• Carrying out assigned cleaning work on or around DC premises to the highest of standards
• Operating cleaning machinery
• Adhering to all OH&S policies and procedures
• Other general cleaning duties as directed
• Morning, Afternoon and Night shifts available

• 12 months commercial cleaning experience - highly desirable
• Own transport
• Ability to work flexible hours (across shifts and sites) and public holidays
• Willing to undertake a medical (company organised)
• Have full time working rights
• Very good communication and written skills
• Able to start immediately

Looking for experience in sub devision with at least 2 years experience.

Job Types: Full-time, Casual

Experience:

• Backhoe Operator: 2 years (Preferred)
• Sub devision: 2 years (Preferred)

Work Eligibility:

• No work eligibility is required, I am willing to sponsor the right candidate (e.g. visa) (Preferred)

Work Remotely:

• Yes

• Staff discounts on all of our group retail brands for you and your family
• Discounted health insurance
• Promotion from within If you're considering retail as a career and are looking for a challenging and fun-filled work environment, Fantastic Furniture is interested in you!

Key responsibilities of the position include:

• Manifesting
• Processing Driver paperwork
• Invoicing and creating purchase orders
• Collating delivery notes and driver run sheets
• Data entry into transport management system
• Exporting data into excel

To be considered for this role you will possess the following:

• Previous administration experience, preferably within the transport industry
• Strong verbal and written communication skills
• The ability to work well in a fast-paced environment and effectively multitask
• Intermediate Excel/ Word (Highly Desirable)
• Ability to work in a fast-paced environment

Job Type: Full-time

Salary: $23.00 to $25.00 /hour

Work Eligibility:

• No work eligibility is required, I am willing to sponsor the right candidate (e.g. visa) (Preferred)

Enjoy the outdoors? Love driving? Do you have a strong focus on customer service & doing your best? Full Time! Day Shift! Immediate start!

Do you like:

• the outdoors?
• keeping fit and healthy?
• interacting with customers and ensuring satisfaction?
• being part of a successful, winning team?
• being appreciated for your efforts?

Are you great at what you do?

Do you consider yourself modern and "up with it"?

Do you want a position in a company you can call home forever?

Are you an experienced, professional with an MR or higher truck license?

WE WANT YOU!

As part of the AWM team you are responsible for:

• Supporting the company vision and mission.
• Guarantee satisfaction and value for our clients.
• Contribute to a work environment that fosters pride in being part of a winning team and promotes personal growth.
• Maintain personal productivity and quality standards.
• Promote occupational health and safety within an organisation and develop safer and healthier ways of working.
• Ensure that workplaces conform with organisational procedures and safety standards.
• Ensure personal protective equipment is being used in workplaces according to regulations.
• Ensure the organisation is aware of and complies with all legislation relating to its duty of care, workplace activities and the use of plant, equipment and vehicles.
• Record and report hazards, accidents, injuries and health issues within the workplace.
• Assist with the investigation of accidents and unsafe working conditions, study possible causes and recommend remedial action.
• Conduct training sessions for management, supervisors and workers on health and safety practises and legislation's.
• Communicate frequently with Management to report on the status of occupational health and safety programs.
• Develop and maintain occupational health and safety systems, including policies, procedures and manuals.
• Provide driver training and inductions as necessary.
• Ensure general tidiness of warehouse and vehicles. Eg: Remove rubbish, tidy up packing and post bench, store items away.
• Maintain spare stock in all vehicles. (Wheels/Axles/Stickers/Pins/Keys/Tools)
• Maintain stock levels and provide Management with stock takes.
• Clean up and maintain a general tidiness to all vehicles and warehouse.
• Assist with Transport Manager where required. (Inclusive of both delivery and removal of bins
• Provide customer service as needed (inclusive of walk-in customers, phone calls and emails)
• Provide back-up assistance for various collection cycles when needed.

Additional Responsibilities

• Provide on-the-job training if applicable
• Other duties as assigned.
• Work as part of an integrated team
• Support and implement company policies and procedures
• Attend company meetings when required

Knowledge and Skill Requirements

• Strong interpersonal and communication skills.
• Knowledge and experience of basic Computer systems
• Knowledge of company occupational health and safety policies and procedures
• Experience in driving and emptying various recycling bins.
• Experience in picking and packing orders
• Problem solving skills necessary

Please forward your resume, then call 03 9081 6672and leave your name, phone number, email address, the role of interest to you and the answers to the following questions:

• What is the single most important thing to you, and why?
• iPad. Love it or hate it, and why?
• So far, what has been your favourite job, and why?

We will contact you promptly if any further information is required or to arrange the next step.

Due to our recruitment process, only applicants that follow the above procedure will be considered for the role.

Previous applicants need not apply.

Job Type: Full-time

Salary: $55,000.00 to $65,000.00 /year

Experience:

• Logistics: 1 year (Preferred)
• People Management: 1 year (Preferred)
• Warehouse Management: 1 year (Preferred)

Licence:

• HR (Preferred)

Language:

• English (Required)

Benefits:

• Performance bonus
• Training and professional development assistance

Work Remotely:

• No

internal Sales Support / Customer Service Officer

The Company

The Packaging People is a 100% Australian owned and operated family business serving multiple industries Australia wide. We are the trusted packaging supplier to over 10,000 customers across all areas of Australia. As one of the market leading packaging companies we pride ourselves in PRODUCT QUALITY, CUSTOMER SERVICE, and INNOVATION.

