Lakes Entrance Secondary College is the sole secondary school provider in Lakes Entrance. As such, it occupies a prominent and significant role in the town and is a focus of community and educational connections. The College has 310 students drawn from the Primary schools of Swan Reach, Nungurner, Lakes Entrance, Toorloo Arm, Metung and Nowa Nowa. The College serves the needs of a diverse population, where the economy of the town is based upon the fishing industry, and a variety of services and trades, agriculture and tourism. The location is a superb combination of ocean and forest, with a mild and temperate climate year round, abundant opportunities for exploring, hiking, trail riding, surfing, walking and with proximity to the ski fields. Restaurants and cafes abound and the area is growing in recognition for its infrastructure development, reasonably priced housing and growth potential. Roads in and out are excellent and the atmosphere is welcoming and inclusive. The College is proud to reap the benefits of all of these desirable factors. Working at Lakes Entrance Secondary College brings with it abundant life style and professional potential.

The aim of the College is to prepare students for life as active, happy, curious and engaged citizens. Teachers work to provide an understanding of opportunity and possibility, where diverse skills are valued and aspirations are carefully nurtured. Our College values are ‘Caring, Trying, Helping and Achieving.’ The College curriculum is designed to develop the academic, social and personal skills of each student. There is a strong focus on respectful relationships, historical and geographical understanding and reaching full potential. There is a strong wellbeing perspective, programs to support good decision making and impactful career advice. Our links to all aspects of the Lakes community run deep and enable a well- structured pathway for the aspirations of all of our students.

The Years 7 to 9 curriculum at the College develops a common set of knowledge and skills and has been designed to meet the diverse educational needs of all of our students and to provide them with stimulating and valuable learning experiences both within the classroom and through extra-curricular activities. We offer a stimulating Camps program at each year level, a robust Sports program and celebrate many outstanding achievements of our students, both academic and personal. We offer a small number of electives at Year 9 and 10 that build towards a focused VCE / VCAL / VET program. The curriculum has been mapped against the skills and knowledge each student will need as they move into the later years of schooling and ultimately further education and employment. There are programs to support all abilities and, the virtue of a relatively small school means that we know our students well and can facilitate the strongest possible outcomes for them and their families.

The College is led by a Principal, Assistant Principal, 2 Specialist Teachers and 3 Leading Teachers with a staff of 28 teachers and 14 Educational Support Staff. The focus on student well-being, safety and resilience resides with a team of coordinators led by a leading teacher and supported by a Student Welfare Coordinator and School Nurse.

The College’s teaching and learning focus is guided by current research and evidence based pedagogy, which involves a diagnosis of learning needs, and effective interventions to enable consistent growth for each student. All teaching staff learn together, and apply themselves to ongoing professional learning.

The College is a strong nexus between our community, the students and parents and the wider world of opportunity and further education. Strong teaching and learning underpins all of our endeavours and the drive towards continual improvement lends a dynamism to the workplace.

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.

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

• 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

About the role

South West Healthcare (SWH) has two opportunities for Dental Assistant Trainees commencing in January 2020 based at our Warrnambool Dental Clinic with travel to sub-regional dental services as required.

If you are able to demonstrate a dedication to task, have strong computer and literacy skills and a willingness to learn, SWH is keen to support you.

The successful applicants will be provided with 12 months of training both on the job and through blocks of study at RMIT in Melbourne. This is combined with a supporting training environment including our Dentists, Oral Health Therapists and experienced Dental Assistants.

The key focus of the role is to assist with direct chair side client oral care in accordance with SWH and DHSV clinical standards and policies. It will also assist with the administration of the office and computer systems.

What we offer

You will enjoy benefits such as:

• Ongoing clinical supervision;
• A range of internal and external professional or personal development opportunities such as Mental Health first aid, resilience and mentoring workshops and comprehensive leadership programs

Who we are

SWH is the major specialist referral centre for the Barwon South West sub-region, and provides a comprehensive range of acute, sub-acute, specialist, community, mental health and aged services.

With a population of 34,000 and a catchment of 100,000 Warrnambool is the regional centre to Victoria's Great South Coast.

To learn about the vibrant town and region please visit: http://www.wonderfulwarrnambool.com.au/

How to apply

A position description and further details can be found at our website under Careers.

