SCHOOL PROFILE

Wedge Park Primary School is situated in West Melton and has a current student population of 970 students. We pride ourselves on being a well-organised and well-managed school that is strategic in its thinking, planning and implementation of curriculum programs.

Literacy and Numeracy are the pillars of the Curriculum program, and these curriculum areas have clear high impact instructional models to support teacher classroom practice.

Our students participate in the following specialist curriculum areas:

• Physical Education (P-6)
• Art (P-6)
• Music (P-2)
• Literature (P-2)
• Science (3-6)
• Digital Technology (3-6)
   
  The school has a straight grade structure comprising of the following workforce composition: 3 Principal Class, 7 Learning Specialists/Teaching and Learning Coaches, 52 Classroom teachers and 20 Education Support (ES) staff.
   
  Professional Learning Teams have been established at all levels with recent changes strengthening the teaching and learning programs. Staff are further developing in the use of evidence and data to inform planning for student learning. Teachers have raised expectations of student learning and continue to target the students who require additional learning support and extension..
   
  The school implements a School Wide Positive Behaviour Support Framework (PBS) as a means to improve consistency of behaviour management and acknowledgement across the school. Our Social and Emotional Learning (SEL) program is supported by the Resilience, Rights and Respectful Relationships curriculum.
   
  Our vision for Wedge park Primary School is:
  Every student matters and every moment counts.
  We aim to:
  - Ensure high quality teaching through professional learning, feedback, teamwork, collegiate support and communication.
  - Respect and develop the unique and individual strengths, talents and needs of every student through fostering a positive growth mindset.
  - Develop every students Literacy, Numeracy and 21st century skills to enable students to be successful in a changing world.
  - Create a positive environment where everyone is encouraged to grow academically, socially, emotionally, physically and creatively to their full potential whilst demonstrating the core values of the school: Responsible, Respectful, Learners.
  - Welcome community involvement through an open, supportive and consultative environment where contributions are valued.
   
• School Tours are available. Please contact Paul to arrange.
   
   

SC 1 Educational Leadership

• Outstanding capacity for visionary and exemplary educational leadership of a school or college.
• Highly developed skills in leading and managing change including the leadership of others in the process of change.

SC 2 Financial, Managerial and Administrative Ability

• Outstanding financial, organisational and resource management skills.

SC 3 Planning, Policy and Program Development and Review

• Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.
• Demonstrated ability to implement Department policies to a high level.
• An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.

SC 4 Leadership of Staff and Students

• A highly developed capacity to motivate staff, develop their talents and build an effective team.
• A clear capacity to foster a learning environment that takes account of the individual needs of students and helps students to develop their special abilities and talents.

SC 5 Interpersonal and Communication Skills

• Highly developed interpersonal and communication skills in individual, small group and community contexts.
• Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
• An ability to work with parents and the community to develop a strong learning environment.

The assistant principal reports directly to the principal.

Assistant principals have a primary responsibility for the management of significant areas or functions within the school to ensure the effective development, provision and evaluation of the school's education program. In exercising the responsibility, assistant principals will have the authority to make all significant decisions relating to the program, budget and staff relating to their area of designated responsibility within the framework of the school's strategic plan, policies and budget. Assistant principals will contribute to the overall management of the school through involvement in policy formulation and decision making.

The management of significant school program or functional areas in schools involve assistant principals in the analysis of the needs of students and the translation of state educational policy and frameworks into appropriate education programs to meet the needs of all students.

Typically assistant principals will be responsible for the effective use of the teaching staff and program budget of a defined area of the school's operation and for the oversight and leadership of the educational programs provided utilising these resources.

Typically, assistant principals perform one or more of the following functions:

- supervision and coordination of the work of senior curriculum or level coordinators;

- allocation of budgets, positions of responsibility and other resources within the area of responsibility;

- supervision of the delivery of teaching programs;

- management of programs to improve the knowledge and experience of staff;

- responsibility for general discipline matters beyond the management of classroom teachers and year level coordinators;

- contribute to the overall management of the school;

Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.