As part of our strategy planning, we are strongly focused on growth and development within our business, including striving for improved internal system efficiencies, driving new and innovative product lines, all at the same time ensuring we provide a safe, fun and enjoyable working environment.

The Role

This is a permanent full-time role, Monday-Friday and based in Ravenhall, Victoria. You will work as part of a well-established team, fully supported with on-boarding product training. You will work closely with customers responding to their questions about our products and recommend the right solutions for their business needs.

We promote, maintain and drive a strong customer service value here at The Packaging People and we have built our success on it, therefore, you will be expected to be able to liaise with all types of customers, in a prompt and professional manner ensuring maximum client satisfaction at every opportunity.

Some of your duties will include, but not be limited to:

• Processing new and existing customer packaging orders
• Maintaining accurate and up to date customer profiles
• Attending to customer enquiries in line with internal service level agreements, for all packaging needs, product information and online shop assistance
• Responding to all queries in relation to customer freight including expediting placed orders
• Assist in the coordination and facilitation of Customer Visits to our Showroom
• Provide occasional assistance within Warehouse despatch area during peak periods
• Assist with bi-monthly ‘Container Day’ incoming shipments (receiving stock and custom orders)
• Maintaining customer relationships and assisting customer needs with potential new packaging lines
• Create new leads within our Salesforce CRM platform for all requested sample products and perform follow ups
• Assist with ‘end of day’ audits to assess quality assurance with orders v despatch
• Provide support to customers with invoice queries, freight queries, return of goods
• Assist in the order process for our specialised Custom/Digital Print Team
• Support your Team to ensure maximum productivity and efficient workflow processes
• Engage & participate in all Learning & Development Workshops

Adhere, follow and understand all KPI’s within the scope of the role

• Be confident in providing ideas and solutions for ‘better practices’

YOUR PROFILE and what we are looking for

Ideally, we are looking for someone who has been working in a similar industry/environment or looking for a new career challenge. You should be a highly dynamic individual, who is focused, motivated and energetic, also friendly, outgoing and most definitely a ‘people-person’. It would be advantageous if you were also closely located to our premises in Ravenhall.

You must demonstrate the following skills and experience:

• Strong Computer & MS Office Skills (dual screen usage/multi apps)
• Strong, confident and professional phone manner
• Min. 3years + within Sales & Administration team environment
• Proven willingness to learn and develop new tasks within your role
• Experience (min 3 years+) with a CRM – Salesforce or similar
• Experience (min 3 years+) with MYOB or similar
• Exceptional attention to detail
• Ideally been involved within company implementation of new ERP / SCM platforms
• Ability to maintain deadlines and work in fast paced environment with high level customer expectations
• High level written and oral communication skills
• Familiar with KPI expectations
• Strong emphasis and focus on a positive customer journey
• Strong understanding of the Supply Chain process
• Strong understanding of E-business technology
• Comfortable multi-tasking

Benefits

Attractive Salary + Super

• Free on-site Parking
• Community Volunteering
• Monthly Staff Lunches
• Excellent Office Facilities
• Driven, enthusiastic Team with great culture
• Friendly & approachable management

How to Apply

To apply online, please click the ‘Apply” button below.

Each application should include your current resume together with a cover letter (in Word/PDF) detailing why you think you would be an ideal candidate for this position.

Strictly no Agencies. Closing Date 24th June 2020

Job Type: Full-time

• Part-time, 12 months fixed term
• Based in Ravenhall Correctional Centre
• Great salary packaging conditions and leave entitlements
• Free onsite parking

 
Forensicare (the Victorian Institute of Forensic Mental Health) is the leading provider of forensic mental health services across Victoria. We deliver recovery-focused programs to consumers with serious mental illnesses across the Victorian justice system, mental health sector, and the community--from early intervention and prevention, to inpatient care, rehabilitation, and community transition support.

Our services are delivered through:

• Thomas Embling Hospital: a secure mental health hospital
• Prison mental health services throughout Victoria
• Community Forensic Mental Health Service

We also work in partnership with Swinburne University of Technology through the Centre for Forensic Behavioural Science to deliver a forensic mental health research program, specialist training, and ongoing professional education.

Forensicare is the statutory agency responsible for the provision of adult forensic mental health services across Victoria. Completed in 2017, the new medium-security men's prison is located in Ravenhall Correctional Centre in Melbourne's west, providing world-class forensic mental health services in Victoria in a purpose-built state of the art facility developed to international best practice standards.

About the role:

The Social Worker provides core areas of social work service provision particularly in relation to case management and program delivery to patients with complex needs, in the context of boundaries set by professional standards, legislative requirements, Forensicare policy and practice and departmental directives.

Duties:

• Demonstrate highly developed skills in the delivery of high quality social work services to patients.
• Provide high-level consultation and advice to members of the multi-disciplinary team on social work and related issues.
• Demonstrate highly developed skills when completing psychosocial assessments of patients within the multidisciplinary team.
• Undertake structured family assessments, examining support structures and need for psycho or legal education and referral to specific community-based services.
• Hold both the Aboriginal Service Officer (ASO) and Cultural Portfolio

Skills and experience:

• Develop and maintain consultative relationships with key stakeholders including RCC staff, other healthcare professionals, and external mental health, welfare, justice and social support agencies.
• Demonstrate excellent communication skills in recording and reporting information to the multidisciplinary team.
• Build and maintain therapeutic relationships with patients that respect patient choices, experiences and circumstances; enhancing strengths, hope and resilience in the promotion of Recovery.
• Provide support and education to carers / significant others in the ongoing treatment and care of patients.
• Liaise with and provides high level consultation and advice to welfare, justice agencies and healthcare professionals.
• Actively participate in regular meetings and reviews of clinical standards and practice.