For specific enquiries regarding this role, please contact Catherine Graham (Senior Dental Assistant) on 5564 4250 or email cgraham@swh.NET.au

Employment Terms and Conditions and classification will be in line with the National Training Wage.

The successful applicant will be required to be eligible for and undergo the following:

• Police Record
• Working with Children's Check
• Current Immunisation status

Applications are to be submitted online via our website only under Careers and need to include: an application letter, full personal particulars, qualifications and experience; together with the names of two (2) referees by Sunday 1 December 2019. 

Note: If you experience any difficulties with this website, please email: humanresources@swh.NET.au

About the role

South West Healthcare's (SWH) Speech Pathology Department provides best practice services to groups and individuals of all ages, across a range of community and hospital programs. Care is delivered as part of an established and progressive multidisciplinary team which includes a range of Allied Health, Nursing and Medical services.

We are seeking a highly motivated Speech Pathologist to join our Speech Pathology In Schools and School Readiness Programs. Our team of Allied Health Professionals work in collaboration with educators in kindergartens, teachers in schools, and with families to build their capability to create an environment for early primary school aged children that promotes:

• improved speech, language, social interaction and early literacy outcomes
• self-regulation and positive and pro-social behaviours
• social and emotional wellbeing and mastery of everyday tasks.

The Speech Pathology in School Program provides service across the South West region, and this position may be based in Portland, Hamilton or Warrnambool. More information about the Speech Pathology in Schools Program can be found here: https://www.education.vic.gov.au/about/programs/Pages/speech-pathology.aspx

This position is temporary until December 2021.

What you bring

As a Speech Pathologist, you will have proven clinical experience working within the early years or education sector, excellent verbal and written communication skills and a demonstrated collaborative approach to multi-disciplinary care. You will have a comprehensive knowledge of contemporary practice and passion for driving client centred care.

What we offer

You will enjoy benefits such as:

• Excellent salary packaging options including meals & entertainment, novated leasing and additional superannuation contributions;
• Internal and external professional development opportunities;
• Ongoing clinical supervision;
• A range of internal development opportunities focusing on personal development such as Mental Health first aid, resilience and mentoring workshops and comprehensive leadership programs;
• Excellent terms and conditions of employment. 

Who we are

SWH is the major specialist referral centre for the Barwon South West sub-region, and provides a comprehensive range of acute, sub-acute, specialist, community, mental health and aged services. As an organisation SWH prides themselves on their values; Caring, Respect, Excellence, Integrity and Leadership and their overall dedication to the local community.

With a population of 34,000 and a catchment of 100,000 Warrnambool is the regional centre to Victoria's Great South Coast.

With a range of attractions within 2 to 3 hours' drive from Warrnambool, the region offers a fantastic opportunities for people from all walks of life to enjoy the beautiful South West. To learn about the vibrant town and region please visit: http://www.wonderfulwarrnambool.com.au/

How to apply

A position description and further details can be found at our website under Careers.

For specific enquiries regarding the role, please contact Claire Nailon (Speech Pathology Manager) on (03) 5563 1548 or email cnailon@swh.NET.au

Employment Terms and Conditions will be in line with theAllied Health Professionals (Victorian Public Health Sector) Single Interest Enterprise Agreement 2016 – 2020 with the appropriate classification.

The successful applicant will be required be eligible for membership with Speech Pathology Australia and consent and undergo a Police Record's and Working with Children's Check and provide evidence of current Immunisation status in alignment with South West Healthcare's Immunisation Policy.

Applications are to be submitted online via our website only under Careers and need to include: an application letter, full personal particulars, qualifications and experience; together with the names of three (3) referees by 1 December 2019. Other documents you feel are relevant may also be attached: however this is limited to 5 documents and there is also a size limitation of no greater than 2 Mega Bytes.

Note: If you experience any difficulties with this website or completing the application process, please send an email to: humanresources@swh.NET.au Please note this address is for enquiries only and application cannot be submitted via this email.

Image Courtesy of Beaudesert State High School

About Beaudesert State High School

The Beaudesert community is very proud of its local secondary school, and rightly so. We have a long history of producing informed, qualified and active citizens. Since 1963, our school has been assisting students to achieve their personal best.