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

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

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

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

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.

Requirements:

• The flexibility to work a varied roster including night and weekend shifts
• Sound clinical knowledge
• Current registration with the Australian Health Practitioner Regulation Agency (AHPRA)
• Good computer & mobile device skills
• CPR certificate required within one month of commencement
• Current National Police History Check
• Current Influenza Vaccination

Call Terry on 0450 589 400 or email your CV to terry@aushp.com.au

Springside West Secondary College is a new school being established in the growth corridor of the north western suburbs in the new suburb Fraser Rise. It is anticipated that the school will grow to an enrolment of over a thousand students in the coming years.

The school opened at the beginning of the 2018 school year with an enrolment of 171 students- 35 in Year 10 and 136 in Year 7. In 2019 the enrolment profile of the entire school grew to over 400 students, with cohorts at Years 7, 8, 10 and 11. Stage 1 of the building program was completed at the start of 2018. Stages 2 and 3 were built during 2018/19 completing the entire school. In 2020 the enrolment profile grew further to over 750 students and it is predicted to grow again to over 1000 students in 2021.

The total capacity of the permanent buildings is 1200 students, with an estimated peak enrolment of 1500 students in coming years.

The school is designed and built around the Learning Neighbourhood concept, which maximises opportunities for students to connect to their peers, teachers and the school itself. Teachers will know the learning needs of each student and be able to plan next learning steps accordingly. This concept is supported by the design and the housing of students in groups. The Principal, College Council and teachers are creating a success culture, establishing pride in the school and instilling aspiration for all of the students around the three school values of growth, community and challenge.

SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of literacy and numeracy skills across the curriculum.

SC2 Demonstrated ability to lead the planning and implementation of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated exemplary ability to monitor and assess student learning at a class, cohort or whole-school level and use this data to lead improvement initiatives. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated exemplary interpersonal and leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement.

SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school professional learning.

SC6 Demonstrated capacity to lead staff in the implementation of new programs and develop effective professional learning teams.

Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. The role of leading teachers is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school.

Typically, leading teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others.

Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school's education program.

Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A leading teacher has a direct impact and influence on the achievement of the school goals.

Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan.

In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:

- Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities

- Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;

- Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;

- Leading and managing staff performance and development (review of staff);

- Teaching demonstration lessons;

- Leading and managing the development of the school's assessment and reporting policies and practices;

- Leading and managing the implementation of the school operations and policies related to student welfare and discipline;

- Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;

- Responsibility for general discipline matters beyond the management of classroom teachers;

- Contributing to the overall leadership and management of the school;

- Contributing to the development of proposals for school council consideration;

- Developing and managing the school code of conduct.

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

The Leading Teacher (Curriculum and Data Based Teaching and Learning) will oversee the school curriculum from Years 7-10, and will be involved in the structure and design of the curriculum at all year levels. They will also be responsible for developing a data based teaching and learning culture within the school where staff use data walls and other techniques to regularly meet to discuss the progress of students. The successful applicant will have a well-established capacity to create Professional Learning Teams that effectively plan, moderate and evaluate assessment tasks to challenge and support students in their learning. An important feature of this role will be leading and working with Learning Area Leaders, the Principal leadership group and the leadership team. The successful applicant will be a dynamic forward thinker, with outstanding planning, implementation and communication skills. This role is ideally suited for a staff member who is ambitious and seeks to develop their leadership skills for future roles and promotion.

Contact John Goodman at John.Goodman@education.vic.gov.au to receive further information.

Applications are due by Monday the 24^th of August 2020.

• 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

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.

Springside West Secondary College is a new school being established in the growth corridor of the north western suburbs in the new suburb Fraser Rise. It is anticipated that the school will grow to an enrolment of over a thousand students in the coming years.

The school opened at the beginning of the 2018 school year with an enrolment of 171 students- 35 in Year 10 and 136 in Year 7. In 2019 the enrolment profile of the entire school grew to over 400 students, with cohorts at Years 7, 8, 10 and 11. Stage 1 of the building program was completed at the start of 2018. Stages 2 and 3 were built during 2018/19 completing the entire school. In 2020 the enrolment profile grew further to over 750 students and it is predicted to grow again to over 1000 students in 2021.

