
Newcomb Secondary College is dedicated to establishing a school environment that allows its students to grow and thrive intellectually, emotionally, and socially. The college's open and light-filled learning spaces, along with its inclusive atmosphere, impress visitors. The recent redevelopment of the college has led to the refurbishment of math classrooms and music program areas, a state-of-the-art STEM space, and a 128-seat auditorium, contributing to an excellent learning and teaching environment. The college provides valuable opportunities for students to develop confidence in their leadership ability as they work cooperatively with others. Community volunteer programs enrich student development and projects that enable students to work in and with their community. Sport is encouraged at all levels. Throughout the school year inter-house competitions are held to foster and encourage teamwork and enthusiasm across the College. Our sporting houses are also named after prominent citizens - Harrison, Drysdale, Curlewis and Wills.
It is our belief at Newcomb Secondary College that students who enjoy (and aspire to have) rich and vibrant lifestyles, with access to holistic and proactive personal wellbeing supports, are the most likely to enjoy lasting success with their learning experiences and individual pathway outcomes. Providing this is how Newcomb Secondary College builds positive futures for all students.
Schools (Government)
29
March
Schools (Government) - Geelong, VIC
Selection Criteria SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and s...
Source: uWorkin
Schools (Government)
29
March
Schools (Government) - Geelong, VIC
Education, Childcare & Training
Source: uWorkin
Selection Criteria
SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
SC2 Demonstrated capacity to work and collaborate with others in a team environment.
SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
SC4 Possess the technical knowledge and expertise relevant to the position.
SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
SC6 A commitment to professional learning and growth for both self and others.
Role
The successful applicant will be required to work on Wednesdays, and two other days, most likely to be Monday or Friday in 2024.
An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.
An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.
Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).
A role at this range may include:
- Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
- Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
- Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
- Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.
An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.
Responsibilities
- Provides routine support for teachers including assisting with planning of student routines
- Supports communication between teachers and parents
- Communicates with teachers on routine matters related to students and/or other responsibilities
- Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
- Communicating with student/s to support comprehension of basic tasks and information
- Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
- Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
- Supports teachers in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly defined support needs and resources, assisting teachers with the communication of student outcomes and educational programs
- Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
- Provides specialised communication support for students and teachers in areas such as AUSLAN and braille
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
Child Safe Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Location Profile
Bellbrae Primary School was originally called Jan Juc and was opened at Spring Creek in 1861 with an enrolment of 35. It was moved about 400 metres to the present site in 1916 and named "Bell Brae" in 1922. In 2024 there is an enrolment of approx. 480 students in 24 classes.
Bellbrae Primary School is set on 2.2 hectares of undulating rural land just off the Great Ocean Road between Torquay and Anglesea. It is 100 km southwest of Melbourne and is in the Surfcoast Shire. 2022 saw the completion of a $11,000,000 upgrade of facilities & infrastructure, including a new gymnasium & modern new learning spaces.
Bellbrae Primary School offers a secure, supportive environment, where each child is encouraged to confidently pursue our extensive curriculum. Bellbrae has a friendly school atmosphere where children from all age groups work and play together and where families and teachers work in partnership. Each individual child receives encouragement for their efforts as we develop self-esteem and confidence.
Bellbrae offers a unique educational opportunity for all children. It provides an excellent, broad, innovative educational program delivered by a highly motivated team of professionals committed to providing the best. The children at Bellbrae are part of a small, secure and caring school family surrounded by all the advantages of the most scenic, environmental setting in the area.Bellbrae sharesa vision of a community of critical thinkers and innovative learners with a focus on STEM.
Schools (Government)
29
March
Schools (Government) - Geelong, VIC
Selection Criteria SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and ...
Source: uWorkin
Schools (Government)
29
March
Schools (Government) - Geelong, VIC
Education, Childcare & Training
Source: uWorkin
Selection Criteria
SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
SC2 Demonstrated capacity to work and collaborate with others in a team environment.
SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
SC4 Possess the technical knowledge and expertise relevant to the position.
SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
SC6 A commitment to professional learning and growth for both self and others.
Role
Attendance is required for this position 9am to 3:30pm on Tuesdays, Wednesdays and Fridays.
An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.
An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.
Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).
A role at this range may include:
- Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
- Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
- Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
- Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.
An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.
Responsibilities
- Provides routine support for teachers including assisting with planning of student routines
- Supports communication between teachers and parents
- Communicates with teachers on routine matters related to students and/or other responsibilities
- Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
- Communicating with student/s to support comprehension of basic tasks and information
- Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
- Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
- Supports teachers in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly defined support needs and resources, assisting teachers with the communication of student outcomes and educational programs
- Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
- Provides specialised communication support for students and teachers in areas such as AUSLAN and braille
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
Child Safe Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Conditions of Employment
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Location Profile
Key Information
Please note that this is a fixed term position; 22/04/2024 to 20/12/2024.
Attendance is required for this position 9am to 3:30pm on Tuesdays, Wednesdays and Fridays.
Location Profile
Lethbridge Primary School is built upon a 135-year rural history, we have a strong school community, which moved into new modern buildings in 2010. Our school buildings comprise of five learning studios, a shared learning/resource space, a relocatable with two classrooms, an administrative block, outdoor learning spaces and a multi-purpose room. These buildings provide a flexible, environmentally sustainable learning environment that supports our commitment to providing an engaging, child-centred and innovative curriculum that prepares our children to be productive, 21st century citizens. We focus on personalised learning through the implementation of individual student goals, which form the centre of our planning. Our students develop the skills to become self-led learners capable of identifying their own learning needs and pursuing opportunities to develop academically, socially and emotionally.
Lethbridge Primary School has a dedicated teaching staff and specialist program including Italian, Physical Education, MARC Van, STEM and The Arts. We implement intervention and enrichment programs for students in literacy and numeracy. Our current enrolment numbers are 113 students, who are divided into six classes.
