William Ruthven Secondary College (established in 2010) serves the communities of Reservoir, Coburg, Thomastown and Campbellfield. The school community has a very strong commitment to our values - Leadership Excellence Acceptance Respect Now @ WRSC - which reflects the focus on academic and life-long learning. The school ethos and infrastructure is designed to know each student as an individual in order to maximize learning and social success.

The curriculum is innovative and designed to ensure literacy, numeracy and curiosity are at the centre of Years 7-10 learning in order to maximize success in VCE and VCAL. The college begins four days of the week with 35 minutes with a focus on literacy improvement. The Years 7& 8 STEAM program is designed to teach the research, problem-solving and collaborative skills required for Years 10-12 VCE and VCAL success. Our Year 9 “PEEL” combines deep learning with an extended elective base.

School improvement is at the centre of our work. We embrace a 21^st Century Learning Design and teachers participate in extended professional learning around the development of curriculum in line with this approach. All teachers work in Professional Learning Communities and use the inquiry cycle to analyse and improve our pedagogical practices. Teachers are coached, mentored, observed by peers and reflect on practice.

A major re-build of the college has provided first class, modern facilities which support our students and staff to maximise the learning opportunities provided.

The college enjoys close partnerships with La Trobe University and RMIT, which ensures our young people aspire to University degrees after Year 12 due to their confidence in the University model and pathway to ensure their future success.

SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.

SC2 Demonstrated expertise in the implementation and modelling 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 model the monitoring and assessment of student learning. 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 communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.

Learning Specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning and have a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers and facilitating school-based professional learning. Learning Specialists are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for students. The role of the Learning Specialist will be to model excellence in teaching and learning through demonstration lessons and, mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce.

The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service.

In recognition of the importance of exemplary practice for improved student learning outcomes, the key roles of the Learning Specialists may include but are not limited to:

• Demonstrating high-level expertise in teaching and learning practice
• Modelling exemplary classroom practice including through teaching demonstration lessons
• Working with the school leadership team to develop a shared view of highly effective teacher practice
• Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
• Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration
• Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
• Providing evidence-based feedback to teaching staff to inform their effectiveness and development
• Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
• Supervising and training one or more student teachers and mentoring and/or coaching teachers
• Modelling exemplary use of student data to inform teaching approaches
• Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
• Modelling exemplary professional learning practice included through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice

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

Job Description:
International school in Shenzhen and Guangzhou.

We are looking for American high school curriculum teachers and A level curriculum teachers (10th Grade): English Literature/History(World History&US History)/General Science/Math.

General Expectations

Bachelor’s degree or above and be able to teach the applied modules in AP subject teaching.

2 two years teaching experiences is preferred.

Work hours: Within 25 teaching classes from Monday through Friday, 40 min/class.

Help to manage student club activity.

Duties

To use proper learning technology in the planning and delivery of lessons.

Evaluate and grade students' class work, assignments, and papers.

Maintain regularly scheduled office hours in order to advise and assist students.

Plan, evaluate, and revise curricula, course content, and course materials and methods of instruction.

Collaborate with colleagues to address teaching and research issues.

Submit weekly feedback to homeroom teachers on general student performance in class and/or any behavior issues

Submit lesson plans to line manager outlining activities and concepts covered in each lesson

Attend all parents’ meetings to report on progress of each student (usually once or twice a semester, maybe outside of normal office hours)

Be available to provide struggling students extra tutoring outside of class (during office hours)

Maintain grade book of student performance

Requirements:
-Bachelor’s degree required or above

-Candidates from UK, Canada, Australia, New Zealand, Ireland

-At least 2 years of relevant teaching experience

-Clean criminal record check

-Age: 24-55

-Professional, positive and culturally aware

-Energetic, friendly and hard-working
Benefits:
Benefits：

Salary:20K-30K per month depend on qualification and interview performance.

Paid winter holiday.

Monthly attendance bonus and performance bonus.

Contract completion bonus.

Work visa provided

Housing：4000 RMB monthly housing allowance

Insurance provided
Skills:
English as a Second Language (ESL), ESL, Teaching

We are looking for a regular sitter to pick up our two sons from school on Wednesday, Thursday and Friday afternoons and mind them at our Surrey Hills home, Our oldest is 16 and has ASD, and our youngest is 12. Both are very self sufficient, but we don't like the idea of leaving them to fend for themselves until we get home. We're looking for someone available for two to three hours each afternoon who can basically keep an eye on them and maybe get their dinner started until we get home at around 6pm.

