Posted by YMCA Whittlesea on 06 Dec 2019

OrganisationYMCA Whittlesea

Closing date20.12.2019

Primary roleChild Care Room Leader

Position typeFull-time

LocationDiggers Rest

StateVIC

About the Centre/ServiceYMCA Diggers Rest Early Learning Centre has been operating for 2 years now. YMCA Whittlesea is seeking a qualified room leader to join the passionate team at YMCA Diggers Rest Early Learning center. It is a community based center offering a high quality program to children in the local community whilst working alongside local partners to make adifference to the local community.

Work Days of the RoleMonday - Friday

Hours of Work of the Role38 hours per week

QualificationsThe successful applicants will hold the following current qualifications: • Current Employee Working With Children Check • Current National Police Check (no more than 6 months old) • Current Level 2 First Aid (minimum HTLAID003) • Current CPR (minimum HLTAID001) • Asthma Qualification • Anaphylaxis Qualification • Minimum Diploma in Children's Services YMCA, including Boards of Directors, is committed to the safety and wellbeing of children and young people in accordance with our Safeguarding Children and Young People framework.

RequirementsWWCC

Additional RequirementsYMCA requires that all applicants undergo satisfactory screening prior to commencement, including but not limited to: • A national criminal history check; • An international criminal history check where applicants have worked overseas; • Holding or obtaining a Working with Children Clearance/equivalent in accordance with state/territory laws; • Three reference checks; • Checked against the Disability Worker Exclusion Scheme Any successfully appointed applicant will be required to adhere to the Safeguarding Children and Young People framework, which includes a thorough safeguarding children and young people induction and committing to upholding the safety and wellbeing of children and young people throughout their engagement with YMCA. The YMCA is an equal opportunity employer and is committed to the safeguarding of children and young people.

Industrial Agreement/AwardIndividual EBA

Contact

Benefits on offer for this role - Competitive salary package dependent on experience, genuine career progression opportunities with in a large National company, access to employee assistance programs including discounts and added job security of working for a high growth business – ASX 100.
If this opportunity sounds like you then I would love to hear from you or receive an updated resume today.

Melbourne Western Suburbs

Reference Number: 349474D_157593854096259

Contact Details: Natalie Porter

Melbourne Fresh - Maintenance and Facilities Manager - Truganina

About Us

Located in Truganina, Victoria, Melbourne Fresh Distribution Centre (MFDC) is the latest distribution centre being added to the Woolworths Supply Chain network. MFDC is an important enabler to the Supply Chain strategy and once complete, will keep the Woolworths Victorian network “faster and fresher” by consolidating all our fresh produce lines into one facility.

Overview

• Ensure site facility and assets are managed in accordance with Australian Standards
• Ensure a safe, respectful and inclusive workplace for Woolworths Supply Chain and deliver on our promise to our customers
• Work in a temperature controlled environment and be involved in a new Supply Chain facility

The Opportunity

Working in a passionate and supportive Supply Chain team, time will be spent building relationships and creating engagement, as well as:

• Ensure that site complies with local and statutory regulations, as well compliance to Landlord and insurance requirements
• Ensure the provision of effective maintenance support to the DC that is responsive to scheduled and unscheduled service and repair needs
• Ensure a preventative maintenance schedule is implemented and maintained for all assets on site which aligns with OEM requirements, legal and lease obligations, Australian or relevant standards
• Manage and report on repairs and maintenance against budget and forecast
• Support and manage Stay in Business (SIB) budget and spend on site
• Ensure correct usage of maintenance and building management systems
• General Contract Management onsite for non-residential contractors, National service contractors and Woolworths certified contractors ensuring compliance to safety regulations, Woolworths standards and agreed service levels.
• Comply with safety policies, procedures and role responsibilities as defined in the Supply Chain Safety Management System SHE-SC-S01-P02 "SH&E Responsibilities"
• Incident management and monitoring, ensuring minimum impact to the business and appropriate resolution 
• Liaise with WOW Projects team in overseeing DLP matters into BAU activities
• Manage Woolworths Supplier Excellence Programme (WSEP)

Who we’re looking for 

Our new Facilities and Maintenance Manager will be driven and passionate, keen to get things done and able to make an impact in a fast-paced environment. We’re looking for a team player with:

• Up to 5 years experience in a similar role is essential and chilled environment experience is desirable
• Strong communication and influencing skills to effectively build collaborative relationships with internal and external stakeholders
• Planning, problem solving skills and ability to prioritise and manage multiple tasks 
• Ability to identify, manage and mitigate risk
• Formal qualifications in business, facilities management or supply chain operations is desirable
• Understanding of site and R&M cost drivers and the ability to drive business outcomes
• Proven leadership skills with the ability to optimise team performance and development 
• Promote and drive continuous improvement and innovation
• Genuinely seeks ways for the team / business to succeed and grow/develop 
• Demonstrates honesty and integrity in all interactions, commitments and decision making 

Joining the Group

As an inclusive, team-first company, our people are at the core of everything we do. 

We care deeply about creating a workplace where our team members feel valued, respected and empowered. We are committed to providing equal opportunity regardless of gender identity, ethnicity, disability, sexual orientation or life stage and we are proud to be recognised as a Gold Tier Employer in the Australian Workplace Equality Index for LGBTI inclusion.

As our Group continues to evolve, innovate and support our communities, we encourage our team members to do the same with their own careers, by providing ongoing opportunities to grow and make a real difference. 

We value flexibility, and encourage our team members to work in ways that meet their work/life commitments and support their wellbeing. 

We work hard to create a safe and inclusive environment for all, and most importantly, we're all about creating better experiences – for our customers and for each other.

We’d love to hear from You

If you meet a number of the requirements, but not all, we encourage you to submit your application. You can learn more about working with us on LinkedIn or via www.wowcareers.com.au. #LI

Our Talent Acquisition Team and Hiring Leaders kindly request no unsolicited resumes or approaches from Recruitment Agencies. Woolworths Group is not responsible for any fees related to unsolicited resumes.

Melbourne Fresh - Business Analyst - Truganina
About Us

Located in Truganina, Victoria, Melbourne Fresh Distribution Centre (MFDC) is the latest distribution centre being added to the Woolworths Supply Chain network. MFDC is an important enabler to the Supply Chain strategy and once complete, will keep the Woolworths Victorian network “faster and fresher” by consolidating all our fresh produce lines into one facility.

Overview

• You will be responsible for financial and analytical analysis and reporting as well as providing financial and commercial support 
• Identify commercial, network or operational opportunities to improve cost outcomes for Supply Chain
• Set up everything from scratch for the new DC with a 18 month Fixed Term Contract

The Opportunity

Working in a passionate and supportive Supply Chain team, time will be spent building relationships and creating engagement, as well as:

• Provide the function with financial information regarding performance versus forecast and budget, including explanation of variances
• Provide analytical support to Leadership teams by assembling and summarising data, preparing reports, making presentations of findings, analyses and recommendations
• Track performance results and trends and provide analysis to internal and external stakeholders on key variances to budget and impact on business
• Continually develop and implement processes that monitor State costs and identify slippage against budgeted performance
• Support Finance and Leadership teams with the annual budget and forecasting process, working across all State teams to ensure all requirements are completed in a timely and accurate manner
• Provide financial information analysis support as well as maintaining and improving various controlling related systems and processes for the division
• Providing regular analytical support to and ensuring necessary interaction with various departments and stakeholders to help them achieve targeted business performance as well as to monitor various KPIs
• Own data and statistics management task acting as single centralised Data source for Supply Chain Operation function
• Work with National teams to maintain consistent data approaches and sources of information without creating isolated information repositories
• Discover efficient ways to organise, store and analyse database with attention to security and confidentiality
• Create and enforce policies for effective insights and statistics management

Who we’re looking for 

Our new Business Analyst will be driven and passionate, keen to get things done and able to make an impact in a fast-paced environment. We’re looking for a team player with:

• Tertiary or Diploma qualifications in finance and/or accounting or demonstrated experience in a finance environment
• CPA/CA/CIMA qualified or part qualified
• Experience in or solid understanding of Supply Chain operations
• Highly skilled in the use of Microsoft Excel, Google Sheets and Financial modeling tools
• Experience with statistical analysis and financial forecasting
• At least 2 years' relevant experience, preferably as a Finance Analyst
• Previous experience in FMCG or Manufacturing
• Attention to detail and the ability to identify data patterns
• Excellent verbal and written communication skills
• Planning and problem solving skills and ability to prioritise and manage multiple tasks
• Ability to work to tight deadlines
  

Joining the Group

As an inclusive, team-first company, our people are at the core of everything we do. 