Within the Lethbridge Primary School `Community of Learners¿, we have identified the key values that provide a foundation for the decisions, choices and actions of stakeholders in our school community. These values underpin the Student Agreement and school level policy documents and processes. They are:
- Care
- Respect
- Resilience
- Collaboration
The school is proud of its strong focus on Student Engagement and Wellbeing initiatives that include the School Wide Positive Behaviour Program, Respectful Relationships and Restorative Practices.
Please ensure that your application includes:
- A resume including relevant experience as well as personal details (name, address and contact numbers, business and home).
- A section addressing the selection criteria and the requirements for application under Who May Apply section.
- Names and contact phone numbers of at least three referees.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
Schools (Government)
29
March
Schools (Government) - Geelong, VIC
Selection Criteria SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and ...
Source: uWorkin
Schools (Government)
29
March
Schools (Government) - Geelong, VIC
Education, Childcare & Training
Source: uWorkin
Selection Criteria
SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
SC2 Demonstrated capacity to work and collaborate with others in a team environment.
SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
SC4 Possess the technical knowledge and expertise relevant to the position.
SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
SC6 A commitment to professional learning and growth for both self and others.
Role
[Attendance requirement for this position]
An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.
An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.
Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).
A role at this range may include:
- Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
- Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
- Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
- Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.
An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.
Responsibilities
- Provides routine support for teachers including assisting with planning of student routines
- Supports communication between teachers and parents
- Communicates with teachers on routine matters related to students and/or other responsibilities
- Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
- Communicating with student/s to support comprehension of basic tasks and information
- Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
- Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
- Supports teachers in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly defined support needs and resources, assisting teachers with the communication of student outcomes and educational programs
- Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
- Provides specialised communication support for students and teachers in areas such as AUSLAN and braille
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
Child Safe Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Conditions of Employment
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Location Profile
Armstrong Creek School opened in January 2018 for students in Years Prep to 6. In 2019, the Secondary Special School component opened its doors and is now educating students from Years 7 to 12.
Our school combines both Primary, Prep to Year 6 and Special Education provision from Prep to year 12 under a single governance model. Our school¿s inclusive model and flexible approach curriculum provision, allows each learner to access the educational support and experiences they require based on identified need, individual student ability and assessed benefit. It enables a customised approach to education rather than a `one size fits all¿.
Armstrong Creek School has been designed with state of the art learning and community facilities. These includes a range of adaptable and multi-purpose learning spaces as well as conference, therapy and interview rooms.
The school also has a Community Hub which is managed by the YMCA out of school hours to provide before/ after school care, holiday programs and other community programs that can be accessed by local families and residents. The school also features an indoor gymnasium built to Netball Victoria standards, outdoor hardcourts and sporting fields.
Purpose Statement
At Armstrong Creek School we embrace challenge and celebrate diversity while pursuing an individual journey to personal excellence. Innovative learning and teaching is placed at the centre of all we do.
We design opportunities for students to achieve their personal best in a positive environment where they are inspired to learn, grow and thrive while demonstrating our school values of: Care, Collaboration and Commitment.
Schools (Government)
29
March
Schools (Government) - Geelong, VIC
Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numer...
Source: uWorkin
Schools (Government)
29
March
Schools (Government) - Geelong, VIC
Education, Childcare & Training
Source: uWorkin
Selection Criteria
SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
Role
The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.
Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.
A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.
Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.
Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.
Responsibilities
The role of classroom teacher may include but is not limited to:
- Direct teaching of groups of students and individual students;
- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
- Undertaking other non-teaching supervisory duties.
Who May Apply
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
EEO AND OHS Commitment
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
Child Safe Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Other Information
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Conditions of Employment
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
Location Profile
Lara Secondary College will be in its twentieth year of operation in 2023. We have built the school with a clear vision for continuous improvement with the student at the centre of all that we do. Our vision and direction is guided by our values of EXCELLENCE, TEAMWORK, COMMITMENT AND RESPECT which is centred on our College Motto ¿ Realise Your Potential.
Our agreed purpose is to ensure that all students are successful in reaching their potential in the shared knowledge that all students can learn. The College offers a rich and broad curriculum across all year levels. Students in Years 7/8 work in ¿pods¿ of two classes enabling high levels of monitoring, learning and differentiation with two core teachers to ensure that strong relationships are built as student¿s transition to the secondary setting We also have a broad range of elective-based subjects at Year 10, and we offer many opportunities for students to select their VCE or VCE Vocational Major/VET subjects according to their academic passions.
Lara Secondary College is committed to work as a Professional Learning Community (Defour and Defour) and we are committed to working collaboratively to establish a guaranteed and viable Curriculum as well as closely monitoring student learning and ensuring that a structured process of intervention is in place to ensure that ¿all students learn¿.
At Lara Secondary College every student is supported to be their best and learn to their full potential in an environment where teachers are passionate about their work and their students.
The College has a strong focus on delivering high quality teacher practice via the implementation of a Common Instructional Model, which focuses on the 9 High Yield Teaching Strategies outlined in Dr. Jane Pollock's book ¿Classroom Instruction that Works¿ (Marzano, Pickering & Pollock).
School Wide Positive Behaviours is our framework for the ongoing support and development of student wellbeing. These priorities are embedded in our practice and enable the school to be clearly focused on the work that is critical to student success. We know that relationships between students and teachers have a large impact on student learning and our work. We understand that students learn best when they relate well to their teachers, when they feel safe and secure.
Our intensive pastoral care curriculum across Years 7 - 12 includes a structured program to support the development of academic success, individual self-esteem, learning confidence, resilience and persistence, as well as the essential ability to relate positively to others. We pride ourselves on strong and positive relationships between staff and students and work with passion and enthusiasm to ensure that every student gains the maximum benefit from their secondary education at Lara Secondary College.