Mandatory qualifications & registrations:

Approved degree in Social Work and eligibility for membership of the Australian Association of Social Workers.

Benefits:

We value our staff and provide a range of employee benefits including:

• Great salary packaging conditions & leave entitlements
• Bonus payment for relevant postgrad qualifications
• Ongoing training and professional development
• Comprehensive Health and Wellbeing Programs including: Staff health service, Critical Incident Stress Management and Employee Assistance Programs.

Forensicare values a diverse workforce and strongly encourages applications from Aboriginal and Torres Strait Islander people and people from culturally and linguistically diverse backgrounds. 

This position is subject to a Police Check.

Forensicare promotes the following values: responsiveness, integrity, impartiality, accountability, respect and leadership; and promotes behaviours that are consistent with these values at all times. Forensicare is an equal opportunity employer and offers a smoke free environment.

Posted by Child & Family Care Network (Bestchance) on 28 May 2020

OrganisationChild & Family Care Network (Bestchance)

Closing date26.06.2020

Primary roleEarly Childhood Teacher

Position typePart-time

LocationTarneit

StateVIC

Work Days of the RoleMonday and Wednesday

Hours of Work of the Role8:30am - 4:00pm

Descriptionbestchance is seeking an Early Childhood Teacher to commence work at Tarneit North Kindergarten.About Us bestchance’s purpose is for all children, families and individuals to thrive in their community. As a values based employer with about 700 employees, bestchance educators are provided with mentoring, advice and support to extend their practice and achieve their professional goals. Job details Employment conditions are in accordance with the industry Victorian Early Childhood Teachers and Educators Agreement, in addition to full FBT exempt Salary Packaging being available. Session Times • Monday and Wednesday 8:30am - 4:00pm The non-teaching time will be scheduled in consultation with the suitable applicant. Applications For position description please visit: http://www.bestchance.org.au/positiondescriptions Please note you must answer the key selection criteria for your application to be considered Only shortlisted applicants will be contacted bestchance is a child safe and equal opportunity employer. We are committed to child safety and have zero tolerance of child abuse. Applicants should be aware that we carry out Working with Children, Police Records and reference checks to ensure that we are recruiting the right people

RequirementsVIT Registration

Industrial Agreement/AwardVictorian Early Childhood Teachers and Educators Agreement 2016 (VECTEA)

Contact

Forklift Driver – High Reach

• Immediate Start
• On-going, Long Term Opportunities
• Tullamarine Location

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. Day Shift 6am starts.

About The Role:

• Forklift Operations – High Reach experience required
• Picking of stock (cold room)
• Operation of RF scanners
• Loading and unloading of trucks
• 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 Preferred.
• Drivers License Required.
• Must have a high attention to detail.
• Must be able to work in cold store 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:

Apply now to be considered immediately.

• Developing a team working environment and assisting in maintaining productivity and efficiency.
• Ensuring Team Members complete work schedules to quality standards and within required timeframes.
• Advise the Cleaning Manager when chemicals are low or any accidental damage occurs to chemical equipment or cleaning hardware (mops, buckets, tools).
• Carry out assigned cleaning work on or around the premises as per the work schedule to a high standard,
• Clean food preparation areas ensuring food safety and hygiene standards are met in line with Food Safety standards described.
• Ensure the Cleaning of all meal areas and amenities areas to standard described.
• Operate all cleaning equipment and LLOP/Loaders as per the Coles Traffic Management Plan for the site.

• Experience supervising and or mentoring team members of dynamic teams in customer service industry, along with Staff and Roster management experience - Desirable
• Prior experience in cleaning/food service industries - Advantageous
• Proven strong working relationship with key stakeholders in busy environment
• Proven high level of customer service and management skills across diverse team/skill set
• Intermediate to advanced IT skills Microsoft Office (Word, Excel & Outlook)
• Own transport preferred
• Ability to work flexible hours when and if required

Catholic Regional College Sydenham was founded in 1982 as a Catholic senior school for students in the West of Melbourne. It is the largest of its kind in Victoria, specialising in VCE, VCAL and VET studies.

The school is a part of the Catholic Regional College Federation of schools encompassing 7-10 Colleges at St Albans, North Keilor and Caroline Springs as well as Years 7-12 at Melton. The founders of the school understood that in building a specialist senior campus, students would benefit from having specialist teachers and the widest range of subjects offered.

Catholic Regional College Sydenham seeks a Student Family Engagement Officer. Experience in a school environment as well as knowledge of the Dinka language is highly recommended to enable the successful applicant to work closely with the wellbeing team of the college to support and enhance student success for future pathways and engagement.

Salary will be based on the VCEMEA 2018. The level and subdivision of the successful candidate will be negotiated based on experience, qualifications and previous industry experience.

The Student Family Engagement Officer’s key role is to promote and enhance the overall academic mission of Catholic Regional College Sydenham, by providing services that strengthen home, school, and community partnerships and addresses barriers to learning and achievement.