The total capacity of the permanent buildings is 1200 students, with an estimated peak enrolment of 1500 students in coming years.

The school is designed and built around the Learning Neighbourhood concept, which maximises opportunities for students to connect to their peers, teachers and the school itself. Teachers will know the learning needs of each student and be able to plan next learning steps accordingly. This concept is supported by the design and the housing of students in groups. The Principal, College Council and teachers are creating a success culture, establishing pride in the school and instilling aspiration for all of the students around the three school values of growth, community and challenge.

SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of literacy and numeracy skills across the curriculum.

SC2 Demonstrated ability to lead the planning and implementation of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated exemplary ability to monitor and assess student learning at a class, cohort or whole-school level and use this data to lead improvement initiatives. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated exemplary interpersonal and leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement.

SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school professional learning.

SC6 Capacity to connect staff professional learning to tangible and demonstrated improvements in the learning of students.

Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. The role of leading teachers is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school.

Typically, leading teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others.

Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school's education program.

Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A leading teacher has a direct impact and influence on the achievement of the school goals.

Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan.

In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:

- Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities

- Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;

- Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;

- Leading and managing staff performance and development (review of staff);

- Teaching demonstration lessons;

- Leading and managing the development of the school's assessment and reporting policies and practices;

- Leading and managing the implementation of the school operations and policies related to student welfare and discipline;

- Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;

- Responsibility for general discipline matters beyond the management of classroom teachers;

- Contributing to the overall leadership and management of the school;

- Contributing to the development of proposals for school council consideration;

- Developing and managing the school code of conduct.

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

The successful applicant for this role will have superior communication, planning and program development skills. They will be knowledgeable in the area of developing professional learning teams and the broader work of lifting staff capacity. This role will encompass: the creation and oversight of professional learning teams; management of new staff induction of the school; management and oversight of the VIT process; the planning and conduct of all school wide curriculum and professional development days; and management of the school professional development program. Springside West Secondary College will be in the second year of its strategic plan in 2021 and the successful applicant will work effectively with the management of the school to build a responsive and dynamic professional learning culture. The applicant will also need to be highly resourceful and able to adapt to meet the ongoing challenges of the COVID 19 and remote learning work.

Applications are due by Monday the 24^th of August 2020. There is an online tour of the school for interested applicants at:http://www.swsc.vic.edu.au/

Please contact John Goodman Principal at John.Goodman@education.vic.gov.au if you wish to ask any further questions.

• 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

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.

Springside West Secondary College is a new school being established in the growth corridor of the north western suburbs in the new suburb Fraser Rise. It is anticipated that the school will grow to an enrolment of over a thousand students in the coming years.

The school opened at the beginning of the 2018 school year with an enrolment of 171 students- 35 in Year 10 and 136 in Year 7. In 2019 the enrolment profile of the entire school grew to over 400 students, with cohorts at Years 7, 8, 10 and 11. Stage 1 of the building program was completed at the start of 2018. Stages 2 and 3 were built during 2018/19 completing the entire school. In 2020 the enrolment profile grew further to over 750 students and it is predicted to grow again to over 1000 students in 2021.

The total capacity of the permanent buildings is 1200 students, with an estimated peak enrolment of 1500 students in coming years.

The school is designed and built around the Learning Neighbourhood concept, which maximises opportunities for students to connect to their peers, teachers and the school itself. Teachers will know the learning needs of each student and be able to plan next learning steps accordingly. This concept is supported by the design and the housing of students in groups. The Principal, College Council and teachers are creating a success culture, establishing pride in the school and instilling aspiration for all of the students around the three school values of growth, community and challenge.

SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of literacy and numeracy skills across the curriculum.

SC2 Demonstrated ability to lead the planning and implementation of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated exemplary ability to monitor and assess student learning at a class, cohort or whole-school level and use this data to lead improvement initiatives. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated exemplary interpersonal and leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement.

SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school professional learning.

SC6 Demonstrated capacity to lead staff in the implementation of new programs and develop effective professional learning teams.

Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. The role of leading teachers is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school.

Typically, leading teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others.

Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school's education program.

Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A leading teacher has a direct impact and influence on the achievement of the school goals.

Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan.

In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:

- Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities

- Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;

- Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;

- Leading and managing staff performance and development (review of staff);

- Teaching demonstration lessons;

- Leading and managing the development of the school's assessment and reporting policies and practices;

- Leading and managing the implementation of the school operations and policies related to student welfare and discipline;

- Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;

- Responsibility for general discipline matters beyond the management of classroom teachers;

- Contributing to the overall leadership and management of the school;

- Contributing to the development of proposals for school council consideration;

- Developing and managing the school code of conduct.

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

The Leading Teacher (Curriculum and Data Based Teaching and Learning) will oversee the school curriculum from Years 7-10, and will be involved in the structure and design of the curriculum at all year levels. They will also be responsible for developing a data based teaching and learning culture within the school where staff use data walls and other techniques to regularly meet to discuss the progress of students. The successful applicant will have a well-established capacity to create Professional Learning Teams that effectively plan, moderate and evaluate assessment tasks to challenge and support students in their learning. An important feature of this role will be leading and working with Learning Area Leaders, the Principal leadership group and the leadership team. The successful applicant will be a dynamic forward thinker, with outstanding planning, implementation and communication skills. This role is ideally suited for a staff member who is ambitious and seeks to develop their leadership skills for future roles and promotion.

Contact John Goodman at John.Goodman@education.vic.gov.au to receive further information.

Applications are due by Monday the 24^th of August 2020.

• 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

Springside West Secondary College is a new school being established in the growth corridor of the north western suburbs in the new suburb Fraser Rise. It is anticipated that the school will grow to an enrolment of over a thousand students in the coming years.

The school opened at the beginning of the 2018 school year with an enrolment of 171 students- 35 in Year 10 and 136 in Year 7. In 2019 the enrolment profile of the entire school grew to over 400 students, with cohorts at Years 7, 8, 10 and 11. Stage 1 of the building program was completed at the start of 2018. Stages 2 and 3 were built during 2018/19 completing the entire school. In 2020 the enrolment profile grew further to over 750 students and it is predicted to grow again to over 1000 students in 2021.

The design concept of Springside West Secondary College is contemporary, reflecting education research in exemplary learning settings.

The total capacity of the permanent buildings is 1200 students, with an estimated peak enrolment of 1500 students in coming years.

SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of literacy and numeracy skills across the curriculum.

SC2 Demonstrated ability to lead the planning and implementation of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated exemplary ability to monitor and assess student learning at a class, cohort or whole-school level and use this data to lead improvement initiatives. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated exemplary interpersonal and leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement.

SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school professional learning.

SC6 Capacity to connect staff professional learning to tangible and demonstrated improvements in the learning of students.

Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. The role of leading teachers is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school.

Typically, leading teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others.

Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school's education program.

Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A leading teacher has a direct impact and influence on the achievement of the school goals.

Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan.

In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:

- Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities

- Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;

- Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;

- Leading and managing staff performance and development (review of staff);

- Teaching demonstration lessons;

- Leading and managing the development of the school's assessment and reporting policies and practices;

- Leading and managing the implementation of the school operations and policies related to student welfare and discipline;

- Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;

- Responsibility for general discipline matters beyond the management of classroom teachers;

- Contributing to the overall leadership and management of the school;

- Contributing to the development of proposals for school council consideration;

- Developing and managing the school code of conduct.

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

The successful applicant for this role will have superior communication, planning and program development skills. They will be knowledgeable in the area of developing professional learning teams and the broader work of lifting staff capacity. This role will encompass: the creation and oversight of professional learning teams; management of new staff induction of the school; management and oversight of the VIT process; the planning and conduct of all school wide curriculum and professional development days; and management of the school professional development program. Springside West Secondary College will be in the second year of its strategic plan in 2021 and the successful applicant will work effectively with the management of the school to build a responsive and dynamic professional learning culture. The applicant will also need to be highly resourceful and able to adapt to meet the ongoing challenges of the COVID 19 and remote learning work.

