The Company:

Our client is a global pharmaceutical company based in the inner CBD suburbs. As a part of recent growth, our client is looking for a Junior Project Engineer to work on small to medium Capital Projects. It will initially be a 12 months contract with a view to possible extension. You will work autonomously to manage multiple projects from start to finish.

Key duties and responsibilities:

Your main duties within this role will include but not limited to the following;

• End to end management of small to medium capital projects
• Assist in preparing the initial scope of the project
• Raise and manage Purchase Orders
• Prepare and validate all documentation required for the project
• Assist in design(P&Ids), installation and commissioning activities
• Assist in managing sub-contractors
• Communicate effectively with internal and external stakeholders

Qualifications and experience:

• Bachelors degree in Chemical/Mechanical Engineering
• Previous experience in pharma/FMCG/biotech industry 
• Experience in Lab equipment installation/refurbishment is desirable
• High level communication including presentations and ability to present confidently and accurately
• Excellent project management and interpersonal/communication skills

If you feel that you would be suitable for this role click "APPLY NOW" or alternatively email Melissa Tuli on Melissa.tuli@randstad.com.au to discuss the role further.

Scoresby Secondary College is located in Knox with an enrolment around 300, which is expected to rise significantly over the next few years. The College serves the communities of Scoresby, Knoxfield, Ferntree Gully and the surrounding suburbs of Rowville, Lysterfield, Wantirna South and Boronia. The College is structured around two sub schools with each sub school established to meet the age specific needs for the different stages of their journey from early adolescence into adulthood. Junior School (Years 7,8,9) Senior School (Years 10,11, 12). A strong Code of Conduct provides for a safe and orderly environment. The College sets high expectations and promotes active participation in learning with a belief that all students can develop and achieve success across a range of curricular and co-curricular activities. It is the setting of high expectations that the College believes empowers students to aim for their personal best and take on responsibility for their own behavior and learning. Students study a core program of English, Mathematics, Science, Humanities, Mandarin, Physical Education, Arts, Music, and Technology in the Junior School with a range of opportunities for specialisation in the Senior School. The extra-curricular program includes an exceptional voice and instrumental program, performing arts production, camps and overseas sister school, student leadership opportunities and sport. The College boasts a mix of traditional and purposeful teaching and learning facilities, a Senior School Study Centre, Resource Centre, extensive playing fields, including a four court synthetic surface, gymnasium, landscaped grounds and computer and ICT facilities throughout. The College prides itself on the establishment of partnerships with business, industry and tertiary education providers, providing authentic learning experiences for student learning and greater opportunities for student pathways and transitions. The majority of the College’s graduates are successful in obtaining places in university and TAFE after completing Year 12.

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

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

ICT Trainee

Full-Time Fixed-Term (12 month period)

We are seeking an enthusiastic individual to join our Information Communication Technology Team in the position of ICT Trainee. 

You will be responsible for supporting the ICT Service Desk as well as obtaining a certificate in Information Technology.

The key responsibilities of the role are;

• Provide support to CGH personnel for ICT products and services

• Triage and prioritise incoming calls accurately and timely, ensuring relevant details are collected for support staff.

• Liaise with customers, both internal and external to ensure that Service Level Agreements (SLAs) are met.

• Develop and maintain Service Desk documentation and procedures.

• Provide a comprehensive and pleasant consumer-focused service to all CGH personnel.

• Support the development and maintenance of operational procedures.

• Ensure that first time users of the Service Desk portal are given a personal induction into the Service Desk, its system and principles of operation.

• Identify improvements to the Service Desk systems and protocols.

So if you have a passion for ICT, a strong customer focus and willingness to learn, then please apply now!

About Central Gippsland Health

Central Gippsland Health (CGH) is a sub-regional health service and the major provider of health and aged care services in the Wellington Shire. 

CGH is located in the City of Sale which is 215 km east of Melbourne. The City of Sale is an ideal access point for the magnificent Gippsland Lakes, 90 Mile Beach and the Victorian Alps.

CGH provides acute care as part of an integrated service delivery model across Wellington Shire and beyond. The service provides beds across three campuses (Sale, Maffra and Heyfield).

Acute services include a full time emergency department, critical care unit, neonatal critical care unit, three operating theatres, day procedure unit and oncology and dialysis services in addition to general medical and services and sub-acute services including rehabilitation. We offer a range of clinical and non-clinical roles in nursing, medical, allied health, community care, administration and pharmacy just to name a few. 

CGH is also a teaching hospital, affiliated with Monash University's School of Rural Health and provides placements and clinical experience for students.

How to Apply

To apply for the position, click the 'Apply Now' button at the bottom of this advertisement.

Applicants are required to respond to each identified Job Requirement Criteria (both Mandatory and Desired). A response is expected for each Leadership and Management Capability Heading identified in the Position Description.

Applications must include:

• Cover letter
• Statement addressing Selection Criteria including qualifications, experience and leadership and technical capability requirements as outlined in the position description
• Current resume detailing previous experience and the names and telephone numbers of two (2) relevant referees

Successful applicants will be required to undergo a National Police Record Clearance and obtain a Working with Children Check. 

CGH is a child safe and equal employment opportunity employer. We recognise and value inclusion and diversity and encourage applicants from culturally and linguistically diverse backgrounds.

Eltham High School is a large secondary school on the urban rural fringe of north eastern Melbourne. The school’s primary focus has always been to enhance student outcomes through the provision of high quality teaching and learning strategies.