Requirements :

• Driver's licence
• Has car
• Willing to do housekeeping

Lila (6) and Barney (8) are looking for someone fun to pick them up from school a couple of days a week (can be flexible with days and start time). Car would be good but school is in walking distance also. They are beautiful children but due to a genetic condition Barney can display some Autistic traits. Anyone with interested in medical or education would be great. Lila loves art and sports, Barney cooking, puzzles and laughing. You need to be reliable, energetic, enthusiastic and responsible. Looking forward to hearing from you.

Requirements :

• References (at least 2)
• First aid qualifications
• Driver's licence
• Has car
• Willing to do housekeeping

Job Description:
Job description

1. Position: full time English teacher.

2. Time: Within 25 teaching hours per week and 15 work office hours.

3. Kids age: from 6-12，13-18 years old.

4. Starting time September 2019.

Requirements:
Duties

1. Providing teaching plans.

2. Teach high quality classes according to the schedule and the school’s requirements.

3. Reporting on the progress of students

4. Observing the teaching of others and being observed.

5. Taking part in the school’s appraisal program.

6. Undertaking professional development and training.

Qualifications

1.Be patient, positive, passionate on teaching.

2.Good communication skills, outgoing, enthusiastic with excellent interactive abilities;

3.Native English Speaking from USA, UK, AUS, Canada and New Zealand etc.

4.Bachelor degree or above.

5.Age from 20 to 45 years old.
Benefits:
Salary and welfare

1.Competitive and on time salary from RMB15000-18000 during working months.

2.Paid Chinese holidays.

3.RMB4000 air fare bonus after 1-year contract has been completed.

4.Working Visa.

5.TESOL.

6.Comprehensive insurance

7.Settle in assistant.

8.Training in teaching and living skills in China.

9.Free Chinese class.

10.Activities about Chinese culture.

Please feel free to contact me if you are interested in this position

Email: [email protected]

WeChat: xiaxiaoxue1203

Skype: [email protected]
Skills:
ESL

Mernda Central P-12 School operates under the Public Private Partnership (PPP) Project. Under the PPP model, the college has been financed, designed and constructed by the private sector to high contractual standards over 25 years, allowing Principals and teachers to focus on student learning, rather than asset management.

 The College is located on 70 Breadalbane Avenue, Mernda in the City of Whittlesea. Programs cater for students in Prep to Year 9. The College will grow to Year 12 in 2022.

 Our state of the art facility provide the very best in contemporary educational design and promote active student-centred learning through the creation of adaptable, functional spaces.

 Our College provides access to an education that is seamless from Prep right through to Year 12 and is divided in to three schools,

• Junior School for Prep to Year 4 students,
• Middle School for Year 5 to Year 9 Students and
• Senior School for Year 10 to Year 12 students.

The College provides access to an education of the highest quality for the young people of Mernda. The students are at the centre of all that we do. They are engaged through stimulating, relevant and inspiring educational experiences that ignite a life-long passion for learning and a strong community connectedness. The College upholds high expectations of all.

Inspirational teaching and quality learning is the cornerstones of our school, and we have an outstanding team who support and challenge students to achieve their full potential. Staff provide a safe and stimulating learning environment for all students.

Teachers and students work in Learning Communities to create flexible teaching options and to better cater for the individual needs of all students. All teachers adopt a shared responsibility for all students within the Learning Community. All teachers and support staff work hard to provide a teaching pedagogy reflective of 21st Century designs, including ICT rich environments and Personalised Learning for all students.

Mernda Central College has exemplary programs and is seen as a prominent school in the areas of STEM, sport, literacy and numeracy, together with Japanese language, visual arts, performing arts and music performance. The aquatic centre is operated by Kings Swim and they provide an outstanding facility for the students to participate in an extensive swimming program. The curriculum and teaching strategies at the college, encourage our students to have high expectations of themselves and their work, and to produce their best.

 The School's Student Leadership system at Mernda Central College provides students from all year levels with leadership training and skill development, and there are many opportunities to experience positions of responsibility. Our students relish the opportunity to make decisions, take on responsibility and have an input into the direction of the college.

The college has been designed as a community hub and we encourage community use and additional community facilities and programs through a partnership with the YMCA, CERES and Spotless. The relationships between the staff, students, parents and the community is a fundamental strength of Mernda Central College.