Applications are due by Monday the 24^th of August 2020. There is an online tour of the school for interested applicants at:http://www.swsc.vic.edu.au/

Please contact John Goodman Principal at John.Goodman@education.vic.gov.au if you wish to ask any further questions.

• 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

Excellent opportunity for an ambitious, self-motivated and passionate Membership Consultant to join Fernwood Fitness Ferntree Gully on a [[Full-time / Part-time / Casual basis]].

About us ... 

What's in it for you?

Please refer to the Job Description (available after you click the Apply button) for a full description of the role.

About you ... 

To be successful in this role you would need to possess the following: 

Essential skills & competencies:

Experience and Qualifications:

• At least 12 months proven experience with face-to-face sales

If you meet the above criteria and you’re interested in contributing to an organisation that values the highest level of quality in everything it sets out to achieve, we want to hear from you!

We are not asking for a resume from you. Simply complete the application process by clicking the Apply Now button and we’ll be in touch.

APPLY NOW!!

No recruitment agencies please

Due to the current COVID-19 outbreak, we have an urgent requirement for Personal Care Assistant (PCA) staff to work at Aged Care facilities across Melbourne.

Epping, St Albans, Delahey, Werribee and other locations need support from PCA's. 

Flexible Hours with Day, Evening and Night Shifts Available! 

What you must have!

• Cert III Aged/Individual/Community Care
• Full Working Rights in Australia 
• 12 Months AGED CARE Experience 
• Able to Complete Police Check 

• Attractive Agency Rates - $30 - $50 per hour!
• Variety of Shift Options 
• Multiple Locations Across Melbourne 
• Block Bookings / Long Term Books 
• Weekly Payroll - Friday Pay

 is part of the E4Recruitment Group which has over eight years of experience providing staff for Aged Care facilities across Australia.

Sign up with E4 Healthcare today for agency shifts and we will do everything we can to look after you!

If interested, please click on the APPLY button to submit your details.

• Working in Correctional facility
• Day shifts
• Other similar jobs available - please feel free to call us on 1300 900 100 to discuss

Details

A metro VIC prison requires a Junior Medical Officer in General Practice from 08/08/2020 to 15/08/2020.

08/08 9AM-5PM
15/08 9AM-5PM

For further information about this job, please contact Yolanda Shephard on 1300 900 100.

About Skilled Medical

Skilled Medical is an international medical recruitment, placement and services firm that delivers qualified medical professionals wherever they are needed in Australia, New Zealand, the United Kingdom and Ireland.

With local offices in Melbourne and London, we provide a personalised service to assist medical professionals with locum/temp and permanent placements.

Skilled Medical is a doctor-led company with years of industry experience and is dedicated to assisting medical professionals in their work and careers.

To Apply

To apply for this job, please complete the Skilled Medical Registration form below or the contact form if you have already registered with us. Candidates must be registered with AHPRA and have the Right to Work in Australia. You can also contact a Skilled Medical Recruitment Consultant to discuss this role on 1300 900 100 .

SCHOOL PROFILE

Wedge Park Primary School is situated in West Melton and has a current student population of 970 students. We pride ourselves on being a well-organised and well-managed school that is strategic in its thinking, planning and implementation of curriculum programs.

Literacy and Numeracy are the pillars of the Curriculum program, and these curriculum areas have clear high impact instructional models to support teacher classroom practice.

Our students participate in the following specialist curriculum areas:

• Physical Education (P-6)
• Art (P-6)
• Music (P-2)
• Literature (P-2)
• Science (3-6)
• Digital Technology (3-6)
   
  The school has a straight grade structure comprising of the following workforce composition: 3 Principal Class, 7 Learning Specialists/Teaching and Learning Coaches, 52 Classroom teachers and 20 Education Support (ES) staff.
   