The Student and Family Engagement Officer significantly contributes to the development of a healthy, safe, and caring environment. Such an environment is achieved by advancing the understanding of the emotional and social development of students and the influences of family, community, and cultural differences on student success along with the implementation of effective intervention strategies.

The Student and Family Engagement Officer has a specific focus on supporting students from culturally and linguistically diverse backgrounds (CALD), particularly Pasifika students and families. This involves the development and facilitation of engagement strategies and programs, liaison with staff, parents and external service providers and providing individual support to students and their families with the aim of maximising educational outcomes and increasing student attendance.

Applications should include:

- A one Page Cover Letter

- A current Curriculum Vitae

Please address to the Principal, Mr Brendan J Watson OAM and be received no later than the close of business on Monday 29 June 2020.

Catholic Regional College Sydenham is committed to Child Safety. Candidates must be able to demonstrate an understanding of appropriate behaviours when engaging with children and where appropriate be able to demonstrate experience working with children. Applicants will have the opportunity to indicate their understanding of, or any experience they have in working with children with diverse needs and/or backgrounds

Job Type: Full-time

Established on its present site in 1870, Melton Primary School (hereinafter MPS) currently has a student population of around 630. Originally a rural school, it now services part of the young, growing outer-western suburb of Melton.

MPS has a strong tradition of commitment to, and involvement with, the broader community. We highly value our two-way bond of loyalty between staff and families. Our school community is committed to fostering courtesy, pursuit of excellence, self-discipline and ongoing life values and skills.

VISION

Melton Primary School strives for our students to become active and independent learners by:

• Encouraging students to become lifelong learners who value themselves, others and learning.
• Promoting a social responsibility, resilience, perseverance and independence.
• Providing a nurturing and challenging environment that promotes an enthusiasm for learning and prepares individuals to become reflective and valued members of society.

In order to deliver this core purpose our school will:

• Demonstrate exemplary teaching and learning with innovative practices
• Build strong partnerships between school, home and the wider community
• Respect and embrace the diversity within our community
• Recognise and celebrate effort and achievement
• Promote a safe and caring environment.

VALUES

To promote our School Agreed Behaviours and all that they encompass which are:

• We are active learners
• We respect others
• We are safe
• We are supportive

CURRICULUM

MPS continues to work tirelessly in developing a consistent approach to our curriculum in line with F-10 Victorian Curriculum and DET strategic directions.

At MPS our staff are committed to:

- creating a Professional Learning Community that focuses on learning rather than teaching, working collaboratively and holding ourselves accountable for results.

- developing and implementing a consistent curriculum in literacy and numeracy which fosters high expectations and improves outcomes for all students,

- creating a safe learning environment that encourages the development of confidence, social skills and motivation to learn and

- developing students' skills, knowledge and attitudes necessary for transition through the various stages of schooling.

We provide our staff with high level professional learning through the employment of three full time school based coaches. Our staff is committed to ongoing professional learning.

Our caring and dedicated staff members work closely with the wider school community to develop an educational partnership with and for the children. Parents are actively encouraged to participate in both classroom and wider school activities.

FACILITIES

The students of MPS have the benefit of up to date facilities including:-

- A networked ICT system that extends throughout the entire school complex. All of our classrooms have Interactive Whiteboards or televisions installed. An i-Pad program provides support for teaching and learning programs.

- An indoor swimming complex which has a 6 lane 25 metre pool, toddler pool, change rooms and administration area. Our students are involved in two terms of swimming instruction as well as incidental pool based activities throughout the school year.

- A modern Multi-purpose hall incorporating a gymnasium, before and after school care centre, well-equipped canteen, handicapped toilet facilities, storage areas and offices. The hall is available for hire by community groups.

- A free standing Visual Arts room with facilities and equipment to provide a broad range of activities.

- A competition grade, fully lit tennis court with seating and shade sails provided in the surrounding area. This facility is also leased on a regular basis by a professional tennis coach who provides lessons to interested students in our community.

- Our BER building has 4 learning spaces one being utilised as a Science room, a meeting room, a small staffroom and toilet facilities.

- Large grounds including an oval, soccer ground, tennis and basketball courts, several play areas for specific age groups, safe modern climbing equipment, landscaped garden beds, covered areas and artificial turf.

SC1 Demonstrated capacity to lead an office team, including capacity for directing the work of others.

SC2 Demonstrated knowledge and experience in respect to human resource and financial management records systems.

SC3 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports.

SC4 High level organizational skills, including the capacity to prioritise work flows.

SC5 High level written and verbal communication skills.

SC6 High level skills to build positive and professional relationships with staff, students, parents and members of the school community.

A Business Manager role will usually undertake tasks that impact on the whole school. The role seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, finance or human resources.

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.

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 in matters relating to the school finance, human resources or school administration.

General Administration

- Manage the work practices and priorities of support staff in a school.
- Manage the maintenance of confidentiality in respect to all school records and communication systems.

Human Resources

- Manage recruitment procedures and ensure all policy and legal requirements are met.
- Develop and implement professional development programs for office staff and provide advice in the development of professional development policy throughout the school.
- Manage industrial relations policy and procedures.
- Support and implement human resource planning, strategies and guidelines.

Finance

- Assist in managing the school/s budget and finances.
- Develop and implement strategies to ensure efficient use of school resources.