We care deeply about creating a workplace where our team members feel valued, respected and empowered. We are committed to providing equal opportunity regardless of gender identity, ethnicity, disability, sexual orientation or life stage and we are proud to be recognised as a Gold Tier Employer in the Australian Workplace Equality Index for LGBTI inclusion.

As our Group continues to evolve, innovate and support our communities, we encourage our team members to do the same with their own careers, by providing ongoing opportunities to grow and make a real difference. 

We value flexibility, and encourage our team members to work in ways that meet their work/life commitments and support their wellbeing. 

We work hard to create a safe and inclusive environment for all, and most importantly, we're all about creating better experiences – for our customers and for each other.

We’d love to hear from You

If you meet a number of the requirements, but not all, we encourage you to submit your application. You can learn more about working with us on LinkedIn or via www.wowcareers.com.au. #LI

Our Talent Acquisition Team and Hiring Leaders kindly request no unsolicited resumes or approaches from Recruitment Agencies. Woolworths Group is not responsible for any fees related to unsolicited resumes.

Melton Specialist School, with an enrolment of 290 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 has been 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.

Melton Specialist School, with an enrolment of 290 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 has been 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).

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

Arnolds Creek Primary School opened its doors to students in Grade Prep to Grade 6 at the start of 2015. The school is located in the City of Melton and has been built in response to the rapidly developing local area. It is located at 59 Claret Ash Blvd, Melton West (in the Arnolds Creek Estate). It is expected to rapidly increase in enrolment numbers over the course of the next several years.

The educational purpose of the new school will focus on the following:

- Building a sense of community within the school
- Supporting the development of skills and attributes for lifelong learning
- Inspiring aspiration amongst the young people of the area
- Providing young people with a range of experiences which can support the development of social capital in the local community.

- Instilling a sense of belonging, engagement and identity amongst students.

The learning and teaching approach will focus on a differentiated approach for all, and the provision of learning experiences which cater for the individual students within each home group. The curriculum, whilst integrated, and with support from a range of specialist teachers, will have a strong focus on the excellent teaching of literacy and numeracy with programs that help to ensure each child is reaching their potential.

The design of the school will include two sub–schools, one junior and one senior and they will have an individual identity and dedicated learning areas extending from inside to outside. Specialist spaces will include - physical education, performing and visual arts, science, and a resource facility. The school will have a strong focus on student well-being, which will foster a safe and secure environment for all members of the school community.

The successful candidate will commence in Term 1, 2020.

At Arnolds Creek Primary School we are looking for staff with the following characteristics:

• High levels of energy, enthusiasm and passion;
• Capacity to self-manage and self-regulate;
• Have high expectations of themselves and others;
• Demonstrate and model resilience and optimism;
• Flexible, creative and approachable;
• A commitment to ongoing learning and development;
• An ability and commitment to working in a collaborative team.

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

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

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

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

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

SC6 A demonstrated ability to teach Japanese in a primary school setting from Years Prep - 6 through the effective use of sound classroom management techniques.

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

Rockbank Primary School is located in the old township of Rockbank adjacent to the Western Highway. The school was opened in 1868 and has a current enrolment of 187 in 2019, with this number rising steadily with the growth in this suburb. The school moved to its current location in 2009 and received two relocatable classrooms at the end of 2018 to deal with the impending growth. The Rockbank Primary School motto 'Nurture. Believe. Achieve.' highlights the school's commitment to catering for the diverse needs of our students. Our school values of respect, learning, togetherness and safety guide our practise and ensure that students have a clear understanding of the expectations and culture of this school. The school has experienced significant growth with the development of several new estates within the school's Designated Neighbourhood Area. The majority of these new enrolments are from Aintree and Thornhill Park, although new estates will be established towards the end of 2019 and early into 2020.

The Student Family Occupation and Education Index (SFOE) at Rockbank PS in 2019 is 0.5363, which is significantly lower than 2018 where it was 0.6207.