Lara Secondary College has a very strong focus on the five main areas listed below:
Common Instructional Teaching Model
All teachers at the College deliver their lessons in an agreed Common Instructional Model based on the implementation of 9 evidence based High Yield Teaching strategies. Such teaching strategies are implemented in order to gain high level achievement growth for all students across Years 7 ¿ 12. Teaching staff regularly collaborate to ensure high quality teaching strategies are implemented across every class within the College.
Student Engagement Policy
The College implements very clear guidelines in relation to student management and health and wellbeing. Such clear and concise documentation enables all people involved with our College to develop a real sense of pride and belonging to the College. Respect of oneself and each other is a strong focus of the College.
School Improvement Policy
We believe that all students learn at different rates. It is for this reason that all students from Year 7 ¿ 10 have the opportunity to improve their first result on a Common Assessment Task, if they believe with an extra week of study and more effort, they will fully understand the topic being studied and therefore obtain a better grade. We provide opportunities for all students to understand that the amount of effort they place into their studies will ultimately determine their level of academic success. `Attitude not Aptitude, will determine your Altitude¿
Academic Scholarships at Year 7 and Year 10
The College offers Academic Scholarships at Year 7 and Year 10 to the value of $500 each year for 3 years duration. The Academic Scholarships help support those students who are academically talented and ensure they are financially supported in reaching their high academic potential throughout their years in secondary school. Such students are also able to access our Year 7 ¿ 9 Enrichment Classes where they will undertake more challenging curriculum work, amongst students of similar abilities.
Extra ¿ Curricula Programs
The College offers a wide range of Extra ¿Curricula Programs including Performing Arts Evenings, Senior and Junior Music Evenings, Inter School Sports, Youth Parliament, Homework Club, SRC Leadership Involvement, School for Student Leadership Program, Year 9 Connections Program, International Exchange Programs, Upstart Business Ideas Program and many more.
Schools (Government)
29
March
Oyster People - Geelong, VIC
Property Manager required for exciting new opportunity - NO leasing, NO admin, NO routines - $80,000 + super + WFH flexibility + Car allowance. This i...
Source: uWorkin
Oyster People
29
March
Oyster People - Geelong, VIC
Property & Real Estate
Source: uWorkin
Property Manager required for exciting new opportunity - NO leasing, NO admin, NO routines - $80,000 + super + WFH flexibility + Car allowance.
This is a super exciting role for a Property Manager as it'll see you working alongside a LOVELY Director who is driven, dedicated and delightful to work with and doesn't believe in micromanaging their team. This company focuses on Property Management and putting their people first (which is reflective with their 5 star google reviews!!).Our clients are seeking someone who can work their way, is comfortable to run their own ship but enjoys modern systems and procedures!
Benefits
- Exceptional training and development
- Leading high-end brand
- Learn how a Property Manager should really be treated
- Social and friendly team
- Generous salary of $80,000 plus super (Negotiable pending experience)
- Car allowance
- Family friendly agency who can offer flexibility / WFH option to suit.
As the agencies newest Property Manager, you will be supported in all aspects of Property Management, your role will include but not limited to:
- Liaising with Tenants & Landlords
- Respond to all phone and email inquiries
- Entry & Exits
- Completing all maintenance within a timely manner
- Portfolio size will be based on experience
The ideal Property Manager will be eager to learn, passionate about a long-term career in real estate and must have.
- Previous real estate experience of 12+ months managing your own portfolio
- Current Vic Certificate of Registration and drivers license
- Excellent verbal and written communication skills
- Exceptional attention to detail and highly organised
Oyster People
29
March
Procare Group - Geelong, VIC
We are looking for experienced and motivated Circumstance Investigators to join our Victoria Investigations team servicing Geelong! Procare’s Factual ...
Source: uWorkin
Procare Group
29
March
Procare Group - Geelong, VIC
Insurance & Superannuation
Source: uWorkin
We are looking for experienced and motivated Circumstance Investigators to join our Victoria Investigations team servicing Geelong!
Procare’s Factual Investigation Division are seeking multiple Circumstance Investigators experienced in Workers Compensation and/or General Insurance investigations to join our expanding team in Geelong!As a Circumstance Investigator your day is designed by you - this role offers a unique opportunity for variety and autonomy over your working day! You will be required to attend various locations, predominantly within Geelong and surrounding areas with a proportion of work across wider Victoria as required.
We are keen to hear from contractors who are established as a contracting entity or those seeking casual employment.
The Role:
- Attend various locations, predominantly within Geelong and a proportion of work across VIC;
- Interview appropriate key parties taking statements, collate relevant evidence to produce detailed and accurate reports in a timely manner;
- Maintain effective and appropriate communication with our investigations support team and other relevant parties; and
- Prepare and draft factual reports.
- Hold a Certificate III in Investigations;
- Have a current and valid Investigators Licence;
- Have a current and valid driver's licence and vehicle;
- Experience conducting Workers Compensation and/or GI investigations is highly desirable;
- Have excellent written and verbal skills;
- Strong attention to detail with the ability to effectively communicate both written and verbally.
- Are self-motivated and able to work within strict time frames.
- If a contractor: Set up as a Pty Ltd and have relevant insurances.
- Excellent remuneration & employee benefits;
- Flexible arrangements – work from home or one of our conveniently located offices!;
- A comprehensive induction and thorough training in our case management systems;
- Consistent workflow;
- Retention bonus!;
- Thorough training and ongoing support from our dedicated investigations support team; and
- Additional employee benefits for casual or permanent staff!
- Genuine and friendly working culture where our people are valued;
- A genuine commitment to your work life balance; and
- Social Club, quarterly social events & staff recognition awards, EOFY and Christmas events, participation in company-wide philanthropic & charity events, and more!