Manage School Resources

• • Coordinate the use and maintenance of school buildings and equipment.
  • Liaise and negotiate with service providers in respect to the cost and quality of services.
  • Supervise the delivery of contracted services.
  • Manage the development and collection of resource material at the school.
  • Provide advice and recommendations with a view to maximising school revenue and optimising the use of school resources.

Support School Council

• • Draft reports and make recommendations on operational issues.
  • Evaluate and report on the operational efficiency of office systems in production, making recommendations for improvement where appropriate.
  • Develop techniques and procedures that will affect work practices beyond the work place.
  • Provide high level consultancy advice with respect to school operations.

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

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

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

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

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

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

Melton Specialist School, with an enrolment of 299 students, provides educational programs for students with disabilities at both primary and secondary levels in a positive, caring and safe environment. It is a dual mode setting, catering for students with mild through to severe intellectual disabilities. Students are transported to our school via bus or family transport. The school is closely located to other schools as well as a variety of community retail spaces, leisure and recreational facilities. Our school environment is comprised of traditional classrooms, specialist and vocational training classrooms, therapy spaces, toileting facilities and indoor sensory areas. Our grounds feature natural gardens, purpose built outdoor sensory areas, playground equipment, sports facilities, covered walkways and a Liberty swing. Teachers and Educational Support staff make extensive use of a wide variety of resources to ensure all students have an educational journey that is positive and successful. Our school’s philosophy and programs are based upon the belief that children learn best in a co-operative environment that is safe, challenging and supportive with a school-wide focus on Positive Behaviour Support. We provide programs in Arts, Literacy, Physical Education, Numeracy, Information Technology, Science and Life Skills. Senior students also have the option of accessing a VCAL or ASDAN programs which aim to develop work related skills, travel education and personal development skills. Student Support Group meetings involving staff, parents, carers and our Allied Health team are held every term to formulate individual learning goals based on each student’s ability, strengths and needs.

In 2019, a major rebuild of the administration, therapy and multipurpose hall was completed. This is the first stage of a four-stage rebuilding project. Through our Improvement plans, the school aims to develop a change in the culture of the school where roles are clarified, structures and processes are developed and embedded, and an expectation on consistent practice and developing expertise is expected in all staff.

Melton Specialist School boasts a growing interdisciplinary therapy team including Speech Pathologists, Occupational Therapists, Physiotherapists, Psychologist and an Allied Health Assistant. Our therapy team operates under the ‘student centred model’, striving for the greatest outcomes for students. This model is a way of providing therapy within the classroom and in small groups of students with similar goals. It involves all therapists, allowing the sharing of knowledge and training of techniques to be provided on a daily basis for all staff. It ensures that everybody working with a student is using the same techniques to achieve the goals set.

The Allied Health intervention is designed in consultation with the classroom teacher and families according to the needs of each student and the skills that are being worked on at the time. This enables therapists to work with the teaching staff in a collaborative way to achieve therapy and curriculum goals in a realistic setting. This model teaches skills in a realistic context allowing daily practise, rather than teaching in isolation. It also allows therapists to have input into the classroom environment and make physical changes to enhance student learning (e.g. visual systems, equipment).

SC1 Ability to deliver a comprehensive speech pathology service to students and families in an educational environment, including speech and language assessments, reports that support the Program for Students with Disabilities, individual and group therapy, reporting and the provision of advice on program delivery to support the achievements of students individual learning goals.

SC2 Experience working with children and adolescents with complex communication needs including Autism Spectrum Disorder and other congenital disorders.

SC3 Capacity to work as part of a collaborative interdisciplinary professional team and contribute significantly to the achievements of the team.

SC4 Ability to design and deliver professional learning, preferably for teachers and other relevant professionals, in the area of language and communication.

SC5 Excellent communication, time management, networking and interpersonal skills.

Provide speech pathology services to students with a wide range of disabilities within an educational setting.

Conduct assessments of students in areas such as, communication, alternative and augmentative communication, speech, language, swallowing/meal times and social/behavioural needs.

Assess individual students and write reports that support the Program for Students with Disabilities.

Design, implement and evaluate programs in collaboration with teachers, parents/carers according to student's individual needs and based on developmental level and age appropriateness.

Demonstrate and model excellent teaching and learning strategies, which will assist teachers to facilitate a high level of success with students with additional needs.

Document, record and accurately report on student involvement, evaluate progress and make recommendations for future programming.

Provide information about special access equipment and physical barriers within the school environment as required by staff, parents/carers.

Assist with the supervision of students in the playground, on excursions and during therapy sessions. Be an active member of the Allied Health Team.

Attend meetings e.g. staff, sub-school, team and student support group as required.

Manage the Speech Therapy Resources.

Provide a speech pathology service that includes conducting individual assessments, providing assessment reports and advice about relevant teaching and learning strategies, planning and implementing therapeutic programs through individual, small group and whole class settings.

Liaising with parents regarding their children's communication difficulties and remedial program options.

Consulting with teachers and assistants to assist with the integration of communication programs within the classroom to support children and adolescents with complex communication needs including Autism Spectrum Disorder, behavioral and other congenital disorders.

Working with other therapist including Physiotherapist, Occupational Therapist to plan and implement eating and drinking programs.

In-service staff and parents on speech language programs and initiatives.

Assessment and report writing for individual students for funding under the PSDMS program.

Working with students using communication devices including ICT based apps and classroom programs.

