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 recent purchase of more than 200 iPads to enable a one-to-one program for students in years three to six.

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, music room, hall (with adjoining canteen) and office block.

Our school is led by a Principal and two Assistant Principals, and employs 20 full time equivalent teaching staff. 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. Curriculum presentation consists of a combination of direct instruction and learning through inquiry.

Specialist classes are offered in Art, Music, Physical Education, and Italian. A range of elective programs offered during the lunch hour include percussion groups, choirs, Friendship Group and Peer Activity Leaders. The school has also recently introduced a School 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 Demonstrated understanding of initiatives in student learning including the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement and evaluate learning and teaching programs in accordance with the Victorian curriculum.

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

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

SC4 Demonstrated high level written and verbal communication skills and high level interpersonal skills including the capacity to establish and maintain collaborative relationships with parents, other employees and the broader school community to focus on student learning, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values, including a commitment and capacity to actively contribute to and manage major curriculum or student activities and a commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning.

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

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

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

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

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

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

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

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

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

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

- Direct teaching of groups of students and individual students;

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

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

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

- Undertaking other non-teaching supervisory duties.

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

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

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

• 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

Our client in Wangaratta is seeking Production Workers to work full time hours on a casual basis.

The work will be repetitive, labor intensive production processed based and you will be required to stand for long periods so you will need to be physically fit & healthy.

We are seeking reliable, hardworking, individuals with a can do attitude and the ability to work well within a small team environment but also have the capability to work independently

If this position interests you and you and you are able to start immediately, and have a current police check or willing to obtain one please send your resume and 2 contactable referee’s to gclark@recruitmentselect.com.au

Or call Georgia on 03 5720 0300

To be considered for this position you will need a current police check or willing to obtain one.

We don’t just sell products; we’re about inspiring our customers to get the most out of their leisure time and we want the same for our team.

A typical day

• Providing an in-store experience that inspires and empowers our customers
• Engaging with our customers by sharing your product knowledge and experience
• Receipting, replenishing and merchandising 
• Keeping up to date with current and new products in our range
• Working in a team to achieve goals and objectives together

Be rewarded with great work-life balance, group wide career and development opportunities along with:

• Significant discounts across all our brands
• A vibrant, team oriented culture where we embrace and encourage new ideas
• “Perks Program” corporate rates on travel, accommodation, health and fitness, financial services, insurances and entertainment

Be our next success story, apply now.

We are one of Australasia’s largest retailers and owner of iconic brands BCF, Macpac, Supercheap Auto and rebel. For more information click here

Super Retail Group is proud to be an equal opportunity employer where we; support, promote and celebrate diversity.

Closing date subject to change.

Please note: due to the high volume of applications received, only candidates shortlisted will be notified. 

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We don’t just sell products; we’re about inspiring our customers to get the most out of their leisure time and we want the same for our team.

A typical day

• Providing an in-store experience that inspires and empowers our customers
• Engaging with our customers by sharing your product knowledge and experience
• Receipting, replenishing and merchandising 
• Keeping up to date with current and new products in our range
• Working in a team to achieve goals and objectives together

Be rewarded with great work-life balance, group wide career and development opportunities along with:

• Significant discounts across all our brands
• A vibrant, team oriented culture where we embrace and encourage new ideas
• “Perks Program” corporate rates on travel, accommodation, health and fitness, financial services, insurances and entertainment

Be our next success story, apply now.

We are one of Australasia’s largest retailers and owner of iconic brands BCF, Macpac, Supercheap Auto and rebel. For more information click here

Super Retail Group is proud to be an equal opportunity employer where we; support, promote and celebrate diversity.

Closing date subject to change.

Please note: due to the high volume of applications received, only candidates shortlisted will be notified. 

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 recent purchase of more than 200 iPads to enable a one-to-one program for students in years three to six.

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. Curriculum presentation consists of a combination of direct instruction and learning through inquiry.

Specialist classes are offered in Art, Music, Physical Education, Science 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.