A wide-ranging curriculum is provided across all year levels, covering academic, practical, performance and vocational subjects. We are committed to providing high quality learning programs that cater for the needs, abilities and interests of all students. We are very fortunate at Beaudesert State High School to have a committed and hard-working teaching staff and ancillary team that help support the students who attend.

Your Role

As the Principal you will have responsibility for the following:

• Lead the school community to develop, articulate and commit to a shared educational vision focussed on providing quality learning outcomes for all students.
• Uphold the principalship as a values based, ethical and moral activity.
• Embed socially just practices in daily school life.
• Set high standards for student and staff performance.
• Active participants in life long learning and ongoing professional development.
• Form partnerships with parents, other government agencies, community groups, industry and business.
• Futures oriented and strategic.
• Understand the legislation and policies that impact on schooling.
• Manage resources to achieve goals.

A mandatory requirement of this role is:

• Current full registration or current provisional registration with eligibility for full registration, as a teacher in Queensland. Information on registration requirements is available at www.qct.edu.au

This temporary vacancy is open to Expressions of Interest and accordingly any appointment (and extension to this appointment) will not extend beyond 12 months.

To apply please attach the following:

• a brief CV (max 3 pages) including contact details for 2 referees (one of whom should be your current supervisor)
• a maximum 2 page written response outlining your suitability for the role referring to key capabilities 1 - 2 under “How you will be assessed”.

Applicants need to be a current Queensland Government employee to be eligible to apply.
Applications from recruitment agencies will not be accepted.

WELCOME TO YOUR NEW SERVICE

You'll be stepping into a vibrant service located in a prestigious and forward-thinking school. Operating out of a shared space you will welcome up to 30 students in the morning and 50 in the afternoons. You'll have access to a large classroom along with beautifully landscaped grounds and playgrounds, allowing you to plan and program for all children, no matter their interests. This program is part of a wonderful, engaged community and you will help to build this relationship by attending fetes, assemblies, and other events. The parents love to hear about what's going on in the service and they would love to see a service that incorporates a wide range of interests and activities.

YOUR NEW ROLE

This role is a blend of engaging with children and creating amazing programs. During service hours you'll be on the floor engaging, playing with, and ensuring the safety of the kids in your care. Outside of service hours you'll be creating varied and exciting programs that speak to the children’s interests of sports, outdoor activities, and group games. You'll also be responsible for maintaining and building relationships with the school communities, along with developing the assistants in your service - ensuring they're working to the best of their ability. Finally, you will be ensuring that the service maintains compliance and all of the paperwork is up to date and prepared. 

YOU WILL NEED

• Working towards or completed a Diploma of Education & Care (or equivalent)
• A HLTAID004 First Aid certificate (or willing to obtain)
• A valid Employee Working with Children Check
• Available between 7:00am - 9:00am & 3:00pm - 6:30pm Monday to Friday

WHO ARE WE?

Camp Australia is a child safe organisation and is committed to guaranteeing our newest recruits at all levels of our business are provided with research and evidence-based training programs guaranteeing excellence in everything we do. We partner with key professionals, agencies and successful educational providers ensuring we create best practice in the OSHC space. Recently we have collaborated and partnered with:

• Dr Andrew Fuller (Australia’s leading child psychologist) to create Resilient Mindset training
• Premium Health to create Autism Training
• Early Childhood Australia (ECA), NSW OSHC quality professional development
• Registered Training Organisations to provide quality training qualifications and traineeship programs

WHAT'S NEXT?

If you're ready to take the plunge and elevate this service to new heights, then don’t wait – apply now to avoid missing out! One of our friendly team will be in touch within 24 hours. 

• Accommodation provided!
• Fuel reimbursed $100
• Night shifts!

Details

A North Eastern VIC hospital requires a Junior Medical Officer in Emergency Medicine from 02/12/2019 to 29/12/2019.

For further information about this job, please contact Matthew Jones 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 .

Our client is a well-known National industrial equipment company who offers the best brands in the industry. Their large range of equipment solutions and products are well known and highly regarded. They have a supportive company culture which encourages long-term staff retention and opportunities to grow and develop. They are currently looking for a Trainee BDM for their Melbourne, Victoria branch.

Your role will develop across two core stages.

