Toolern Vale & District Primary School is situated at the foot of the Macedon Ranges, 8 kilometres north of Melton. The school was established in 1869 and is set in a unique rural environment. The School has 175 students, the majority of whom travel from Melton as well as the surrounding district.

At Toolern Vale & District Primary School we believe that every child is a learner with individual strengths and interests that need to be catered for and developed in a positive manner. We provide strong cohesive learning programs in numeracy and literacy initiatives. Our staff professional learning teams plan and work together to ensure all children gain access to effective strategic and challenging learning programs as well as producing a common educational language used across the school.

The school uses the School Wide Positive Behaviour Support Framework. We also have the Kitchen Garden program operating throughout the school. These programs form part of our integrated teaching program.

The school provides a safe, supportive learning environment where the values of resilience, engagement, acceptance, cooperation and high expectations (REACH) form the basis of our school culture.

SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.

SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes.

These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.

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

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

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

Core responsibilities include:

- Planning and implementing a range of teaching programs or
courses of study

- Teaching an area of the curriculum or a general curriculum to a
year level

- Monitoring, evaluating and reporting student progress in key
learning areas

- Implementing strategies to achieve targets related to student
learning outcomes

- Maintaining records of class attendance and recording student
progress

- Implementing effective student management consistent with the
school charter.

- Working with a mentor to participate in professional development
planning, implementation and reflection developing a professional
portfolio

Additional responsibilities may include but are not limited to:

- Supervising a range of student activities including support and
welfare programs

- Contributing to a range of co-curricular programs

For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy. Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.

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

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

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

School: COBURN PRIMARY SCHOOL
Address: Richard Road, Melton South
Telephone: (03) 9971 2900
Fax: (03) 9747 9221
Email Address: coburn.ps@edumail.vic.gov.au
Contact Person: Ms Vicki Minton
School Hours: 8:50am to 3:15pm
Uniform: Maroon and Gold
School profile: Learn to Live

Coburn Primary School is situated in Melton South and has a student population of some 700 students. The school is set in a picturesque and lush garden environment bordering the Blackwood Reserve. Our enrolment comprises of students from a range of cultural backgrounds reflecting the changes within the Melton South community. The school offers specialists programs including Visual Art, Performing Art, Physical Education and Science. We pride ourselves on being a well organised and managed school that is strategic in its thinking, planning and implementation of curriculum programs.

We offer a broad, innovative and differentiated curriculum that promotes independent learning for all. At Coburn Primary School, we believe that all students have the right to learn in a safe and friendly environment that meets their academic and social needs. We ensure that there is a continuous and robust curriculum across the school to meet the needs of students in each year level and area. All members of staff at Coburn Primary School actively work to develop their professional capacity to provide the best possible education for our students. As a result of intensive professional learning, we have developed a consistent and coherent whole-school approach to the teaching of literacy and numeracy, how our professional learning teams operate and a whole school assessment schedule.

The Coburn School Community has identified the following school values:

• Together we are Respectful
• Together we are Responsible
• Together we are Co-operative
• Together we strive for Excellence

Our school is structured with straight grades from Prep to Year Six, this is to enable staff to work collaboratively in professional learning teams. This restructure enables us to enhance and support this way of operating.

At Coburn Primary School we cater for the needs of all students. We have targeted intervention programs in Literacy and Numeracy operating across the school and are seeing outstanding results from these. There is a strong focus on values education and a School Wide Positive Behaviour approach in place.

 
Location
Coburn Primary School opened in 1975 and is located 40 kilometres west of Melbourne. It is in a well-established estate bordering on newly developed areas to the west. Most students walk, ride or are driven to and from school. Students come from estates surrounding the school. Many of the parents who are employed commute to Melbourne for work. The student population is becoming more culturally and linguistically diverse.

The school facilities include:

• A beautiful new BER Gymnasium surrounded by synthetic grass areas
• Separate sets of fun, engaging and safe playground equipment (all shaded)
• Basketball, netball, volleyball, and bat tennis courts
• Large undercover synthetic turf areas Synthetic Oval
• Quiet shaded area for passive recreation
• Landscaped gardens
• Large synthetic oval with running track
• Canteen that operates daily providing healthy snacks and lunches

The school consists of two main brick buildings, an older Gymnasium, number or relocatable classrooms and Canteen as well the new BER gymnasium. All buildings are well cared for and have been painted both inside and outside.

Education at Coburn Primary School is a partnership involving parents, students and teachers and parent participation is actively encouraged. Our current staff and school council are committed to continuing our school improvement journey.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

- Direct teaching of groups of students and individual students;

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

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

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

- Undertaking other non-teaching supervisory duties.

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

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

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

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

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

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

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

At Staughton College our aim is to foster a culture where students develop academically, socially and personally to become the best versions of themselves. We strive to have every student show more than a year’s learning growth every year. We believe that this is achievable with the right support, and effort, across our whole school community.

It is an expectation that teachers at Staughton College develop strong relationships and trust to collaboratively improve student learning growth. Our teachers are enthusiastic, passionate and relentless in using our pedagogical model to do this.