The Procare Group is an ever-growing national business of over 25 years. Our values are at the core of our business; Work Together, Be Accountable, Clarity in Communication and Find a Solution. At Procare Investigations, our vision is to be the most respected national insurance investigations business in Australia with a focus on delivering high quality services for our customers through every interaction.
We value our people and know that fantastic talent is the only way to shape our future success. We’re all about building a high-performing team, where we embrace collaboration and new ways of thinking.
If you are looking to join a focused and driven team, as part of a family started company, have the drive to succeed and take pride in providing a high-quality service, we want to hear from you!
For more information, check out our website www.procareinvestigations.com.au or contact our careers team careers@procaregroup.com.au
Send in your application via the link with your CV and cover letter.
As an Equal Opportunity Employer, Procare Group is committed to Equality, Diversity and Inclusion in our everyday working practice. We strongly encourage applications from those who meet the role criteria of all abilities and cultures including people who identify as Aboriginal and Torres Strait Islander and people living with a disability.
Procare Group
29
March
Gateways Support Services - South Geelong, VIC
Support Educators in a Kindergarten environment, to help make a difference in a child's education. Permanent part time role, working term time only. ...
Source: uWorkin
Gateways Support Services
29
March
Gateways Support Services - South Geelong, VIC
Education, Childcare & Training
Source: uWorkin
Support Educators in a Kindergarten environment, to help make a difference in a child's education. Permanent part time role, working term time only.
- Permanent part time position, term time only
- Multiple part time positions across Geelong/Barwon region
- $25.79 - $28.77 / hour + super (dependent on qualifications)
- Armstrong Creek (Tue, Wed, Thu, 10am-2pm, 12 hrs/week)
- Bell Post Hill (Friday 8.15-2.15, 5.5 hrs/week)
- Belmont (Tuesday 12pm-4pm, 4 hrs/week)
- Corio (Thursday 9:10am - 2:10pm 5hrs/week)
- Corio (Tuesday, Wednesday, Friday 10am - 3pm 15 hrs/week)
- Corio (Tuesday, Friday 9.50am - 3pm, 10 hrs/week)
- Corio (Monday, Wednesday, Friday 10am-2pm, 12 hrs/week)
- Corio (Tuesday, Wednesday, Thursday 9.50am-3pm, 15 hrs/week)
- Drysdale (Tuesday, Thursday, Friday, 9.30-1.30pm 12 hrs/week)
- Geelong (Wednesday, Thursday 8am - 4pm 8 hrs/week)
- Geelong Tuesday, Thursday 9.30am - 2.40pm, 10 hrs/week)
- Geelong (9am-12pm Mon, 8-11.30am Thursday, Friday 15 hrs/week)
- Geelong (Monday, Friday, 9.30am - 2.10pm, 9 hrs/week)
- Grovedale (Tuesday & Thursday 11am-4pm, 10 hrs/week)
- Grovedale (Wednesday, Thursday 9am-2pm, 10 hrs/week)
- Grovedale (Monday & Wednesday 8.30am - 1.30pm, 10 hrs/week)
- Lara (Thursday 10:15am - 3:45pm, 5.5 hrs/week)
- Lara (Wed, Thu, Fri 9:30am - 1:30pm, 15 hrs/week)
- Leopold (Thursday 10.00-3.00pm, 5 hrs/week)
- Leopold (Wed 12-2.30pm, Fri 9.30-2.30pm 7.5 hrs/week)
- Lorne (Mon, Tue, Thu 12:00pm - 2:30pm, 7.5 hrs/week
- Mt Duneed (Monday, 8:00am - 4:00pm, 7.5 hrs/week)
- Ocean Grove (Mon, Tue, Thu, Fri 9:00am - 12:00pm, 12 hrs/week)
- Ocean Grove (Mon, Tue, Thu, Fri 12:30pm - 3:10pm 10 hrs/week)
- Portarlington (Thursday 9.30-1.30pm, 4 hrs/week)
- Queenscliff (Thursday, Friday 8.15am - 4.15pm, 15 hrs/week)
- St Albans Park (Tuesday, Thursday, 8.30-4.00pm, 15 hrs/week)
- Torquay (Wednesday, Thursday 10am-1pm, Friday 10.30am-1pm, 8.5 hrs/week)
- Waurn Ponds (Thursday & Friday 9am - 5pm, 15 hrs/week)
- Whittington (Wed, Thu, Fri, 9am-2pm, 15 hrs/week)
- Winchlesea (Mon, Tue, 9.00-2.10pm, 10 hrs/week)
They get to learn on the job, and support Educators to help make a difference in a child's early education. Your day will be spent engaging with energetic children as they explore their Kinder environment through play, including some with a disability and high support needs.
Does this sound like you?
If you are passionate about connecting with young children, keeping them engaged in play based learning activities and enjoy seeing their growth and development, we encourage you to apply to this opportunity. Certificate III in Early Childhood Education & Care / Childrens Services is not required, however would be highly regarded.
To be eligible for this role, you will need to have or be willing to obtain:
- Working with Children Check (Victorian, Employee)
- NDIS Workers Orientation Module certificate of completion
- Police Check (Gateways will facilitate this process)
How to apply? Please click the ‘Apply’ button and submit a current resume and cover letter to complete your application, advising which location(s) you are interested in being considered for.
We're eager to welcome dynamic individuals to our team and want to ensure we don't miss out on great talent. To expedite our hiring process, we'll be assessing applicants as we receive their submissions. Therefore, we encourage all interested candidates to submit their applications without delay.
Gateways welcome applications from all diverse backgrounds including individuals that identify as Aboriginal and Torres Strait Islanders, LGBTIQ+, and individuals with disabilities or culturally and linguistically diverse backgrounds.
Child safety and wellbeing is embedded in Gateways leadership, governance and culture. We have zero tolerance of child abuse. We have vigorous recruitment and screening processes for all employees and volunteers.