First, you will undergo comprehensive induction, product and system training. You will be primarily based out of the branch, however will be visiting clients and learning the business from ground level. You will also undergo a thorough sales training program and a mentor-based approach to learning how to work effectively in B2B (business to business) sales.
Once you have completed training, you will be working autonomously as an on-the-road sales professional. You will visit new and existing clients, who are a mix of business within warehousing, transport & logistics, retail, FMCG and manufacturers. You will be working to gain a strong understanding of your clients requirements and then to produce a proposal based on their business needs.
You 

• Car / automotive, capital equipment or any B2B sales experience.
• Hands-on and a strong hunger for working in an industrial space.
• Reliable and a fast learner.
• Ability to work in a team environment and autonomously.
• Confident and positive attitude and willingness to learn.
• Seeking a career opportunity.

Your salary package will include a base salary of be $45K + fully maintained vehicle + company phone + super. You will be part of a great team-based environment and will receive excellent training and development opportunities as you progress.

NSW: 02 9191 9888

QLD: 07 3493 6388

 VIC: 03 9880 2077

www.lucan.com.au

Our client is a very well known Commercial Agency in the Eastern suburbs of Melbourne who specialise in the selling, leasing and management of Commercial property. With an excellent reputation and a highly respected name in the Industry, they have over 40 years of experience to offer their clients and their staff.

The role

As a Commercial Sales and Leasing Cadet, you will be working directly with the Sales and Leasing team. This role will involve working with Industrial and Commercial property across the South East and Northern suburbs of Melbourne. You will be attending open for inspections, auctions, listing presentations and appraisals with team members and will learn as you go. Our client is looking for a positive, professional person who is enthusiastic to learn the ins and outs of Commercial Property. Eventually, you will be groomed to become a fully fledged Sales & Leasing Consultant within the company.

You will be paid a base salary/retainer + commissions in the role - the client is flexible on what you will be paid, depending on your experience.
Skills & experience

To be considered for this role you must be an energetic go getter looking to start their commercial sales career. No property experience is necessary, but SALES EXPERIENCE IS A MUST! You must also be well presented, articulate, polite and be willing to learn.
If this sounds like you, please apply now. Opportunities in agencies like this don't come around very often so get in quick! 

To apply, click on the link below, or email Emma Trezise at etrezise@goughrecruitment.com.au if you have any further questions. Please note that due to high application volumes, only short listed candidates will be contacted. Only Australian permanent residents are eligible to apply. 

We are an easy going family of five seeking a regular babysitter for two/three mornings and afternoons a week for all of 2020.We have three children - Year 9, Grade 2 and Prep. We are seeking a before and after school babysitter for two/three days per week for the younger two children.The role will involve helping out in the mornings with lunches and getting ready for school (starting approx. 7.30am) and walking/riding/scooting with the younger two kids to their school which is 7 minutes away (finishing about 9am). Then, picking the younger two up from school at 3.30pm, walking/riding/scooting home, preparing an afternoon snack, helping prepare dinner and doing some fun activities with the kids until parents arrive home at 6.30pm. Ideally, we are looking for a high school (Year 11 or 12) or university student who lives locally (Yarraville, Seddon, Kingsville, Footscray, West Footscray, Spotswood, Newport, Williamstown). Previous experience is not necessary, but a positive and friendly outlook is essential. We have had nannies, babysitters and au pairs for over 13 years and are very flexible to accommodate the right person and to work around uni/school and study schedules. Ideally you will be able to stay with us for the whole year.Look forward to hearing from you.Please note - we are only taking applications from babysitters who live in Yarraville, Seddon, Kingsville, Footscray, West Footscray, Spotswood, Newport, Williamstown

Requirements :

01-Feb-2020

: $25 afterschool

About us

Chandler Macleod is one of Australia's largest & leading national human resource and consultancy agencies. We pride ourselves in providing our clients with quality candidates, who fit their needs and in turn aim to match your skills and personality within a role that you will enjoy and thrive in.

About the role

The Data Entry Administrator will be assisting with manual inputting amidst the implementation of a new system. This role requires high level of accuracy, speed and a can-do attitude. This is a 3-month contract role with scope to extend, commencing on 25 November at a rate of $27.50 per hour + Super.

Key requirements

• You will enjoy going the extra mile for the organisation and be self-motivated team player with an eagerness to learn.
• High accuracy level.