At Staughton College we work hard to ensure that students are dynamic members of our community. Student empowerment is encouraged across the school, both within the classroom and in extracurricular and leadership activities. Students are expected to be active learners who know, and use, high impact strategies to improve their learning. Through our Staughton Student Matrix we explicitly teach, and deliberately reward, key positive behaviours that improve student learning, effort and respect.

SC1 Demonstrated experience and skills in coordinating a specific education support function.

SC2 Demonstrated capacity to supervise the work of other support staff and to develop procedures and guidelines relating to the work area.

SC3 Demonstrated 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 in respect to the work area.

SC6 Demonstrated commitment to professional learning and growth for both self and others.

The main duties to be performed by an instrumental music instructor are to:

* Provide guitar tuition to individual students and/or small groups of students and ensembles

* Encourage and nurture students participation in the schools ensemble program

* Care for students as individuals by catering for their physical, emotional and academic needs

* Adopt strategies which will improve the quality of the Instrumental Music Program

* Be actively involved in the schools professional learning program

* Implement the schools Values and Vision Statement

* Keep abreast of all activities and developments in the Music Learning Area

* Contribute to the schools co-curricular program and participate in after school music activities and meetings

* Comply with the instrumental timetable at the school

* Observe safe working practices

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

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

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

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

PREPARATION OF APPLICATION
Applicants should adhere to standard procedures for the submission of written applications. Applicants may prepare their applications in any form desired, but the following recommendations are provided to assist all candidates:
1. Responses to criteria MUST be no longer than 10 pages using a font no smaller than size 12.
2. Applications should include a CV containing at least your address and contact numbers (business and private), classification, current position, evidence of qualifications and VIT number
3. Applications should address all five of the Key Selection Criteria.
4. Applicants may nominate up to three (3) referees. Nominated referees should be individuals who can make relevant comments regarding the applicant in relation to the Key Selection Criteria.

• 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

Organisation : CatholicCare Melbourne

Location : Melbourne(Melton)

Work type : Part-time

Profession : Client Services, Community Services, Social & Support Work

Sector : Children, Community Development, Community Engagement, Community Support Services, Families, Youth & Young People

Salary type : Annual Package

Application closing date : 31 Mar, 2020

anzuk Education

has been based in Melbourne since 2004. Our aim is to help create exceptional experiences for students and educators in the schools that we work with. We do this by always placing the best educators in the right learning environment.

The role

We support schools across Greater Melbourne to find Casual Relief Teachers for the daily cover of their permanent staff. We work closely with schools in Melton, Bacchus Marsh and surrounding suburbs who are expecting an increased demand for CRTs throughout 2020.

We are looking for engaging teachers, who want to make a positive impact on students and their learning on a daily basis. We welcome applications from graduates and experienced teachers who are VIT qualified. 

anzuk offers:

• Personalised support from a dedicated consultant
• Educational settings that match your strengths and experience
• Targeted and accredited professional development opportunities
• Flexibility in your working week and the security of a well-established agency with a competitive rate of pay

• Registration with the Victorian Institute of Teaching (VIT) 
• Current resume outlining relevant teaching experience
• Contact details of at least two current, principal-class referees (mentor teachers are acceptable for graduates)

We encourage you to apply today. Simply click APPLY and upload your CV. If you are shortlisted you will be contacted by phone.

High Reach / Double Deep Forklift Driver - Freezer work

• Immediate Start
• On-going, Long Term Opportunities
• Afternoon shift - 2pm - 10pm

Our client based in Truganina is a listed company engaged in third party logistics, freight services, warehouse operations, and supply chain solutions. Due to growth we are looking to add an experienced High Reach Forklift Driver to the team.

About The Role:

• Forklift Operations – High Reach experience required
• Picking of stock FREEZER - 18 degrees
• Loading and unloading of trucks
• Warehouse All Rounder 
• Assist other team members when required
• Must be able to work in a small team environment
• Temp to Permanent Work Opportunities.

What’s On Offer:

• An on-going long term opportunity for the right candidate.
• Opportunity to grow within an organisation that values it’s workers.
• Consistent training and development opportunities.

About You:

• Forklift License Required
• Drivers License Required.
• Must have a high attention to detail.
• Must be able to work in cold store / freezer environment
• Strong Attendance and Punctuality.
• Great Communication Skills.
• Great Time Management Abilities.
• Physically fit and able to assist with manual labour when required

About Us:

WhiteCollarBlue is one of Australia’s leading HR Solutions Providers delivering outcomes and innovations to small and medium Enterprises. We specialise in placing exceptional candidates in their dream roles in casual, fixed term and permanent positions.

Our specialists foster a culture based on respect, innovation, safety and team work. Our people are the energy behind every WhiteCollarBlue success, as we aim to deliver results and over deliver on value.

How To Apply:

Click APPLY now to be considered immediately.

Previous applicants need not apply

Only candidates with FULL working rights will be contacted.