29
March
Schools (Government) - Geelong, VIC
Selection Criteria SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and s...
Source: uWorkin
Schools (Government)
29
March
Schools (Government) - Geelong, VIC
Education, Childcare & Training
Source: uWorkin
Selection Criteria
SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
SC2 Demonstrated capacity to work and collaborate with others in a team environment.
SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
SC4 Possess the technical knowledge and expertise relevant to the position.
SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
SC6 A commitment to professional learning and growth for both self and others.
Role
An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.
An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.
Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).
A role at this range may include:
- Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
- Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
- Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
- Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.
An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.
Responsibilities
- Provides routine support for teachers including assisting with planning of student routines
- Supports communication between teachers and parents
- Communicates with teachers on routine matters related to students and/or other responsibilities
- Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
- Communicating with student/s to support comprehension of basic tasks and information
- Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
- Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
- Supports teachers in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly defined support needs and resources, assisting teachers with the communication of student outcomes and educational programs
- Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
- Provides specialised communication support for students and teachers in areas such as AUSLAN and braille
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
Child Safe Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Other Information
- All staff employed by the department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Please ensure that your application includes:
- A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- A section addressing the selection criteria and the requirements for application under the Who May Apply section
- Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
Conditions of Employment
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Location Profile
Barwon Valley is a Special Developmental School situated in Belmont for students from Foundation to Year 12. It is a purpose built facility which provides a friendly, stimulating, caring and secure environment for students with moderate to profound disabilities. We implement School Wide Positive Behaviour Support to promote positive behaviour, using our school values of TEAMWORK, RESPECT, FUN, DIGNITY and SUPPORT.Our vision is to provide maximum opportunities for all students to access and be involved in a comprehensive education based on the Victorian Curriculum. Teaching programs support students to reach their maximum potential in both school and community settings. Our educational environment is comprised of Junior and Senior Learning Communities. Internal and external work experience programs are provided for students across the Senior Learning Community and strong links with local agencies and businesses support us with this program.An excellent staff/student ratio ensures that class groups have approximately 9 students. Students are actively involved in setting their learning goals in consultation with parents and other relevant personnel. We employ a diverse range of Allied Health Specialists including therapists, wellbeing personnel and nurses who support students to access their educational programs and support classroom staff in the delivery of these programs.
Schools (Government)
29
March
Gateways Support Services - North Geelong, VIC
Seeking a Work Health and Safety (WHS) Business Partner, based in our North Geelong office, responsible for providing professional Health and Safety. ...
Source: uWorkin
Gateways Support Services
29
March
Gateways Support Services - North Geelong, VIC
HR & Recruitment
Source: uWorkin
Seeking a Work Health and Safety (WHS) Business Partner, based in our North Geelong office, responsible for providing professional Health and Safety.
Work Health and Safety Business Partner (Full Time, Permanent)- Implement strategic Work Health & Safety plans and programs
- Strong WorkCover, Personal Injury and Worker TAC knowledge essential
- Circa $93,000 - $94,000 base + super per annum (Salary packaging up to $15,900 p/a included)
The role:
We are seeking a Work Health and Safety (WHS) Business Partner, responsible for providing professional Health and Safety across the organisation including implementation of strategic plans and programs, risk assessments, site visits, policy and procedure. You will engage with internal key stake holders (regular liaison with senior management), People and Culture team members and reports to the Chief Financial Officer, based in our North Geelong office.
The successful candidate will demonstrate:
- Completion of a Diploma in OH&S and/or significant work experience in a lead OH&S position.
- Ability to build rapport, trust, and develop engaging relationships at all levels.
- Strong analytical and report writing skills.
- Excellent written and verbal communication skills.
- Ability to research and investigate best practice, interpret legislation, worksafe regulations and translate this to OH&S.
- An understanding of legislative requirements in relation to reporting workplace incidents under OH&S regulations.
- Excellent computer skills, including Office365, MS Teams, Google meet, Zoom.
- Salary packaging
- Great career prospects with a reputable organisation
- Employee Assistance Program
- Free flu vaccinations
- Working with Children Check (Victorian, Employee)
- NDIS Workers Screening Check Clearance
- NDIS Workers Orientation Module certificate of completion
- Victorian Driver's License
For further information and/or to request a position description, please email recruitment@gateways.com.au How to apply? Please click the ‘Apply’ button and submit a current resume and cover letter to complete your application.
Gateways is an equal opportunity employer. We welcome applications from all diverse backgrounds, including individuals that identify as Aboriginal and Torres Strait Islanders, LGBTQI+ and individuals with disabilities or culturally and linguistically diverse backgrounds.
Child safety is embedded in our culture. Gateways are proud to be a child safe organisation with zero tolerance for child abuse.
Gateways Support Services
29
March
Office of Public Prosecutions - Geelong, VIC
Principal Solicitor, Trial Division - Geelong Full Time, Fixed Term – Up to 12 Months (Parental Leave Backfill) The Office of Public Prosecutions (...
Source: uWorkin
Office of Public Prosecutions
29
March
Office of Public Prosecutions - Geelong, VIC
Government, Defence & Emergency
Source: uWorkin
Principal Solicitor, Trial Division - Geelong
Full Time, Fixed Term – Up to 12 Months (Parental Leave Backfill)
The Office of Public Prosecutions (OPP) has an exciting opportunity at our Geelong office, for an experienced Solicitor to join our Trial Divisions as a Principal Solicitor!
The successful incumbent will be responsible for preparing and instructing in highly complex matters across all jurisdictions, including the Magistrates', County and Supreme Courts.
At this level an incumbent will be asked to identify and respond to new and emerging legal issues in a dynamic environment, including interpreting and applying concepts in situations were little precedent may exist in innovative ways.
About the Role:
- Prepare, instruct and where required appear in highly complex cases, including major trials and taskforce investigations.