• Proven ability to learn new applications and processes quickly

• Experience in or understanding of the energy sector
• Must be able to commit to the full 3-month contract from 25 November and hold Australian Citizenship.

How to apply

If this sounds like you, please don't hesitate and APPLY TODAY!

Fountain Gate Secondary College was established as a Year 7-12 stand-alone school in 2009. It is located in Narre Warren within the south east growth corridor of the City of Casey and in 2019 has a total enrolment of approximately 1,250 students. It provides an excellent, comprehensive education for the Narre Warren community in a secure, supportive and educationally challenging environment.

The College recognises and values the diversity of its community that is drawn from different social, economic and cultural backgrounds. We have a well-established relationship with our feeder primary schools through the Fountain Gate Cluster.

This is a strong, stable and effective leadership team currently consisting of three Principal Class members and eight Leading Teachers. Our School Council are a cohesive group that are actively engaged with the College.

In 2016, the College implemented a Whole School Improvement Plan which involves three stages. The first stage focuses on establishing the right preconditions for learning: setting high expectations, providing strong leadership and establishing an orderly learning environment.

All students in the college have ‘the right to learn’; to support this premise there is a highly effective student management system that operates across three sub schools (Junior, Middle and Senior). This is underpinned by the Code of Cooperation and promoted through our four key values of Endeavour, Honesty, Responsibility and Respect. There is a redeveloped College-Wide Behaviour Management Plan to ensure there is consistency in practice.

The second stage involves focussing on two key areas within the Framework for Improving Students Outcomes (FISO): Building Practice Excellence and delivering a Guaranteed and Viable Curriculum. The College has developed a sound Professional Learning Community framework that aims to build collective teacher efficacy. The third and final stage involves the implementation of the Teaching and Learning Framework and Instructional Model which is underpinned by peer observations and staff Performance and Development. All aspects of our professional learning and improvement plan are directly linked to our key purpose: improving student outcomes.

During Years 7 and 8, students undertake a core program that addresses the eight key learning areas. The College is committed to making real improvements to literacy and numeracy outcomes. The introduction of an innovative literacy intervention model in 2016, involving a literacy coach, intervention teacher and classroom teachers has been highly successful. This program uses the Fountas and Pinnell Levelled Literacy Intervention system and other research based methods. All staff engage in Literacy for Learning professional learning and practice and our College philosophy is that all teachers are teachers of literacy. The Mathematics program from Years 7 – 10 involves a dedicated numeracy period every fortnight. In 2017, the College changed to a five period day to enable teachers to deliver more effective lessons underpinned by an evidence-based learning cycle.

The College is currently redeveloping the curriculum map to reflect improved subject offerings in line with increasing student agency. At Years 9 and 10, students are encouraged to explore their interests and aspirations with elective offerings that can include a VCE subject.

The College has set a clear vision to embed STEM education into the core Year 7 – 10 curriculum program in 2019. A new STEM facility named the Endeavour Centre was opened this year to allow students to develop skills in investigating, analysing and synthesising information, and creating and designing solutions to real world problems. They will develop the 21^st Century skills of creativity, critical thinking, collaboration and communication.

The College has a long-standing Alliance with Gleneagles Secondary College and Hallam Senior Secondary College. The three Colleges have adopted a ‘programs approach’ to the selection of subjects at Years 11 and 12. Each program consists of recommended and complimentary studies that provide a clear direction and links to future pathways. Students select their program based on their proposed career choice, learning strengths and personal interests.

Fountain Gate Secondary College is currently offering four senior VCE programs: Biomedical; Commerce; Art, Design & Technology; and Creative Arts. Each program has an extensive range of recommended and complimentary units for students to select. Students can also select subjects unrelated to a program and can access subjects or programs at our Alliance partner schools.

All students are encouraged to achieve their ‘personal best’. An extensive awards system operates throughout the year that recognises student achievement, acts of citizenship and contributions to a positive school community. Our house system contributes to school spirit. The College successfully competes through interschool sports and Rugby Union Elite Program at district, zone, state and national level. Our Future Problem Solving team have attended the international finals in the USA three times to date and this year they achieved first place.

Our High Achievers Program for Years 7 to 10 is well established and has attracted a very positive reputation. Students are selected through an examination, teacher recommendations and interview. Students are exposed to an enriched and challenging curriculum that enables them to reach their full potential.