The school is developing a diverse cultural population, which has been welcomed by an inclusive community. In 2019 Rockbank PS expanded to eight classes with 3 x Year Prep-1 classrooms, 2 x 2/3 classrooms 1 x 3/4 classroom and 2 x 4-6 classrooms. There is an average of around 23 students per classroom. In 2020 we have an estimated 250 students and we will be adding a number of new classrooms to accommodate the growth.

Rockbank Primary School has recently taken part in the Professional Learning Community training and there is a strong shift towards collaborative planning and data analysis. We employ consultants to assist with the delivery of consistent approaches to literacy and numeracy.

The school has Specialist subjects in Physical Education, STEM, AUSLAN and The Arts and there is a strong wellbeing program to cater for a number of students with Additional Needs. Rockbank PS is a School Wide Positive Behaviour Support School and is also an early adopter of the Respectful Relationships program. Our school values are used as common language and underpin every decision; with the values linked to our school wide expected behaviours which are represented on our school matrix. Our school wide house system is used to support a team approach to achieving success with Peacock, Harrison, Missen and Fisher all equally represented.

There is strong support for children with additional needs with the school employing a full time Education Support person to coordinate supportive structures such as our Social Skills programs. We have recently appointed an Assistant Principal to help drive curriculum and to assist with our wellbeing program.

SC1 Demonstrated knowledge of the relevant curriculum in STEAM, 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 in STEAM, 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 classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.

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

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

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

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

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

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

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

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

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

- Direct teaching of groups of students and individual students;

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

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

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

- Undertaking other non-teaching supervisory duties.

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

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

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

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

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

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

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

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

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

Kurunjang Secondary College Profile:

Kurunjang Secondary College is a stand-alone Years 7 to 12 college with a current population of approximately 830 students.
It is situated in the Western Metropolitan suburb of Melton, Victoria.
The school is in the second year of its Strategic Plan period. The college community is committed to a shared vision of, Learn, Grow, Achieve Together. The focus is on enhancing student outcomes, particularly in the areas of literacy and numeracy. In addition, our plan is to improve results in our VCE student outcomes and increase the participation of students into tertiary, particularly university, education. This plan is informed by our work in Effective Teaching and Learning, Coaching, the use of a consistent teaching schema, called the Effective Learning Framework (E.L.F), and collaboration through a variety of Professional Learning Teams (PLTs).

Kurunjang Secondary College Values are:
- Achievement
- Respect
- Responsibility

Kurunjang Secondary College Vision:
Our vision for the college not only outlines where we hope to see ourselves in the future, but also comprises a declaration of our high-level goals. We have chosen the following statement as our vision at Kurunjang Secondary College: Achieve success for our community through respect, responsibility and collaboration.

Kurunjang Secondary College's Core Purposes:
The College has a whole school literacy program through Years 7 – 9 called the Kurunjang Literacy Program (KLP).

The AVID (Advancement via Individual Determination) program has expanded to include Years 7 to 10 AVID Elective, Years 7 and 8 Student Success, as well as a whole school approach to Writing, Inquiry, Collaboration, Organisation, and Reading (W.I.C.O.R).

A range of support programs are in place to ensure that the educational, social, and emotional needs of students are met.
The college is structured into sub schools; vertical teams in Years 7-10 and horizontal teams in the Senior School. Each with a dedicated team comprising of an Assistant Principal, Lead Teacher and Co-Coordinators.

Years 10, 11 & 12 subjects are blocked together giving students the opportunity to accelerate into VCE subjects whilst in Year 10 and Year 11. Kurunjang Secondary College students can access a wide variety of VET subjects through the Western Edge Cluster of Melton schools.

Kurunjang Secondary College is a School Wide Positive Behaviours (S.W.P.B) school with a designated Behaviour Matrix linked to the college values.

The successful applicant needs to demonstrate capacity to continue to develop a united vision and direction for Kurunjang Secondary College relating to building a culture of cooperation, perseverance and high expectations. The college has three assistant principals that work closely with the principal as a highly effective and united team on a whole school improvement strategy.

Kurunjang Secondary College's Child Safety Code of Conduct:

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 the Child Safe Standards. Kurunjang Secondary College’s Child Safety Code of Conduct is available on the school’s website. All successful candidates will be required to provide documentation outlining suitability to working with children.