Approved qualifications in Speech Pathology that are acceptable for membership to Speech Pathology Australia, Including a University degree.

The successful applicant must hold a current employee working with childrens check.

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

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

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

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

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

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

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

- If you are accessing this position from a non-departmental website you should log into the Department’s “Recruitment Online” website (http://www.education.vic.gov.au/hrweb/careers/pages/advacssch.aspx) and click on the search or apply for a job link. More complete position information exists in recruitment Online

Melton Specialist School, with an enrolment of 299 students, provides educational programs for students with disabilities at both primary and secondary levels in a positive, caring and safe environment. It is a dual mode setting, catering for students with mild through to severe intellectual disabilities. Students are transported to our school via bus or family transport. The school is closely located to other schools as well as a variety of community retail spaces, leisure and recreational facilities. Our school environment is comprised of traditional classrooms, specialist and vocational training classrooms, therapy spaces, toileting facilities and indoor sensory areas. Our grounds feature natural gardens, purpose built outdoor sensory areas, playground equipment, sports facilities and covered walkways. Teachers and Educational Support staff make extensive use of a wide variety of resources to ensure all students have an educational journey that is positive and successful. Our school’s philosophy and programs are based upon the belief that children learn best in a co-operative environment that is safe, challenging and supportive with a school-wide focus on Positive Behaviour Support. Classroom teachers provide programs in Arts, Literacy, Physical Education, Numeracy, Information Technology, Science and Life Skills. Senior students also have the option of accessing a VCAL or ASDAN programs which aim to develop work related skills, travel education and personal development skills. Student Support Group meetings involving staff, parents, carers and our Allied Health team are held every term to formulate individual learning goals based on each student’s ability, strengths and needs.

In 2019, a major rebuild of the administration, therapy and multipurpose hall was completed. This is the first stage of a four-stage rebuilding project. Through our Improvement plans, the school aims to develop a change in the culture of the school where roles are clarified, structures and processes are developed and embedded, and an expectation on consistent practice and developing expertise is expected in all staff.

Melton Specialist School boasts a growing interdisciplinary therapy team including Speech Pathologists, Occupational Therapists, Physiotherapists, Music Therapist, Psychologist and an Allied Health Assistant. Our therapy team operates under the ‘student centred model’, striving for the greatest outcomes for students. This model is a way of providing therapy within the classroom and in small groups of students with similar goals. It involves all therapists, allowing the sharing of knowledge and training of techniques to be provided on a daily basis for all staff. It ensures that everybody working with a student is using the same techniques to achieve the goals set.

The Allied Health intervention is designed in consultation with the classroom teacher and families according to the needs of each student and the skills that are being worked on at the time. This enables therapists to work with the teaching staff in a collaborative way to achieve therapy and curriculum goals in a realistic setting. This model teaches skills in a realistic context allowing daily practise, rather than teaching in isolation. It also allows therapists to have input into the classroom environment and make physical changes to enhance student learning (e.g. visual systems, equipment).

1. Demonstrated ability, understanding and commitment to the assessment and implementation of therapy and intervention programs for children aged 5-18 years old with a wide range of disabilities (including but not limited to: ID, ASD, CP, Down Syndrome).

2. Demonstrated capacity to work as part of a collaborative professional team as well as independently and contribute to the achievements of the team.

3. Ability to contribute to the design and delivery of professional learning and training programs to other relevant professionals, school staff and carers.

4. Demonstrated commitment to ongoing professional learning and the capacity to reflect critically upon professional practice relevant to special schools.

5. Demonstrated excellent interpersonal skills verbal and written communication and networking skills.

The Occupational Therapist will work to ensure each student is given the opportunity to achieve their optimal level of skill performance across the school curriculum.

All students will have access to an inclusive environment and curriculum at Melton Specialist School with a focus on increasing their performance and independence.

To work within the ‘student cantered’ model of therapy delivery.

To provide occupational therapy services in the areas of fine motor development, pre-writing and

handwriting, life skills, self-care, play skills, social thinking and sensory integration.

To ensure student’s sensory processing needs are considered when planning programs, routines

and activities. Assess student’s sensory processing as required and make recommendations as needed.

Work with teachers to set goals and plan programs to best meet the needs of the students within the school

environment Review these goals and report on student’s progress mid-year and end of year.

To work within an interdisciplinary team to provide a holistic, integrated therapy service within the

specialist school setting.

To provide education sessions for school staff and parents to assist them in their role as primary care giver and

educators

To work with parents/carers of students to assist in the carry-over of skill development, from the school

to the home environment.

To apply to external agencies for assistance with funding services and equipment on behalf of students as

Required, including SWEP.

To make referral to relevant professionals when needs of a student arise which are outside the role

of a school based occupational therapist including, dieticians, paediatricians, psychologist and private

allied health professionals.

To assess students and write reports for the purposes of Educational Needs Questionnaires.

To work as a clinical educator and supervisor for occupational therapy students

To attend professional meetings

To plan and oversee the work of the therapy assistant.

To take on additional roles to contribute to the effective functioning of a school including choice of a

committee membership, various rostered duties and yard duty.

To have and maintain a current AHPRA registration.

To have responsibility for the maintenance of resources and therapy equipment in conjunction with

other staff

To continually demonstrate evidence-based practice.

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

To work within the ‘student centered’ model of therapy delivery.

To provide occupational therapy services in the areas of fine motor development, pre-writing and handwriting, life skills, self-care, play skills, social thinking and sensory integration.