Parent involvement and participation in a variety of college activities is a significant feature of our college life. There is a common community interest to work towards the provision of quality education for students at Mernda Central Community.

Our Vision

Mernda Central College empowers all members of the college community to aim high, show respect, behave safely and value our community.

Our Mission

• provide opportunities for all members to work collaboratively to access a seamless, personalised and innovative education.
• build a safe and supportive learning environment wherein all members are motivated and challenged to pursue interests and pathways to achieve their full potential.
• operate as a community hub to promote the development of connected, curious and tolerant global citizens.

A School tour will be held on the 30^th of July at 4.00pm. Please go to our website to register your interest.

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

• 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

Hunter Executive are working in close partnership with this busy, Civil Engineering specialist in their vibrant Melbourne office to find an ambitious Civil Engineer who can demonstrate they have a strong introduction to the industry.

This is an excellent opportunity for a capable junior engineer to join a company who truly looks after their staff. The successful candidate will have a minimum of two years' local experience within a similar role and they will be given the opportunity to build on this experience by working on a range of exciting projects including infrastructure, land development, roads & highways, earthworks and various water assets. This is an exciting time for a young and social team, with the backing of highly experienced and progressive senior staff and a position not to be missed!

In this role you be part of a high performing civil design team with in-house drafting capabilities (which you will be expected to contribute to) and work on projects throughout Australia. You will have the chance to become part of a very social atmosphere with a company who know how to look after their staff: Regular bonus, flexible working arrangements, regular further education opportunities, company paid training courses and professional development programs and regular well attended social events are just some of the benefits this close knit team can provide you!

The role will include

• Design of civil infrastructure, land development, water and/or drainage projects
• Working with project team members, across disciplines
• Client engagement with minimal supervision
• Report to your Senior Engineer
• You will be required to review and provide technical input into plans, prepare reports, contracts, technical specifications and schedules
• Maintain a healthy and vibrant work environment
• Use of AutoCAD and Civil 3D

• Ensuring drafting and documentation meets industry and company standards
• Working in partnership with both internal and external Engineering teams on a range of projects locally, nationally and abroad

What you need:

• From 2+ years' experience
• A proven track record within civil engineering consulting
• A BEng in Civil Engineering
• Civil 3D experience
• A drive for excellence and a willingness to continue to learn
• Excellent presentation and communication skills
• Ability to work autonomously
• A social personality and team player mentality

What's in it for you?

• Excellent salary (negotiable)
• Fantastic central location, within easy reach of commuter links and all the fantastic café's and eateries that Melbourne has to offer
• Close-knit, rewarding, social environment
• Secure future with a well-established company
• Friendly team of professionals
• Excellent career prospects - a clear path for advancement
• Close mentorship from an expert senior leadership team

Please be ensured that all applications and communication is always kept completely confidential. Your resume will never be sent to any organisations without your full consent.

Please click on the 'Apply' button to send your resume (Microsoft Word copy preferred).

All Hunter Executive Search Consultants are accredited members of the RCSA (Recruitment and Consulting Services Association)

For further information, please contact:

Andrew Duncan
Consultant: Engineering
Mobile: 0437 751 594

Mernda Central P-12 School operates under the Public Private Partnership (PPP) Project. Under the PPP model, the college has been financed, designed and constructed by the private sector to high contractual standards over 25 years, allowing Principals and teachers to focus on student learning, rather than asset management.

 The College is located on 70 Breadalbane Avenue, Mernda in the City of Whittlesea. Programs cater for students in Prep to Year 9. The College will grow to Year 12 in 2022.

 Our state of the art facility provide the very best in contemporary educational design and promote active student-centred learning through the creation of adaptable, functional spaces.

 Our College provides access to an education that is seamless from Prep right through to Year 12 and is divided in to three schools,

• Junior School for Prep to Year 4 students,
• Middle School for Year 5 to Year 9 Students and
• Senior School for Year 10 to Year 12 students.

The College provides access to an education of the highest quality for the young people of Mernda. The students are at the centre of all that we do. They are engaged through stimulating, relevant and inspiring educational experiences that ignite a life-long passion for learning and a strong community connectedness. The College upholds high expectations of all.

Inspirational teaching and quality learning is the cornerstones of our school, and we have an outstanding team who support and challenge students to achieve their full potential. Staff provide a safe and stimulating learning environment for all students.

