Moyhu Primary School is located in a rural community in North East Victoria, 25 minutes South East of Wangaratta. The school is approximately 1.5 km from the centre of Moyhu – a small town, which has a general store, hotel, café, garage and a variety of sporting facilities. The current enrolment for F-6 is 22 students.

In addition to a teaching Principal, the school currently employs 1.4 teaching staff and a 0.6 business manager.

Moyhu Primary School is well resourced with separate music / art room, a full-size indoor basketball stadium and an in-ground swimming pool, which we use for some of our swimming program.

The main curriculum emphasizes are in the areas of Literacy, Numeracy, Inquiry and Social Development. Along with our own professional development we also participate in staff professional development with the King Valley cluster of schools. Specialist classes offered are Italian, library, music, art and health/PE which includes the Bluearth program. In addition to a broad spectrum of extracurricular programs, the school also participates in the Stephanie Alexander Kitchen Garden project. Our school participates in organised cluster days with the King Valley cluster of schools to broaden the student’s social and intellectual experiences.

Moyhu Primary School is the base school for the travelling MACC van, which services eleven local schools. Moyhu Primary School has an After School Program which runs two days a week.

Positive interactions and support from parents and the wider school community are an integral part in our school’s ability to develop and maintain strong home and school partnerships. The School Council actively represents the interest of all stakeholders with a strong vision for the future for the school community.

SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.

SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

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

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

Chiltern Primary is a small rural school situated in a historic North East Victorian town. We are situated off the Hume Highway 30 kilometres from Wodonga. We currently have an enrolment of 58 students from 37 families.

We are an inclusive school with a strong moral purpose, where staff know their students, understand their learning needs and ensure each child is engaged in meaningful learning experiences.

We believe our school values underpin the success of our students both academically and socially. The staffing profile has remained very stable over a long period in time.

We are extremely proud of the dedicated and compassionate nature of our staff and have developed a new school motto of “School, Family and Community Achieving Together” to highlight our commitment to the students and the Chiltern community.

Our school purpose is to provide an encouraging, stimulating, supportive and engaging environment that fosters learning and enables students to develop the emotional, social, physical and academic skills required to adapt to and contribute to an ever changing world. Chiltern Primary also seeks to ensure that all students, regardless of their ability or style of learning, have the opportunity to reach their full potential in a positive learning environment. We acknowledge that each child has unique interests, needs and abilities and our educational program takes this into account.

We strive to foster individual student’s interests, encourage active participation in the learning process, and assist students to develop their ability to apply knowledge and skills to real life experiences and challenges.

Graduate teachers may apply for this position.

SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.

SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

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

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

Don't miss this great summer job opportunity based at outdoor pools in Bright, Mount Beauty, Myrtleford and Porepunkah.

During summer, these outdoor pools become meeting places for our community, including customers of all ages and water confidence levels. As a lifeguard, you will need to be determined to put those people at the heart of everything you do and above all else, you will be responsible for their safety. You will also need to be passionate about delivering a consistently great experience to customers by maintaining a clean and enjoyable environment.

Lifeguards provide a vital role in ensuring the effective and efficient operation of aquatic facilities, whilst ensuring a safe, clean and friendly environment for users, including:

Safety

• Supervise customers and minimise risk by identifying and responding to potential hazards and emergencies
• Perform basic water rescues
• Perform advanced water rescues
• Provide first aid in response to a casualty
• Provide emergency care pending the arrival of appropriately qualified personnel
• Use advanced techniques for management of the administration of oxygen and ventilation of the lungs

Cleaning and hygiene

• Ensure all areas of the facility are maintained at a high level of cleanliness
• Conduct pool water tests, record test results and make visual ongoing checks in accordance with acts, regulations, codes of practice, guidelines and procedures
• Undertake cleaning of the pool including vacuuming
• Undertake cleaning of all other areas of the facility e.g. change rooms, amenities, kiosk
• Undertake general, startup and shutdown maintenance of pool grounds including lawn mowing and gardening
• Correctly store equipment and chemicals