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

Benalla P-12 College

Benalla P-12 College is located in the Rural City of Benalla which is ideally located close to the Victorian snowfields and the major centres of Wangaratta and Shepparton. The town is surrounded by quality wineries, and Melbourne is easily reached in two hours along the Hume Freeway. The Melbourne to Wodonga railway line also runs through the city.

Benalla P-12 College was established in January 2013 as a result of the merger of all four government schools in Benalla. The College has a student population of approx. 910. We provide a vibrant teaching and stimulating learning environment that commences with Grade Prep and continues through the secondary years to VCE.

Our Campus structure is:

Avon Campus (P-4)
Waller Campus (P-4)
Faithfull / Clarke Campus (5-12)

As a developing school we are continuing to refine and enhance our programs to address the three key stages of learning. The two P to 4 Campuses meet regularly to plan a rigorous and targeted Early Years program that addresses the foundations of learning. There is a 5/6 hub on the main Faithfull Street site with a strong focus on academic preparation and transition. Secondary students have access to a broad elective program and a wide range of activities to complement the core learning they undertake. We have a brand new Senior Studies Centre that offers VCE, VET and VCAL subjects to provide our students with a range of pathways to further their learning opportunities.

Our aim is to prepare our students to become active, engaged citizens connected with their local and global communities. We provide our students with opportunities to develop leadership skills through a range of programs and formal leadership positions available on each campus. We recognise that an orderly learning environment and high expectations are essential elements in ensuring that all our students learn and reach their full potential and we achieve this through the implementation of the School Wide Positive Behaviour Support Program.
 

Our school is committed to encouraging the best in its staff, students and community. Members of the college community have clearly defined, and understood rights, and responsibilities. We are both passionate and determined to provide our students with the necessary skills, discipline and qualities needed to become successful 21st century learners and responsible members of the community.

We aim to nurture a passion for lifelong learning and instil the core values of Respect, Responsibility, Integrity and High Expectations.

We achieve this by:

• Providing a personalised, student-centred approach to teaching and learning.
• Building a culture of achievement in academic learning, the arts, sport, vocational skills, civics and citizenship.
• Promoting academic excellence through high quality classroom instruction.
• Creating a respectful school environment that recognises and celebrates diversity.
• Promoting creativity, teamwork and leadership through a diverse range of learning opportunities.
• Developing within students their capacity for self-management and self-determination.
• Actively promote positive student well-being by explicitly teaching a social, emotional and values based curriculum.
• Building authentic partnerships that promote and encourage community involvement.

Our primary goal is to provide an excellent education for every child in every classroom. Every child is known, respected and valued at our school.

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.

The Teaching and Learning (Primary) Leader has responsibility for:

• Developing a culture of continuous improvement in the area of teaching and learning.
• Leading continuous improvement in instructional practice P-6.

  The Teaching and Learning Leader demonstrates a sound understanding of Benalla P-12 College’s vision and values and their actions should reflect evidence based, best practice in teaching and learning. They will lead and manage the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities

  The Teaching and Learning Leader will challenge school practices that are not supporting the achievement of realistic and concrete goals and provide an optimistic view of what the school is doing and what the school can accomplish in the future.

  The Teaching and Learning Leader is accountable to the Assistant Principal – Building Practice Excellence. They will work closely with the Teaching and Learning Leader (Secondary) to ensure consistent, high impact teaching practice for every student in every classroom every day.

• To co-ordinate the PLC structure across the school, by working closely with the AP (Building Practice Excellence), the Teaching and Learning Leader (Secondary) and PLC Leaders.
• To ensure PLCs are functioning effectively and are clearly focused on continuous improvement in instructional practice and improving student outcomes.
• Develop the capacity of PLC Leaders to run effective PLCs.
• Build staff understanding of and engagement with PLCs.
• To manage staff engagement issues in relation to PLCs.
• To work with PLC Leaders to ensure data is collected and available for analysis in PLCs.
• Co-ordinate professional learning for all staff P-6.
• To lead and implement high impact teaching strategies from P-6.
• To lead and implement processes and professional activities that will ensure the effective implementation of high impact teaching strategies from P-6.
• Regularly review the effectiveness of PLCs and implement new strategies and processes as required.
• Participate as a member of the College Improvement Team.

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