Teachers and students work in Learning Communities to create flexible teaching options and to better cater for the individual needs of all students. All teachers adopt a shared responsibility for all students within the Learning Community. All teachers and support staff work hard to provide a teaching pedagogy reflective of 21st Century designs, including ICT rich environments and Personalised Learning for all students.

Mernda Central College has exemplary programs and is seen as a prominent school in the areas of STEM, sport, literacy and numeracy, together with Japanese language, visual arts, performing arts and music performance. The aquatic centre is operated by Kings Swim and they provide an outstanding facility for the students to participate in an extensive swimming program. The curriculum and teaching strategies at the college, encourage our students to have high expectations of themselves and their work, and to produce their best.

 The School's Student Leadership system at Mernda Central College provides students from all year levels with leadership training and skill development, and there are many opportunities to experience positions of responsibility. Our students relish the opportunity to make decisions, take on responsibility and have an input into the direction of the college.

The college has been designed as a community hub and we encourage community use and additional community facilities and programs through a partnership with the YMCA, CERES and Spotless. The relationships between the staff, students, parents and the community is a fundamental strength of Mernda Central College.

Parent involvement and participation in a variety of college activities is a significant feature of our college life. There is a common community interest to work towards the provision of quality education for students at Mernda Central Community.

Our Vision

Mernda Central College empowers all members of the college community to aim high, show respect, behave safely and value our community.

Our Mission

• provide opportunities for all members to work collaboratively to access a seamless, personalised and innovative education.
• build a safe and supportive learning environment wherein all members are motivated and challenged to pursue interests and pathways to achieve their full potential.
• operate as a community hub to promote the development of connected, curious and tolerant global citizens.

A School tour will be held on the 30^th of July at 4.00pm. Please go to our website to register your interest.

KSC 1. Demonstrated experience in the delivery of student support services and an excellent knowledge of Student Wellbeing including strategic interventions which build a supportive learning environments for vulnerable students.

KSC 2. Demonstrated capacity to provide a leadership, supportive and educative role to a collaborative professional team and contribute significantly to the achievements of the team.

KSC 3. Demonstrated ability to provide support, supervision and professional learning for other ES staff delivering student support services.

KSC 4. Demonstrated ability to identify and develop strong strategic relationships and partnerships with relevant organisations such as child and family support services, professional associations and organisations providing professional learning or materials.

KSC 5. Highly developed organisational, conceptual and analytical skills with a demonstrated capacity to apply complex concepts in support of service improvement and program development.

KSC 6. Highly developed communication, networking, team and interpersonal skills including the ability to liaise effectively with a wide range of people within the education community and beyond.

Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.

Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.

Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.

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.

Wangaratta West Primary School is a thriving primary school located in the rural township of Wangaratta in North East Victoria. Established in 1950, the school has a rich history and growing enrolment trends. Currently the school has 435 students enrolled.

The school enjoys a reputation for leading the way with modern teaching methods and resources, including the purchase of more than 200 iPads to enable a one-to-one program for students in years three to six as well as additional iPads for junior classes.

Our school is situated on approximately 2.5 acres (1 hectare) of land, comprising of grassed areas, concrete basketball/netball courts, and landscaped garden areas. Between 2008 and 2010 the school underwent significant renovations, resulting in well-appointed facilities. At present the school consists of 19 classrooms as well as an art room, library, science room, music room, hall (with adjoining canteen) and office block.

Our school is led by a Principal and two Assistant Principals. Ongoing professional development is supported by the engagement of external consultants, access to professional resources and tools, and regular time for staff to learn with and from one another through collaborative planning. A strong focus on literacy and numeracy skills drives curriculum planning, in addition to an emphasis on ensuring all students feel safe and happy at school.

Specialist classes are offered in Art, Music, Physical Education, Science, digital technologies and Italian. A range of elective programs offered during the lunch hour include percussion groups, choirs, and Friendship Group. The school also has a Student Representative Council as a means of stimulating student voice.

Our values are at the core of all of our dealings with each other and the wider community. We encourage students to demonstrate, through their actions and words, that they care for themselves, others and the school community.

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

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

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

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

SC5 A commitment to professional learning and growth.

[Attendance requirement for this position]

Undertakes routine tasks that are usually carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established and direction is readily available.