- Undertake high level research and analysis of complex legal matters and provide advice to the relevant stakeholders, including OPP staff, counsel, external agencies and more.
- Provide both formal and informal mentoring and advice to Junior OPP staff to assist in their training and development.
As our ideal candidate you will have:
- Extensive knowledge of Criminal Law and Procedure particularly in relation to experience in highly complex cases.
- The ability to effectively identify and address emerging issues at a strategic and operational level is changing legal environment.
- Demonstrated interpersonal skills with the ability to communicate at an influential level with relevant stakeholders, both internally and externally.
The position is based at our Geelong office which is located centrally at 60/62 Brougham Street. The role involves regional travel to instruct in County and Supreme Court circuits within regional Victoria. A vehicle and overnight accommodation are provided as required.
For further information, please refer to the attached Position Description.
To apply, you will need to submit a resume, cover letter and complete the online questionnaire which can be found on the last page of the application process. This questionnaire will ask you to address some of the Key Selection Criteria which you must complete. Separate responses to the KSC outlined in the position description are not required.
In accordance with the VPS recruitment process all candidates are subject to complete a pre-employment misconduct screening declaration. Further information is available on the VPSC website: https://vpsc.vic.gov.au/resources/pre-employment-screening-misconduct-victorian-public-service/
Applications close 11:59pm Sunday 14 April 2024.
The OPP is committed to building a diverse workforce and an inclusive culture. People from all cultural backgrounds are strongly encouraged to apply, particularly applicants of Aboriginal and Torres Strait Islander heritage, or those who may experience disability related barriers in securing employment. If you require assistance with the recruitment process, or have accessibility requirements please contact recruit.info@opp.vic.gov.au
Persons considering applying for these positions should note that the recruitment process may be used to fill a commensurate position/s within 3 months of the completion of the recruitment without any further advertisement or interview. Please note this recruitment process, including interviews, will be conducted remotely.
Office of Public Prosecutions
29
March
Schools (Government) - Geelong, VIC
Role The Northern Bay College Community Connections Officer will work alongside all Campus teams to further amplify the experiences of students, en...
Source: uWorkin
Schools (Government)
29
March
Schools (Government) - Geelong, VIC
Education, Childcare & Training
Source: uWorkin
Role
The Northern Bay College Community Connections Officer will work alongside all Campus teams to further amplify the experiences of students, ensure our school remains truly connected to the school and wider local community and promote all things wonderful about Northern Bay College.
The Community Connections Officer will be required to have highly developed writing skills as they will be required to develop content for platforms such as the newsletter, awards ceremonies and the college webpage as well as complete applications for grants and complete reports on behalf of the college. The Community Connections Officer must be able to manage their own time, remain up to date with all college and campus events and programs and work with and alongside a wide variety of school staff and wider community members.
Key Areas of Focus:
- Create communications to the school and wider community that provide an accurate, up to date view of all programs and events across the the college
- Provide a consistent key point of contact for community representatives wishing to support or interact with the college
Responsibilities
- Through communication and liaison with all college stuff - particularly campus leadership teams - develop and distribute the twice termly college newsletter
- Support Campus teams with the development of materials such as posters, electronic media tiles, and other promotional materials to advertise events that are to take place across the college.
- Develop programs and certificates for college awards ceremonies
- Keep the college Webpage up to date in all areas. This requires the development of content and communicating with college staff who have responsibility for particular documentation that is mandated to be included on the website
- Liaise with the college staff in charge of the official Facebook page to capture and share content
- Search for and complete applications for Grant opportunities relevant to the school community
- Liaise with community organizations who are keen to support any school operations. Such groups include Rotary, Lions and local council
- Support the organisation and running of community based events and dignitary visits
- Liaise with media regards items related to the e school, school programs and student achievements
- Support the development of various college wide visitor programs such as but no limited to - school photos, staff flu vaccinations, awards events
- Other duties and responsibilities as directed by College Leadership
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
Child Safe Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Other Information
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Conditions of Employment
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Location Profile
Northern Bay P-12 College is a unique multi-campus school located in the Northern Suburbs of Geelong made up of four Prep ¿ Year 8 campuses and a fifth Year 9 - Year 12 campus. The college also boasts a Family and Early Learning Centre and the Geelong Industry Trade Training Centre (GITTC) on our Goldsworthy site.
The College operates through a three sub-school structure to enhance our `One School ¿ One Team¿ ethos which emphasises a rigorous focus on Student Learning underpinned by a proactive and supportive well-being framework. Across the college, staff work in Professional Learning Communities based upon the Stages of Learning; Prep - Year 2, Year 3 - 6 and Year 7 - 9 & Year 10 - 12. These teams meet regularly in Campus based and college wide groups to implement data informed strategies that support continued improvement of learning outcomes for all students.
Organisationally the college is arranged in three sub schools, the Hendy P-8 Campus and Peacock P-8 Campus Sub School; the Wexford P-8 Campus and Tallis P-8 Campus Sub School and the Goldsworthy Year 9-12 Sub School. Additionally, the College Assistant Principal ¿ Student Enrichment Programs leads a portfolio that includes oversight of programs that connect students with further educational opportunities as well as providing executive leadership to College facilities including the Family and Early Learning Centre and the GITTC.
The College is very well supported by a strong team working to implement a college wide, sustainable Inclusion Team structure that consists of specialised teachers and education support staff, including a College Inclusion Leader, Inclusion Support Coordinators, Mental Health Wellbeing Leaders (Years P-6), Inclusion Workers and an Inclusion Administration Assistant. The Inclusion Team works closely with the College Nurse, College Wellbeing Team, mentor teachers, education support staff, CALD staff, Allied Health practitioners and DET Student Support Services.