To ensure student’s sensory processing needs are considered when planning programs, routines and activities.

Assess student’s sensory processing as required and make recommendations as needed.

Work with teachers to set goals and plan programs to best meet the needs of the students within the school environment.

Review these goals and report on student’s progress mid-year and end of year.

To work within an interdisciplinary team to provide a holistic, integrated therapy service within the specialist school setting.

To provide education sessions for school staff and parents to assist them in their role as primary care giver and educators

To work with parents/carers of students to assist in the carry-over of skill development, from the school to the home environment.

To apply to external agencies for assistance with funding services and equipment on behalf of students as

Required, including SWEP.

To make referral to relevant professionals when needs of a student arise which are outside the role of a school based occupational therapist including, dieticians, paediatricians, psychologist and private allied health professionals.

To assess students and write reports for the purposes of Educational Needs Questionnaires.

To work as a clinical educator and supervisor for occupational therapy students

To attend professional meetings

To plan and oversee the work of the therapy assistant.

To take on additional roles to contribute to the effective functioning of a school including choice of a committee membership, various rostered duties and yard duty.

To have and maintain a current AHPRA registration.

To have responsibility for the maintenance of resources and therapy equipment in conjunction with

other staff to continually demonstrate evidence-based practice.

Kurunjang Primary School Primary School is located in the north of Melton. The school has a current enrolment of 629 students.

Our mission is to achieve high levels of learning for all students with a motto of Learning Together. We are committed to being an inclusive, safe and positive community where students are empowered to achieve learning and life success.

We emphasise the values of Respect, Excellence, Responsibility, Effort, Resilience and Empathy and have personified each as superheroes in our School Wide Positive Behaviour Supports. The Berry St Education Model and AVID have been implemented from 2016 to frame consistency within our instructional practice. The essential learnings for our students have been documented from the Victorian curriculum.

Our strategic plan is aligned to the Framework for Improved Student Outcomes, specifically in the priorities of Excellence of Teaching and Learning Practice, Building Leadership Capacity and a Positive Environment for Learning.

Our school is structured into Professional learning teams in Foundation, Year 1/2, 3/4, 5/6 and Specialists. Each PLT is headed by a team leader who leads curriculum planning and monitoring of student achievement and data. They are supported by Leading Teachers in Curriculum and Pedagogy, Intervention and Supported Learning, and Student Engagement and Inclusion.

Classroom programs are supported by specialist programs including Phys Ed, Visual Arts, Performing Arts, LOTE Chinese in year 1/2 and Foundation (2019), EAL and LLI.

SC1 Demonstrated knowledge of the Performing Arts curriculum. Demonstrated experience in responding to student learning needs.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

- Direct teaching of groups of students and individual students;

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

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

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

- Undertaking other non-teaching supervisory duties.

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

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

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

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

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

Kurunjang Primary School Primary School is located in the north of Melton. The school has a current enrolment of 629 students.

Our mission is to achieve high levels of learning for all students with a motto of Learning Together. We are committed to being an inclusive, safe and positive community where students are empowered to achieve learning and life success.

We emphasise the values of Respect, Excellence, Responsibility, Effort, Resilience and Empathy and have personified each as superheroes in our School Wide Positive Behaviour Supports. The Berry St Education Model and AVID have been implemented from 2016 to frame consistency within our instructional practice. The essential learnings for our students have been documented from the Victorian curriculum.

Our strategic plan is aligned to the Framework for Improved Student Outcomes, specifically in the priorities of Excellence of Teaching and Learning Practice, Building Leadership Capacity and a Positive Environment for Learning.

Our school is structured into Professional learning teams in Foundation, Year 1/2, 3/4, 5/6 and Specialists. Each PLT is headed by a team leader who leads curriculum planning and monitoring of student achievement and data. They are supported by Leading Teachers in Curriculum and Pedagogy, Intervention and Supported Learning, and Student Engagement and Inclusion.

Classroom programs are supported by specialist programs including Phys Ed, Visual Arts, Performing Arts, LOTE Chinese in year 1/2 and Foundation (2019), EAL and LLI.

SC1 Demonstrated comprehensive experience with, and knowledge of, relevant ICT, computer systems, hardware and software for Victorian Government School settings including Windows 10, Microsoft Office and Apple devices.

SC2 Demonstrated high level of ability in verbal and written communication, including the ability to explain and simplify advanced and abstract technical concepts clearly to a broad range of individuals who have varying levels of knowledge and experience.

SC3 Demonstrated ability to analyse, interpret and comprehend technical issues in the context in which they occur and to develop and communicate effective solutions.

SC4 Demonstrated high level inter-personal skills including the ability to work well as a member of a team.

SC5 Experience supplying quality customer service.

SC6 Demonstrated commitment to professional learning and growth.

Performs and/or supervises tasks that are carried out in accordance with guidelines, accepted practice and school policy. This may include the supervision and coordination of other education support class staff within the work area or educational program. Supervision and coordination would be limited to ensuring routine tasks are performed to required standards. Input into identifying training needs and development of education support class staff within the work area or educational program becomes an important feature at range 2.

Specialised support to achieve specific outcomes is a feature of range 2. Typically this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the operation of a work area (e.g. managing the day to day operation of a school office) under the direction of the principal or another senior manager.