This organisation promotes the safety, wellbeing and inclusion of all children, including those with a disability. Kurunjang Secondary College also promotes the safety and wellbeing of Aboriginal children, and encourages applications from Aboriginal peoples. This organisation promotes the safety and wellbeing of children from culturally and/or linguistically diverse backgrounds, and encourages applications from people from culturally and/or linguistically diverse background.

Applicants are welcome to elaborate on experience they may have working with Aboriginal children and/or communities, children with disabilities and children from culturally and/or linguistically diverse backgrounds.

More detailed information about the school, its ethos, programs, strategic plan 2018-2021, vision and values can be found on our website www.kurunjangsc.vic.edu.au

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

- 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 West Primary School is located in the township of Melton, approximately 38 kilometres from Melbourne. Enrolments have continued to grow over the past few years, with a current enrolment of 555 students. The school has established its reputation amongst the community as a vibrant, committed, professional school community that has a clear direction on continuous improvement.

Melton West Primary School believes in high levels of learning for all. We hold the care, safety and wellbeing of children and young people as a central and fundamental responsibility of our school and base all our decisions on what’s best for the students. Our commitment is drawn from our School Vision which is to collectively strive to provide a safe and supportive learning environment for all students so they can achieve their full potential. We believe in creating an inclusive school environment that is nurturing and forward thinking and that is a place where students feel safe, valued and listened to. This approach is reflected in our school guiding principles, which form the basis of our decisions and help us to positively shape our school environment to ensure we reflect this. We have put in place a series of structures, programs and processes designed to promote student engagement, improve student attendance and enhance student connectedness. The school values of Communication, Respect, Trust and Teamwork underpin the way in which we, as a community, interact to ensure children are supported and safe.

All members of the Melton West Primary School staff demonstrate a strong commitment to keeping up to date with the latest educational research with many working alongside our school based coaches and consultants. We have continued our work of using a whole-school approach to Literacy and Numeracy, enabling all students to have a smooth transition between year levels. We work as a Professional Learning Community, where teachers meet multiple times a week to discuss student data and plan for their individual needs, including the use of proficiency scales to ensure differentiation occurs.

The successful applicant will be an exemplary classroom teacher who has a passion for continuous learning and who demonstrates the capacity to be an active member of the school community. They will have a proven capacity of success and a demonstrated capacity to align their instructional practice to whole school practice in summary this includes:

1. All lessons are taught using a lesson structure known as the Gradual Release of Responsibility Model. Every lesson has a clearly articulated purpose. There is a stage of the lesson where the teacher explicitly introduces the purpose and intentions of the lesson to the students; there is a phase where there is collaborative practice; a stage where this is independent practice and a stage where the session is brought to a conclusion through student reflection. While the students are undertaking independent practice the teacher undertakes small group instruction or individual conferencing that is based on ongoing assessment of learner needs and includes goal setting. This is the practice that occurs in every classroom across the school.
2. Teachers knowing their students. They know their strengths, interests, weaknesses and have an understanding of any factors that may impact on their learning. They have a significant role in enhancing the resiliency and well-being of students within their grade and their cohort. They build a sense of community in their classrooms where every student experiences a sense of belonging.
3. Teachers carefully monitor and track student learning. A range of assessment tools are used to gain evidence of learning. Teachers collect ongoing evidence of student learning and use it for future planning and to assist them to identify and monitor personal learning goals for their students.
4. We seek teachers who are highly skilled practioners, resilient and committed to the work of a Professional Learning Community.
    

Melton West Primary School will apply a thorough and rigorous screening processes in the recruitment of employees and volunteers involved in child-connected work. Our commitment to child safety and our screening requirements are included in all advertisements for such employee, contractor and volunteer positions, and all applicants are provided with copies of the school’s Child Safety Code of Conduct and the Child Safety Policy.

Applicants wishing to find out information about the school or the position may contact the Principal, Michelle Costa, via email on: costa.michelle.m@edumail.vic.gov.au

SC1 Demonstrated understanding of initiatives in student learning including the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement curriculum programs consistent with their intent.

SC2 Demonstrated high level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning.

SC3 Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning.

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

SC5 Demonstrated commitment and capacity to actively contribute to a broad range of school activities and a commitment to ongoing professional learning to enable further development of skills, expertise and teaching capacity.

SC6 Demonstrated knowledge and understanding of the Chinese Mandarin language in order to effectively deliver a new LOTE program