As a College we embrace our diversity, boasting a proud cohort of Culturally and Linguistically Diverse (CALD) students and a large First Nation student population. The College supports the needs of students through a structured English as an Additional Language program (EAL) and through implementation of the Marrung Strategy.
Our vision is to instill community commitment, confidence and high expectations in lifelong learning by:
¿ Constructing curriculum, pedagogy and teacher professionalism to achieve above expected outcomes for all students at each stage of learning
¿ Developing students who are highly employable with values of resilience, optimism, self-respect and who strive for personal best
¿ Developing young people who are engaged, motivated and challenged to fulfil their potential
¿ Maximising educational opportunities and creating purposeful and diverse pathways for all students
¿ Developing partnerships with other schools, community organisations and business
Northern Bay College is characterised by school values inspired by student voice:
Growth
The College has a shared community commitment to support every child to grow academically and emotionally. With a growth culture we celebrate improvements in skills, engagement, outcomes, and participation.
Collaboration
We value positive actions and relationships across the College that increase our collective potential for improvement. Actively working together supports our goal to better improve outcomes in learning, health, and participation.
Persistence
Our College communities share expectations to continue to pursue our goals and outcomes, even if challenging or when it takes time and energy. We seek solutions and strategies to ensure our ongoing improvement.
Kindness
Our College encourages all members of our community to model and interact with each other in a positive and respectful manner. As students, staff, and families we operate with a kindness mindset, encouraging and developing an inclusive and diverse community.
In Summary
We want a college where learning is visible and where students feel safe, respected by staff, believed in by staff, listened to by staff and taught by knowledgeable, capable and enthusiastic teachers.
Schools (Government)
29
March
Schools (Government) - Geelong, VIC
Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numer...
Source: uWorkin
Schools (Government)
29
March
Schools (Government) - Geelong, VIC
Education, Childcare & Training
Source: uWorkin
Selection Criteria
SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
Role
The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.
Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.
A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.
Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.
Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.
Responsibilities
The role of classroom teacher may include but is not limited to:
- Direct teaching of groups of students and individual students;
- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
- Undertaking other non-teaching supervisory duties.
Who May Apply
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
EEO AND OHS Commitment
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
Child Safe Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Conditions of Employment
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.
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
Location Profile
Armstrong Creek School opened in January 2018 for students in Years Prep to 6. In 2019, the Secondary Special School component opened its doors and is now educating students from Years 7 to 12.
Our school combines both Primary, Prep to Year 6 and Special Education provision from Prep to year 12 under a single governance model. Our school¿s inclusive model and flexible approach curriculum provision, allows each learner to access the educational support and experiences they require based on identified need, individual student ability and assessed benefit. It enables a customised approach to education rather than a `one size fits all¿.
Armstrong Creek School has been designed with state of the art learning and community facilities. These includes a range of adaptable and multi-purpose learning spaces as well as conference, therapy and interview rooms.
The school also has a Community Hub which is managed by the YMCA out of school hours to provide before/ after school care, holiday programs and other community programs that can be accessed by local families and residents. The school also features an indoor gymnasium built to Netball Victoria standards, outdoor hardcourts and sporting fields.
Purpose Statement
At Armstrong Creek School we embrace challenge and celebrate diversity while pursuing an individual journey to personal excellence. Innovative learning and teaching is placed at the centre of all we do.
We design opportunities for students to achieve their personal best in a positive environment where they are inspired to learn, grow and thrive while demonstrating our school values of: Care, Collaboration and Commitment.
Schools (Government)
29
March
Barwon Health - Geelong, VIC
Working in a temporary job share capacity to support the Education and Training across the acute wards (surgical). Develop and facilitate training pro...
Source: uWorkin
Barwon Health
29
March
Barwon Health - Geelong, VIC
Health, Medical & Pharmaceutical
Source: uWorkin
- Working in a temporary job share capacity to support the Education and Training across the acute wards (surgical).
- Develop and facilitate training programs as part of the Clinical Education and Training team.
- Temporary Part Time 32 hours per fortnight (Parental Leave)
Formed in 1998, Barwon Health is one of the largest and most comprehensive regional health services in Australia, providing care at all stages of life and circumstance. Health services available through Barwon Health cover the full spectrum from primary care, community services, aged care, rehabilitation, mental health, emergency and acute care. We serve over 500,000 people through the efforts of over 9,000 staff and more than 1200 volunteers.
About the Centre for Education and Training
The Centre for Education and Training leads an integrated approach to clinical education and training, helping Barwon Health to achieve its education goals by delivering, supporting and promoting coordinated, quality education and training across health care roles in Barwon Health and the Barwon South Western region. We comprise of an inter-professional team of clinical educators and support staff across allied health, nursing, midwifery, and medical disciplines, working together to develop clinicians who model excellent practice, challenge poor practice, and inspire others
The Centre for Education and Training Unit offer a supportive and collaborative interdisciplinary team environment, and a diverse and challenging work program that integrates the health sector and the education sector. We are committed to developing clinicians who lead in their practice and engage in career-long teaching and learning. We aim to be recognised for excellence in learner engagement and teaching collaboration.
- Flexible working arrangements
- Professional development
- Access to employee wellness program
- Salary packaging
- Social club
- Doorstep to the Great Ocean Road, Bellarine Peninsula and the Surf Coast
About the Geelong Region, AUSTRALIA
Sitting within one of Victoria’s six regional health centres, Barwon Health serves the community of Greater Geelong and beyond. Victoria’s second largest city after Melbourne! Derived from the local Wathaurong Aboriginal name for the region Djilang, Geelong is thought to mean ‘Tongue of Land’.
- Enjoy a range of lifestyle choices including inner city, coastal, suburban and rural homes at affordable prices.
- High standard of schooling options throughout the area
- A stones throw from the Surf Coast and Great Ocean Road
- Appreciate beautiful parks, rivers, walks and wineries
To find out more about the Geelong region, visit our Moving to the Region page on the Barwon Health website.