Provides support to teachers and students that is beyond the routine support provided at education support class Level 1, range 1. Within an educational program assists teachers with the coordination of the support function, such as directing/organising the work of other support staff or providing a specialist support role.

Performs 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 laboratories would be typical examples.

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.

• Ensure classrooms IT equipment, such as computers, iPads and televisions are in a working and neat state.
• Manage all ICT hardware in the school, including maintenance, repairs, warranty and insurance claims.
• Undertake systems design, program design and specification, and direct programming necessary to enhance, modify or maintain the ICT system, as appropriate.
• In conjunction with the Leadership Team, develop a long-term ICT plan that aligns with the School’s Strategic Plan, and contribute to the ICT hardware census and asset register, as required.
• Manage software across the school network including the school’s use of Compass, Seesaw, Sunshine Online and Mathletics.
• Assist staff and students in the use of ICT, both software and hardware (digital and AV equipment).
• Manage network security including internet filtering arrangements and ISP connection.
• Manage user accounts across the network including internet usage, printing and copying accounting system for staff and students.
• Ensure network availability for staff and students with minimum disruption whilst communicating any planned outages.
• Evaluate and report on operational efficiency of computer systems, make recommendations for improvement where appropriate, communicate important issues and concerns with members of the Leadership Team.
• Regularly check for inappropriate use of the network (internet usage, streaming, gaming, etc.) and work with the Leadership Team on ways to address issues.
• Demonstrate a high level of confidentiality.
• Other relevant tasks, as directed by the Principal Class.

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

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

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

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

Melton Specialist School, with an enrolment of 299 students, provides educational programs for students with disabilities at both primary and secondary levels in a positive, caring and safe environment. It is a dual mode setting, catering for students with mild through to severe intellectual disabilities. Students are transported to our school via bus or family transport. The school is closely located to other schools as well as a variety of community retail spaces, leisure and recreational facilities. Our school environment is comprised of traditional classrooms, specialist and vocational training classrooms, therapy spaces, toileting facilities and indoor sensory areas. Our grounds feature natural gardens, purpose built outdoor sensory areas, playground equipment, sports facilities, covered walkways and a Liberty swing. Teachers and Educational Support staff make extensive use of a wide variety of resources to ensure all students have an educational journey that is positive and successful. Our school’s philosophy and programs are based upon the belief that children learn best in a co-operative environment that is safe, challenging and supportive with a school-wide focus on Positive Behaviour Support. We provide programs in Arts, Literacy, Physical Education, Numeracy, Information Technology, Science and Life Skills. Senior students also have the option of accessing a VCAL or ASDAN programs which aim to develop work related skills, travel education and personal development skills. Student Support Group meetings involving staff, parents, carers and our Allied Health team are held every term to formulate individual learning goals based on each student’s ability, strengths and needs.

In 2019, a major rebuild of the administration, therapy and multipurpose hall was completed. This is the first stage of a four-stage rebuilding project. Through our Improvement plans, the school aims to develop a change in the culture of the school where roles are clarified, structures and processes are developed and embedded, and an expectation on consistent practice and developing expertise is expected in all staff.

SC1 Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment.

SC2 Demonstrated capacity to communicate effectively with members of the school community including students and the capacity to provide support and/or attendant care to students where necessary.

SC3 Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to the position.

SC4 Capacity to work cooperatively with a range of people including teachers, education support, students and parents.

SC5 A commitment to professional learning and growth.

SC6 A demonstrated commitment to supporting students with a range of learning, behavioural, physical and medical support needs.

The Successful applicant's appointment will be conditional to that person holding a valid working with Children Licence

Undertakes routine tasks that are usually 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.

Work has little scope for deviation. Problems can usually be solved by reference to well documented procedures and instructions and clearly established practices. Deviation from established procedures will require reference to others for guidance and direction. Assistance is readily available when problems arise. An experienced employee at range 1 will exercise limited judgement within clearly defined guidelines and well established practices that relate specifically to the tasks performed.

Does not carry responsibility for the work of others. More experienced employees will provide basic guidance and advice to others relating to tasks within the work area.

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.

Qualification requirements do not operate at range 1. Certification requirements may be required to legally perform specific tasks - e.g. driver's licence, first aid, safe food handling.

- Assist students on an individual or group basis in specific learning areas.

- Assist with the communication between students and teachers, particularly the interpretation of instructions.
- Provide basic physical and emotional care for students.
- Participate in team meetings.
- Assist with toileting, meals, lifting, and administration of medication to students requiring special care.
- Assist with the supervision of pupils in playgrounds, at camps, on excursions, in sporting activities, therapy activities and life skills.
- Assist in the preparation of student resources and equipment.
- Prepare basic curriculum support resources.
- Set up and put away equipment and materials in support of teaching programs.
- Observe students and draw the attention of the teacher to them where necessary.
- Participate in the monitoring and evaluation of programs and evaluation of individual student involvement and achievement.
- Assist with communication between teachers and non-English speaking parents/students.
- Assist in the translation of documents.
- Assist students with the preparation and service of meals.
- Ensure work areas and materials, equipment and appliances are maintained in a clean and ready to use condition.
- Assist in the preparation of equipment and purchasing of materials and supplies as required.

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

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

If you are accessing this position from a non-departmental website you should log into the Department’s “Recruitment Online” website (http://www.education.vic.gov.au/hrweb/careers/pages/advacssch.aspx) and click on the search or apply for a job link. More complete position information exists in recruitment Online.