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

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

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

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

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

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

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

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

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

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

School Profile

Wales Street Primary School is situated in Melbourne's northern suburbs and since 1891 has played a pivotal role in educating young children living in the Northcote-Thornbury area and beyond. Major renovations and refurbishments have occurred to all teaching spaces in the past 5 years. The local area surrounding the school is predominantly housing.  The Index of Community Socio-Educational Advantage (ICSEA) has changed very significantly in recent years with the school community becoming increasingly well educated and affluent. The current enrolment is 585 students.

The school offers a broad and comprehensive range of curriculum programs which reflect the scope of “AUSVELS” as part of a mandated national curriculum.  Alongside this curriculum framework, Wales Street Primary School is an authorised International Baccalaureate Primary Years Program (PYP) school. The PYP provides a scaffold structure for inquiry learning from Prep through to Year 6 and through the learner profile a focus on developing the ‘whole child’ which mirrors our values and approach. The program provides a structured way of doing this as it is pedagogically aligned and well supported through an international organisation with a global perspective and ongoing professional development for staff.

The school is organised into five Professional Learning Teams (PLT)s; Year levels 5/6, 3/4, 1/2 and Prep and the specialist areas of Visual Arts, Performing Arts , Physical Education and Languages Other Than English (LOTE) program of Italian. All staff are expected to be professionally reflective and open to new ways of thinking, sharing and working closely with all their colleagues.

Our school purpose states: Wales Street Primary School strives to develop students who enjoy learning and to be engaged, creative and self-motivated. Students at our school will acquire knowledge, values, and academic and life skills to become reflective thinkers who are socially, environmentally and globally aware.

In practice the school promotes academic excellence and in nurturing each student's talents whilst developing community minded individuals who enjoy learning and embrace diversity and are respectful of each other and themselves.

The school employs a qualified nurse and a student welfare officer to enhance student engagement and wellbeing. All students have access to the ICT Centre and at least 4 computers in their own classroom. In prep-grade 2, teachers have access to large screen monitors and there are interactive white boards in the 3-6 year level. A set of IPads are assigned to each class in the school.
 

The Visual and Performing Arts form an integral part of the Wales Street curriculum and specialist teachers provide classes to children in Years Prep to Six and classroom teachers use the arts as a process area across the curriculum for encouraging confidence, artistic expression and appreciation. Music is valued by the school community and students have the opportunity to join a school choir and learn a range of musical instruments including the violin, keyboard, drum and guitar lessons as an extra curricula option.

Physical Education is a regular timetabled program for all areas. The Year 5/6 students also have opportunities to participate in intra and inter-school sport program. The Prep - Two students undertake a swimming program in term 4. Students from Year 3-6 are given the opportunity to participate in the Triathlon, Swimming Sports, Athletics and Cross-country. The school oval and playgrounds provide a means for students to enjoy and take part in regular informal playtime activities.

The school community is very involved in a wide range of school activities and there is a very strong sense of community and they played a key role in the development of the 2013- 2016 School Strategic Plan. The key goals of this plan are to:

• Continue to develop the capacity of teachers, with a particular focus on embedding a culture of inquiry learning across the curriculum.

• Continue to build staff capacity in the teaching of Literacy and Numeracy concepts through inquiry to enhance student achievement.

• Continue to develop a whole school approach to ongoing assessment and the use of data to improve teacher practice and student outcomes.

• Continue to improve teacher effectiveness, teacher empathy and stimulating learning through the delivery of a consistent Inquiry learning model.

• Build attributes of a PYP Learner and social skills which improve student connectedness and motivation.

• Continue to plan and develop strategies to meet the needs of all students as they transition through their academic and personal development stages of growth.

• Continue to improve and develop a whole school approach to Inquiry learning and a commitment to the implementation of the Primary Years Program.

Selection Criteria

SC1 Demonstrated experience and skills in clinical nursing assessment to meet the first aid and special needs of children, staff and visitors in the school

SC2 Provide evidence of good organisational and management skills, including an ability to manage work priorities, meet deadlines and at times work under pressure

SC3 High level of communication and interpersonal skills when dealing with students, staff and other members of the school community, including parents

SC4 Possess the technical knowledge and expertise relevant to the position

SC5 Demonstrated ability to work independently and as part of a team in a professional and friendly manner

SC6 Hold current nursing qualifications and have a comprehensive knowledge of Diabetes, Anaphylaxis, Allergies and Asthma

Attendance for this position will be 10.30am-2.30pm Monday-Friday during school terms

The responsibilities of this position will be:

• Attend to students, staff and others who are in need of treatment for illness or injury
• Provide medical intervention support that involves a specific medical condition which requires specialised training/instruction and has clearly defined responsibility for the administration of such support
• Administer medication to students as required and record accurately
• Ensure parents/guardians are contacted where necessary
• Communicate with parents/guardians to ensure that students medical information is correct and up to date
• Provide accurate clinical assessment of students and staff for effective care planning and evaluation of the care provided
• Liaise with relevant personnel on matters affecting the wellbeing of students and staff, as well as with parents/guardians as appropriate
• Maintain and provide input into developing effective systems for the operation of the school’s first aid room in accordance with Department of Education policy
• Ensure supplies are maintained at all times, including replenishing first aid kits, checking material and equipment to ensure safe use
• Support personnel for programs including camps and excursions as required
• Ensure sick bay is clean, well organised and maintained in accordance to OH&S standards
• Implement emergency management procedures when necessary
• Carry out other healthcare duties as required by the Principal or Business Manager
• Maintain confidentiality at all times
• Ensure anaphylaxis/asthma/allergy/diabetes documentation/medication is up to date
• Maintain necessary medical records and incident forms and the accurate recording of these in Cases21

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

Current Nursing Registration & Working With Children Check (Employee Status) are required

• 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

In 2016, GrainCorp celebrated 100 years of growth. Today, we are proud to be Australia’s largest agribusiness with diversified operations that span four continents and the global food supply chain.

GrainCorp connects more than 10,000 grain growers with local and international customers via Australia’s largest silo network, with a storage capacity of over 20 million tonnes, seven bulk port elevators and two specialty port terminals. Innovation, integration and partnership are the foundations on which we are growing into our second century with customers at the heart of all that we do.

Dream Nannies - Nanny Agency - Part Time Nanny - Doncaster Melbourne - ASAP Start

Lovely, professional family are looking for a cheerful and caring Nanny to help out with their 11 year old daughter before and after school. 

Their daughter has Aspergers (high-functioning autism), though is friendly and warm, and is adored her previous babysitters and Au Pairs. She is well-behaved and normally get compliments on how friendly and nice she is. This would suit someone who is friendly, fun, cheerful and empathetic, who can follow good routine.
Location:  Doncaster in the Eastern Suburbs

Duties: 
Pick up from school at 3:30 pm three days a week (preferably Monday, Tuesday and Thursday, but Friday would also be ok)
After school activites: eg Take to the community (library, roller skating, mall) or in home activities (baking, drawing, playing at local park)
Walk the dogs (they walk very nicely on leashes)
No household duties required, except clean up (e.g., wash mixing bowl if you bake a cake)
Parents will be home by 6 pm, but we will pay a minimum of 3 hours

Pay Rate
$40/hr plus tolls*
Minimum 3 hours guaranteed
* You will need your own reliable transport as school is at Wheelers Hill ( 20-25 mins on M3) Family will pay for Tolls

You will need to obtain an ABN and Police Check for this role, along with 
excellent references, current Working with Children Check and First Aid.

Please only apply if you have relevant experience, ideally you have worked with families with special need children, and be available for a long term role - min 12 months. Start date anytime from now. Driver with own car also required.

If you are interested in this fantastic position, please reply with a cover letter and resume.

We are seeking motivated, friendly and caring individuals with a genuine passion for dentistry to join our expanding dental team in Melbourne.

About Dimos Dental
Dimos Dental & Facial Aesthetics is a modern, purpose-built dental practice offering a wide range of dental services including general and cosmetic dentistry to facial aesthetics. Our qualified and passionate team consists of two dentists, three hygienists and a dedicated, awesome support team, who strive to deliver 'Exceptional dental care, to every patient, every day'.

About the Roles
We have two full-time roles available working over Monday-Friday, with an early finish on Friday. 
Your main responsibilities will be providing chairside assistance, assisting with Steri and applicable Lab work. The roles are available for an immediate start for the right candidate with full training provided for the Trainee Dental Assistant role. For both the roles training and professional development opportunities will be offered to further your career.
About you
The successful candidate will:

• Have excellent communication and customer service skills
• Have atleast 1 year of dental assisting experience for the experienced Dental Assistant role
• Have the eagerness to learn and be able to build relationships easily
• Be a team player, possess empathy and have a warm and caring approach to patients
• Have the ability to multi-task and show initiative

These roles would suit someone who is committed, keen to learn and seeking a long-term career in the dental industry.

If any of these roles interest you, please email your resume and covering letter.