  Professional Learning Teams have been established at all levels with recent changes strengthening the teaching and learning programs. Staff are further developing in the use of evidence and data to inform planning for student learning. Teachers have raised expectations of student learning and continue to target the students who require additional learning support and extension..
   
  The school implements a School Wide Positive Behaviour Support Framework (PBS) as a means to improve consistency of behaviour management and acknowledgement across the school. Our Social and Emotional Learning (SEL) program is supported by the Resilience, Rights and Respectful Relationships curriculum.
   
  Our vision for Wedge park Primary School is:
  Every student matters and every moment counts.
  We aim to:
  - Ensure high quality teaching through professional learning, feedback, teamwork, collegiate support and communication.
  - Respect and develop the unique and individual strengths, talents and needs of every student through fostering a positive growth mindset.
  - Develop every students Literacy, Numeracy and 21st century skills to enable students to be successful in a changing world.
  - Create a positive environment where everyone is encouraged to grow academically, socially, emotionally, physically and creatively to their full potential whilst demonstrating the core values of the school: Responsible, Respectful, Learners.
  - Welcome community involvement through an open, supportive and consultative environment where contributions are valued.
   
• School Tours are available. Please contact Paul to arrange.
   
   

SC 1 Educational Leadership

• Outstanding capacity for visionary and exemplary educational leadership of a school or college.
• Highly developed skills in leading and managing change including the leadership of others in the process of change.

SC 2 Financial, Managerial and Administrative Ability

• Outstanding financial, organisational and resource management skills.

SC 3 Planning, Policy and Program Development and Review

• Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.
• Demonstrated ability to implement Department policies to a high level.
• An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.

SC 4 Leadership of Staff and Students

• A highly developed capacity to motivate staff, develop their talents and build an effective team.
• A clear capacity to foster a learning environment that takes account of the individual needs of students and helps students to develop their special abilities and talents.

SC 5 Interpersonal and Communication Skills

• Highly developed interpersonal and communication skills in individual, small group and community contexts.
• Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
• An ability to work with parents and the community to develop a strong learning environment.

The assistant principal reports directly to the principal.

Assistant principals have a primary responsibility for the management of significant areas or functions within the school to ensure the effective development, provision and evaluation of the school's education program. In exercising the responsibility, assistant principals will have the authority to make all significant decisions relating to the program, budget and staff relating to their area of designated responsibility within the framework of the school's strategic plan, policies and budget. Assistant principals will contribute to the overall management of the school through involvement in policy formulation and decision making.

The management of significant school program or functional areas in schools involve assistant principals in the analysis of the needs of students and the translation of state educational policy and frameworks into appropriate education programs to meet the needs of all students.

Typically assistant principals will be responsible for the effective use of the teaching staff and program budget of a defined area of the school's operation and for the oversight and leadership of the educational programs provided utilising these resources.

Typically, assistant principals perform one or more of the following functions:

- supervision and coordination of the work of senior curriculum or level coordinators;

- allocation of budgets, positions of responsibility and other resources within the area of responsibility;

- supervision of the delivery of teaching programs;

- management of programs to improve the knowledge and experience of staff;

- responsibility for general discipline matters beyond the management of classroom teachers and year level coordinators;

- contribute to the overall management of the school;

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

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.

• Be part of something new and exciting
• Great workplace flexibility 
• Opportunity to make a real difference to our community 

This is a great opportunity for passionate and friendly coach who enjoys working with children and building skills in gymnastics and life

The Company

BK Gym is the latest venture for the Belgravia Group and the realisation of a clear goal from Belgravia founder, CEO and Chair, Geoff Lord:

"To positively impact the lives of a million Australian Children

each year through physical activity". 

Over recent years, a more sedentary lifestyle and significant population growth in our major cities have led to a rise in obesity and a worrying lack of basic physical skills. The result is that today’s kids may be the first generation with a shorter life expectancy than their parents.