Eltham High School is highly regarded as an educational institution. Its reputation as an outstanding academic school is well recognised within the community and education circles. The co-curricular opportunities offered to our students across a range of areas including the performing and visual arts programs and the elite sports program are outstanding. Engagement with student leadership initiatives is sustained across all areas and levels of the school.

Eltham High School has established a tradition through its strong commitment to the areas of:

• Inspiring through excellence

• Creativity

• Individuality

• Social Justice.

Eltham High School is a school with high expectations where you feel safe to be yourself and challenged to think critically, to work independently and in teams, to show leadership and to achieve success along many pathways.

We believe that the “Deeds that Count” are:

• Respect

• Integrity

• Respect for diversity

• Environmental and social responsibility. 

Further information is available at www.elthamhs.vic.edu.au

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.

ROLE

This position requires the successful applicant to work five (5) days of the week. Start time will be 7.30am (to receive absences from staff and arrange CRTs to cover their absence) and finish at 3.36pm.

Performs and/or supervises tasks that are carried out in accordance with guidelines, accepted practice and school policy.

Specialised support to achieve specific outcomes, i.e. managing the day to day operation of a Daily Organisation/Registrar under the direction of the Principal or another senior manager.

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.

RESPONSIBILITIES

Daily Organisation

• Coordinate and organise the daily organisation of the School, including the daily replacement of absent staff (illness, excursion, professional development, school business etc.) and any room changes and communicating these through an 'extras daily changes’ document each morning.

• Ensure that teaching coverage is provided by way of teacher extras or in lieus, or where necessary by employing Casual Relief Teachers.
• Maintain communication of all school activities via Compass, school calendar and Staffroom Notices and e-mails
• In consultation with the Principal Class, determine and manage work priorities within the Daily Org and Registrar roles.
• Maintain school's records system, student and staff school records.
• Administration of Camps, Excursions, Sports, and other Activities.
• For whole school activities (Sports Days and the like) ensure that the approved program events and activities have all duties covered and accounted for.
• Ensure that CRTs are qualified to teach, and that appropriate teachers are used to meet the needs of the curriculum.
• Ensure that timesheets or invoices are correct for processing.
• Maintain database lists for Teachers, CRTs, ES staff and volunteers. Along with the completion of regular documentation regarding the employment of Staff according to Eltham High School guidelines.
• Liaise with Assistant Principal on Daily Changes and staffing changes
• Liaise with the Timetabler concerning emerging trends
• Liaise with the Principal Class, the Timetabler, Sub-School coordinators and other relevant staff to assist with the daily functions of the school processes of special activities or programs, e.g. examinations or orientation programs,
• On a weekly basis, preparation of documentation of teacher absences, and forwarding of list to Edupay personnel for processing.
• Keep an accurate Daily Organisation diary of coming events and projected absences of staff for planning purposes. This involves constant comparison with the official school diary.
• Follow-up and maintain daily organisation diary and record significant impactful events on the School Calendar
• Develop and implement strategies to ensure effective administration procedures.
• Attend weekly briefing
• Read and respond to emails
• Equitably allocate and distribute ‘in lieus’, extras, or under allotted according to the School guidelines
• Inform staff of daily changes via email and Daily Changes document
• Upload data to Compass for all changes of staffing, extras and room adjustments.
• Liaise with Timetabler regarding rooms and allotment changes
• Use approved leave information to plan, determine and track CRT coverage
• Develop and maintain CRT induction folders with Daily organisation team
• Induct and brief agency CRTs on school processes and policies and laptop use
• Maintain a copy of all teaching staff, ES staff and CRTs of the VIT and WWCC
• Make accessible the staff handbook as needed

Registrar

• Prepare and maintenance of Student Data in all systems, ensuring that all databases match at all time.
• Comply and complete Audit Census processes during the year as required.
• Other duties as directed by the Principal.
• Administration of Enrolment, Transfer and Exit processes of students including competing Exit documentation and forwarding relevant forms to the Regional Office.
• Maintain Court Orders listings and distribute to areas as appropriate.
• Perform all general office administration duties when required as instructed by the Business Manager.
• Develop and implement strategies to ensure effective administration procedures within the Registrar Area
• Communication with Parents.
• Ensure that the Eltham High School Enrolment process is clearly understood and followed by families and school staff. Provide appropriate information to enrolling Students and Families.
• Ensure that the pre enrolment inquiries (Expression of Interest) requested from families is provided in a timely manner.
• Liaise with other administration staff members to ensure that all administrative processes are complete (Cases21, Compass, Edval/Web).
• Provide advice to families concerning the enrolment process.
• Processing Attendance Data for DET.

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

Job search

EOI - Youth Worker - Mabel Park State High School

South East Region, State Schools Division

Expressions of interest are invited for an innovative and dedicated Youth Worker to join the team at Mabel Park State High School until the end of the 2020 school year. As the Youth Worker you will liaise between students, school personnel, and the home parents/guardians of any students who encounter educational, social, emotional or behaviour problems.

Kitchen Hands & Customer Service Assistants

Become part of a family of mates who’re passionate about delicious food and great customer service, know how to fun, and think you’re awesome just the way you are. At Red Rooster, we’re for real and we celebrate authenticity, diversity and individuality every day.

You could be looking for some flexible work while you study, or a foot in the door that could lead to real career opportunities; as long as you know how to keep it real, you’ll fit right in.

A role at Red Rooster unlocks opportunities to grow as a person, a professional, and a member of our crew. With us, you’ll develop skills in:

• Customer service
• Food preparation and food safety
• Time management and prioritisation
• Organisation
• Communication
• Teamwork

Bring your open mind and positive attitude to a career at Red Rooster, and discover your real potential by clicking on the 'Apply Now' button.