The College has a strong commitment to providing vocational guidance and programs designed to support students to aspire to achieve their goals in life whether they be a particular career pathway or higher education. We have introduced a Year 9 and 10 Pre-Cal program to support ‘at risk students’ to re-engage in their education. The College is investigating for 2020 a HEADSTART class which will see students working offsite up to three days a week whilst completing classwork for the other two days.

An extensive range of opportunities are offered to develop students’ communication skills and leadership capacity that includes School Captains and Year Level Captains, Student Representative Council and House Captains. Student voice is highly valued in the College.

To support the wellbeing and educational needs of our students we have a partnership with Headspace and have an onsite team consisting of: College Wellbeing Leader, Re-engagement Officer, Attendance Officers for each Sub School, Integration Co-ordinator, Youth Worker, Counsellor, Speech Pathologist, Adolescent Health Nurse, Multicultural Aides, onsite psychologists and a School Nurse, and are involved in the ‘Doctors in School’ program.

The Performing Arts area has significantly contributed to the growth of extra-curricula activities. Students are eagerly involved in the junior and intermediate concert bands, contemporary bands, singing, dance and drama. These activities have a focus on participation and enjoyment and culminate in a range of performances such as the Production and the Talent Show.

Fountain Gate Secondary College is and has always been committed to child safety. The College is committed in protecting our most vulnerable students and has developed, implemented, monitored and evaluated risk management strategies to ensure child safety within our College.

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

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

SC3 Demonstrated high level oral and written communication skills.

SC4 Possess the technical knowledge and expertise relevant to the position.

SC5 Demonstrated capacity to provide advice and support to management in respect to the work area.

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

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

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

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

Undertakes medical intervention support tasks or other specialised student/teacher support roles that require specific training that must be updated from time to time. The role is for a specific purpose for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.

Performs technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science and information technology laboratories would be typical examples.

An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee's position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.

• Assist in the monitoring of the whole school de-escalation room
• Assist in monitoring students on alternative timetables with study lessons
• Support the Junior Sub School Team with the induction of new students to the school
• Assist in organising student resources for programs
• Assist in the day-to-day management of the Junior school
• Participate in the administration and planning of incursions, excursions, camps and school events
• Assist with the communication between students, teachers and families
• Monitor students 'lates' to classes, monitoring cards and uniform issues

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

Written response addressing the selection criteria is mandatory.

• 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

Victorian College for the Deaf, first established by Frederick J Rose in 1860, is a unique school setting. Centrally located on St Kilda Road and High Street in a vibrant heritage garden we attract students from across Melbourne. VCD is the only P-12 Bilingual/Bimodal School for Deaf children in Australia. Staff comprise both Deaf and hearing teachers together with educational support staff, creating a diverse, supportive and engaging work environment. There are currently 60 students taking part in our rich Deaf specific educational program.

We equip our students for success with skills, knowledge and experience for a prosperous future. The development of strong communication and literacy skills are central to our work. Auslan is our inclusive instructional language and English our language for reading, writing and speaking. Individual Learning Plans are developed in partnership with families.

We teach to the Victorian Curriculum and in the senior years the college offers studies in VCAL, VET, VCE and ASDAN (Award Scheme Development and Accreditation Network). ASDAN is a hands on learning program grounded in life and work skills, leading to a certificate of achievement. We work closely with other schools and organisations to broaden the educational opportunities for our students.

Our teaching program is enriched by our many extra-curricular programs, Hands On Learning, a productive garden, and vocational education delivered through our award winning social enterprises, Tradeblock café and A’Bloc bike shop.

VCD is a dynamic school tasked with seeking solutions for deaf students. A recent review has set some exciting guidelines for 2020 and beyond. Our mission is to lift the educational outcomes of students beyond the norms of Deaf Education globally. If you are excited about the opportunity of working with our students who want to learn and alongside educators who are passionate about Deaf Education, join us on our journey.

To check us out visit our website http://www.vcd.vic.edu.au/ , take a look at Victorian College for the Deaf –Official- on Facebook or book a tour today!

SC1 Demonstrated high level understanding of initiatives in Deaf Education and the capacity to provide leadership in the alignment of teaching and learning in accordance within the context of Deaf Education and the Victorian curriculum.