BK facilities and programs will be tailored to the needs of the communities in which they are located and will include gymnastics facilities for ‘Learn to Move’ programs and swim centres for ‘Learn to Swim’ programs. They will focus particularly on programs for children aged between 1 and 12 years old, but can be expanded to encompass a wide range of other activities, depending on the specific community needs.

The Gymnastics programs will provide the foundation of this physical literacy and, with a customised facility model and authentic gymnastics programs including Kinder Gym, Gym Fun, Gym Skills and FreeG Kids, and Australian Levels Programs for Men’s and Women’s Artistic Gymnastics.

The Centre

Based in Melbourne’s Western suburbs, BK's Hoppers Crossing is one of many Belgravia Kids Gymnastics & Swim Centres. We have BK Gym's and BK Gym & Swims spread out nationally. We're poised for huge growth so the opportunities to work across centres is very real. Our Belgravia Kids gymnasts will experience a friendly and warm atmosphere with coaches that will guide and encourage them. We will also have an aquatic area providing a swim school.

Gymnastic Coaches 

You will adapt lesson plans and coach a variety of gymnastics programs in a safe, positive and fun environment for participants. You will require a Gymnastics Australia Beginner Coaching accreditation.

Skills & Attributes:

• You must love working with kids and making a positive impact on their lives
• Energetic people skills
• Enthusiasm and a passion for developing others
• Friendly and open communicator
• A results focused team player
• An understanding of the value of physical literacy and the need to be active through gymnastics activities
• Intermediate/Intermediate GFA/Advanced - Coach Accreditation
• Current Gymnastics Australia Technical Membership
• Annually updating Gymnastics accreditation in accordance with Gymnastics Australia technical membership requirements.
• Current First Aid
• Current CPR
• Working with Children Check
• National Police Check

Simply submit your Expression of Interest, click the "Interested" button and we’ll be in touch.

• Full time permanent
• Based in Ravenhall Correctional Centre
• Great salary packaging conditions and leave entitlements
• Free onsite parking

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 Moroka Program is aimed at addressing the needs of prisoners/patients with complex and challenging behaviours associated with mental illness through the provision of specialist assessment, mental health care and treatment and behavioural interventions. 

Duties:

• Provide leadership and management of the Moroka Program services at Ravenhall Correctional Centre.
• Role model the Ballerrt Yeram-boo-ee principles and philosophy of care provision, using best clinical practice frameworks such as Recovery-orientated care, Trauma Informed Care and Safewards
• Develop, implement and evaluate the Program Business Plan, ensuring strong links and contribution to the organisation’s Corporate Strategic Plan.
• Provide leadership, advice, line supervision and mentoring to direct reports.
• Develop and implement strategies which promote flexibility within systems of service delivery.
• Implement proactive strategies to identify opportunities and challenges which assist the Program and service in managing growth and change.

Skills and experience:

• At least ten years’ experience in providing a high level of services in forensic mental health and related settings.
• Listed as an endorsed supervisor (or eligible for being so listed) with AHPRA.
• Extensive knowledge of the current approaches in working with mentally, and/or behaviourally disordered clients in the forensic mental health setting.
• Expertise in providing individual or group treatment with clients with mental illness, and/or emotional, behavioural issues.

Mandatory qualifications & registrations:

• Masters or Doctorate degree in Clinical Psychology from an APS accredited course or equivalent, OR Doctorate degree in Forensic Psychology from an APS accredited course or equivalent.
• Registration with the Australian Health Practitioner Regulations Agency (AHPRA)
• The successful candidate will be required to register their qualifications on eCredential
• This position is subject to a Police Check.

Benefits:

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

• Great salary packaging conditions.
• Excellent leave entitlements.
• Post-graduate scholarship programs.
• Ongoing training and full orientation.
• Comprehensive Health and Wellbeing Programs including Employee Assistance Programs.

Forensicare is an equal opportunity employer and is committed to attracting and developing a diverse workforce which reflects the community we serve. We encourage applications from Aboriginal and Torres Strait Islander people, people who identify as LGBTQI, people with a lived experience of disability, as well as people from culturally and linguistically diverse backgrounds.

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.