At Barwon Health we are committed to a diverse and inclusive workforce where we value each person’s uniqueness. We embrace diverse life experiences and the perspectives of our people, whilst providing high-quality health care to all members of our community, regardless of age, gender, ethnicity, religion, cultural background, disability, or sexual orientation.
At Barwon Health we are committed to providing positive employment opportunities for Aboriginal and Torres Strait Islander people and welcome employment applications from candidates of Aboriginal and Torres Strait Islander background.
We at Barwon Health strongly encourage people with disability and diverse backgrounds to apply for our roles.
We are strongly committed to the safety and wellbeing of all children and young people. Click here for further information on the Victorian Government’s Child Safe Standards: About Child Safe Standards | Victorian Government (www.vic.gov.au)
We are also proud to be Totally Smoke Free.
If we can assist you with any reasonable adjustments in order to submit your application for this role, Please contact the Talent Acquisition team via email at talent.acquisition@barwonhealth.org.au noting your preferred method of communication and contact details and a member of the team will be in touch.
This role must be fully vaccinated for Covid -19 and influenza and meet the requirements of the Barwon Health immunisation policy.
Barwon Health
29
March
Barwon Health - Geelong, VIC
Be involved in implementing the new National Framework for Prevocational Medical Training Be part of an inter-professional team Grow your skills at an...
Source: uWorkin
Barwon Health
29
March
Barwon Health - Geelong, VIC
Health, Medical & Pharmaceutical
Source: uWorkin
- Be involved in implementing the new National Framework for Prevocational Medical Training
- Be part of an inter-professional team
- Grow your skills at an organisation invested in your long-term development
Formed in 1998, Barwon Health is one of the largest and most comprehensive regional health services in Australia, providing care at all stages of life and circumstance. Health services available through Barwon Health cover the full spectrum from primary care, community services, aged care, rehabilitation, mental health, emergency and acute care. We serve over 500,000 people through the efforts of over 9,000 staff and more than 1200 volunteers.
About the role
The MELCS role provides overall support to Education & Training - Medicine management and Prevocational Program Leads to plan and deliver education, training, wellbeing and compliance monitoring activities as part of Accreditation Standards and new National Framework for Prevocational Medical Training.
Key activities include:
- Work with the manager to implement new standards for accreditation of prevocational medical training posts for 2024 and maintenance beyond
- Assist Prevocational Program Leads to develop education programs and clinical skills teaching, as stipulated by accreditation standards
- Review orientation program per Accreditation standards and implement organisation-wide prevocational doctor orientation (intern annually, HMO bi-annually) and evaluate compliance
- Liaise and support unit supervisors to develop unit orientation that will meet health service and training program accreditation standards, and evaluate compliance
- Plan, run, and evaluate clinical skills competency assessment and simulation training (including Basic Life Support for prevocational doctors)
- Coordinate and deliver education in the new assessment process and framework to all Intern and PGY2+ supervisors which includes registrars and allied health
- Coordinate, follow up and review compliance for EPA completion with Program Leads, prevocational doctors and unit supervisors
- Coordinate prevocational education programs and evaluate compliance
- Liaise and troubleshoot with prevocational doctors, Unit supervisors, Nurse Unit Managers, Program Leads and Medical Workforce Unit on clinical practice, education & wellbeing related matters for prevocational doctors
- Facilitate & collaborate with clinical education team to implement inter-professional education
You will have the opportunity to be part of a highly skilled, professional, friendly and dedicated workforce who take pride in providing high-quality service. You will have support and guidance from fellow team members and management who exhibit our Barwon Health values, respect, compassion, commitment, accountability and innovation. We are all dedicated to supporting the organisation in achieving our vision of - By 2050 everyone in our community enjoys the best health and wellbeing in Victoria.
- Flexible working arrangements
- Professional development
- Access to employee wellness program
- Salary packaging
- Social club
- Doorstep to the Great Ocean Road, Bellarine Peninsula and the Surf Coast
About the Geelong Region, AUSTRALIA
Sitting within one of Victoria’s six regional health centres, Barwon Health serves the community of Greater Geelong and beyond. Victoria’s second largest city after Melbourne! Derived from the local Wathaurong Aboriginal name for the region Djilang, Geelong is thought to mean ‘Tongue of Land’.
- Enjoy a range of lifestyle choices including inner city, coastal, suburban and rural homes at affordable prices.
- High standard of schooling options throughout the area
- A stones throw from the Surf Coast and Great Ocean Road
- Appreciate beautiful parks, rivers, walks and wineries
To find out more about the Geelong region, visit our Moving to the Region page on the Barwon Health website.
At Barwon Health we are committed to a diverse and inclusive workforce where we value each person’s uniqueness. We embrace diverse life experiences and the perspectives of our people, whilst providing high-quality health care to all members of our community, regardless of age, gender, ethnicity, religion, cultural background, disability, or sexual orientation.
At Barwon Health we are committed to providing positive employment opportunities for Aboriginal and Torres Strait Islander people and welcome employment applications from candidates of Aboriginal and Torres Strait Islander background.
We at Barwon Health strongly encourage people with disability and diverse backgrounds to apply for our roles.
We are strongly committed to the safety and wellbeing of all children and young people. Click here for further information on the Victorian Government’s Child Safe Standards: About Child Safe Standards | Victorian Government (www.vic.gov.au)
We are also proud to be Totally Smoke Free.
If we can assist you with any reasonable adjustments in order to submit your application for this role, Please contact the Talent Acquisition team via email at talent.acquisition@barwonhealth.org.au noting your preferred method of communication and contact details and a member of the team will be in touch.
This role must be fully vaccinated for Covid -19 and influenza and meet the requirements of the Barwon Health immunisation policy.
Barwon Health
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