SC2 Demonstrated outstanding classroom teaching and leadership skills and capacity to implement high impact teaching strategies, guided by how deaf students learn, to lead colleagues to continually improve teaching and learning.

SC3 Demonstrated outstanding ability to monitor and assess student learning data at the individual, cohort and whole school level and to use data to inform teaching for improved student learning.

SC4 Demonstrated behaviours and attitudes consistent with Department values and high level interpersonal skills including the ability to establish and maintain collaborative relationships with parents, other employees and the broader school community focused on student learning, wellbeing and engagement.

SC5 Demonstrated commitment and capacity to lead the writing of curriculum and a commitment to continually improving teaching quality through the application of knowledge, skills and expertise derived from ongoing professional development and learning.

SC6 Demonstrated knowledge, skills and capacity to fluently communicate in Auslan for the purposes of educating students who are deaf.

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.

Lead the sub school Professional Learning Team (PLT)

Lead the Numeracy Professional Learning Community (PLC)

Lead the students of the sub school

Lead sub school assemblies

Contribute and be a member of the College School Improvement Team (SIT)

Lead and support the implementation of the priorities within the College Strategic Plan and Annual Implementation Plan

Other duties as assigned by the Principal

These responsibilities are undertaken with the support of teachers within the sub school and numeracy PLT and numeracy curriculum committee

• Coordinate PLT agendas and minutes of meetings
• Lead the Numeracy PLC to document numeracy curriculums, programs and resources
• Foster Explicit Direct Instruction pedagogy within the sub school
• Ensure sub school adheres to whole of college processes and timelines
• Oversee the design and planning of camps and excursions (local and other)
• Lead the implementation of the VCD SWPB code of conduct with the sub school
• Attend other team meetings at VCD as appropriate
• Ensure, within the sub school, weekly newsletters items are prepared and sent to Administrative Assistant
• Establish clear expectations and constructive working relationships among all staff involved in the sub school and subject teams.
• Oversee, in consultation with the relevant SIT members, the effective administration of all relevant VCAA and VRQA regulations and college policies by staff.
• Demonstrate and model exemplary teaching and learning performance.
• Foster initiative and innovation in teaching and learning and the use of student data to inform teaching and learning.
• Track, collate and report data to Assistant Principal
• Lead sub school, Numeracy PLT and SIT in using data to inform teaching and learning
• Support the development and implementation of relevant specialist programs and enrichment activities within a sub school.
• Implement strategies designed to build teacher capacity and reduce variability across classrooms, in particular:

support the consistent use of the college instructional model by teachers;

observe learning and teaching and provide feedback, support and coaching for staff to improve teaching practice where necessary;

• Lead the provision of high quality curriculum that is differentiated to build student learning confidence and learning outcomes using a bilingual/bimodal approach;
• Supervise pre-service teachers.
• Ensure teachers are uploading teaching and learning resources onto Compass and providing students with timely assessment and reporting;
• Liaise with relevant staff in the college and with schools, as appropriate, to strengthen curriculum links and build student preparedness for their next step in education;
• Support the transition of students into, within and beyond the college
• Support the development of Professional Learning Communities (PLCs) as means of collaboration and professional learning for staff.
• Oversee, in consultation with the relevant SIT members, the effective administration of all relevant VCAA and VRQA regulations and college policies by staff.
• Analyse data and implement strategies to improve student outcomes.
• Ensure staff is regularly informed of current educational issues.
• Develop and manage the relevant annual budget, in consultation with the Business Manager.
• Report regularly to the community via College council reports and weekly College newsletter.
• Support implementation of the college performance and development process.

GENERAL

• Build positive relationships with staff, students and parents.
• Demonstrate and model a strong commitment to personal leadership growth.
• Demonstrate and model exemplary teaching and learning performance.
• Support the effective use of bilingual/bimodal practice to improve student learning outcomes
• Provide leadership in the development and implementation of College policies pertaining to student learning
• Lead staff, students and parents in developing commitment to the College values and purpose.
• Represent the College in appropriate community forums.
• Participate in shared work with other schools, including transition processes and subject networks.

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.

Teachers with fluency in Auslan or teachers who have potential to develop fluency in Auslan. A Teacher of the Deaf qualification is desirable.

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