Customer service

• Resolve minor customer complaints
• Provide excellent customer service to customers and make every interaction positive
• Closely observe the activities of customers and enforce pool policies, rules and regulations
• Ensure appropriate conduct standards are maintained and any inappropriate conduct is immediately acted upon
• Provide support for events

Retail

• Deposit non float cash in accordance with procedures
• Open register and retrieve cash float
• Record product sales without error in Vend or any other system as directed
• Record every time a season ticket customer enters the facility in Vend or any other system as directed

Rostering and attendance

• Set unavailability on Ento employee app
• Swap and give shifts on Ento employee app
• Clock on and off on Ento employee app or Ento time clock
• Apply for leave (full-time and part-time staff only) on Ento employee app
• Claim ad-hoc allowances and overtime

Other

• Immediately inform your supervisor of any risks or areas of significant concern
• Other duties as directed that are commensurate with the level of qualifications/knowledge, skills and experience required of the position

Secure a great seasonal job in your local community. Work at one pool or across multiple pools. Flexible rosters mean that you can work and still have time to enjoy your summer too. Ideal opportunity for students. Training rebates are available (conditions apply).

MomentumOne Shared Services Pty Ltd provide talent and technology solutions for various seasonal outdoor pools in Victoria. We believe in achieving incredible experiences for our customers, constantly driving innovation and improvements, and supporting a team that is focused, professional and responsive.

SCHOOL PROFILE

Greta Valley Primary School opened in 1993 as the result of the merger of the two remaining local schools and following the closure of several others over the preceding years. As a result the children are all bussed to school from a wide area around the school comprising Greta South, Hansonville, Greta, Greta West, Lurg, Upper Lurg, 15 Mile Creek, Ryan’s Creek, Upper Ryan’s Creek and Molyullah. These far flung districts support two major centres, Wangaratta and Benalla. Our exit students will complete secondary school at any one of five secondary schools in one of these two locations. Our intake of prep students each year may have attended any one of nine different kindergartens. Parents work in either city if they commute to work, or have local employment or rural businesses. They support four different local fire brigades, several different football teams, churches in a number of centres and community activities in their own local districts. Many of our families have only met one another through the Greta Valley Primary School. In all other aspects of their daily life they have a common link with only a section of our wider school community.

The support the school receives from our families is fabulous. They are committed to creating and maintaining the best possible local school they can. Fund raising is enormous with between 10-15% of our cash budget created by locally raised funds. Working bees are very well attended and our grounds are well maintained and improving every year as a result. Support is evident in classroom programs and curriculum programs such as our outdoor education activities.

Our 2018 enrolment is 55. The students are broken into three cohorts - Foundation/1, Grade 2/3 and Grade 4/5/6. Our weekly specialist programs include Italian and Music and fortnightly we have a mobile Art and Library van visit.

Greta Valley is one of five schools in the King Valley cluster and we share time together for sport, curriculum enrichment, planning and professional development. Our school is a member of the Ovens and Murray Network which also offers curriculum and professional support, shared planning and professional development. These two avenues of contact with the wider teaching community are very important for our small staff to develop and extend their professional knowledge and support.

ADDED TO REGULAR, DIFFERENTIATED LITERACY AND NUMERACY LESSONS GRETA VALLEY PRIMARY SCHOOL ALSO PROVIDES:

• Comprehensive use of ICT by the students.
• Outdoor Education Program.
• Stephanie Alexander Kitchen Garden Program
• Staff participation in continuing education programs.
• Education designed for the individual student.

• Reinforcement of life skills that emphasise persistence, consideration, confidence, organisation and continuous individual improvement.

• Language Other Than English - Italian.
• Physical Education.
• Music Specialist.
• Visiting Art and Library Vans with specialist teachers.
• Significant support for children with Special Needs

SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.

SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

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

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

Whorouly Primary School is located in the small rural community of Whorouly in the Ovens Valley between Wangaratta and Myrtleford in North Eastern Victoria, approximately 250 kilometres from Melbourne. Students are drawn from the town itself and the school bus service transports students from the surrounding district. Whorouly Primary School is a member of the Ovens Learning Community of schools (OLC), the base school for a MACC (Mobile Art) service and the licensee for the Whorouly Preschool.
The Whorouly Primary School buildings consist of a semi-open plan learning space, with three teaching areas, a multi-purpose classroom, large covered deck, kitchen/staffroom, office, resource room and library/meeting room.
The following values underpin the beliefs of the Whorouly Primary School Community and provide the basis for our actions:
Learning: Acquiring academic, social, physical and emotional knowledge and skills.
Relationships: Developing authentic relationships where mutual respect and support are promoted.
Persistence: Cultivating a positive work ethic and managing challenging situations as they arise.
Respect: Building respect for self and others, our community and the environment.
Teamwork: Working co-operatively with others towards common goals.
Whorouly Primary School stresses the importance of literacy and numeracy and ensures the provision of low teacher- student ratios for these curriculum areas. We encourage the use of technology to support all learning, with every student having access to his or her own laptop or desktop computer. The school provides programs in all domains of the Victorian Curriculum. Students regularly participate in multi-age sessions working as a whole school group. Specialist teachers present the Library and Science, Art and Italian programs. The classroom programs are enriched through camps, excursions, musical performances the Stephanie Alexander Kitchen Garden Program, STEM Challenges, Bluearth, Bike Education and OLC cluster activities.
Whorouly Primary School places great emphasis and value on being a community school with parents, students, teachers and community members and groups working together to provide a quality education.
The Whorouly Preschool is adjacent to the school and we collaborate to provide valuable transition opportunities for the children. Most of our Foundation enrolments have attended our preschool.

In 2019, with steady enrolments, we have a three-classroom structure for literacy and numeracy , three days per week and two classes on the alternate days.

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

SC2 Demonstrated high level oral and written communication skills.

SC3 Possess the technical knowledge and expertise relevant to the position.

SC4 Demonstrated capacity to provide advice and support to management in respect to the work area.

SC5 Demonstrated commitment to professional learning and growth for both self and others.

To work within the junior classroom, under the direction of the classroom teacher, to support a student in their academic, social and emotional development

- 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 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.
- Ensure work areas and materials, equipment and appliances are maintained in a clean and ready to use condition.

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

Rural Placemaking Coordinator

• Temporary Full Time
• Two year contract
• $84,004.36 pa + super

“Place making recognizes the importance of ‘place’ for a community and focuses on strengthening the connection and use people have for the places and spaces they share. It involves the planning, design, management and development of public spaces in rural townships.”

The Rural City of Wangaratta has an exciting opportunity for a Rural Placemaking Coordinator to join our Community Wellbeing team. This role involves coordination of the Rural Placemaking Program on behalf of Council, leading the project from regular engagement with the community through to developing individual project scopes and advocating on behalf of residents with other authorities and stakeholders. The role sees a high level of involvement with council’s infrastructure team, with the successful applicant assisting with community engagement for projects undertaken by the infrastructure directorate.

You will be a self-motivator with excellent written and communication skills, demonstrated experience in developing and implementing strategic or operational plans and proven ability to develop innovative ways to engage the community. Tertiary qualifications in a relevant discipline and/or substantial relevant experience in the community development or infrastructure field is also a requirement.

We offer an inclusive, friendly, flexible, supportive and safe work environment.

A detailed Position Description is available below. Further enquiries about this position should be directed to Ben Thomas, Manager - Community & Recreation on 03 5722 0888.

All applications must include a current resume and a document addressing the Key Selection Criteria in clause 8 of the Position Description. These can be emailed to careers@wangaratta.vic.gov.au.

Applications close at 4pm on Tuesday, 3 September 2019.

Click here to download the position description.

** All applications must be submitted in PDF or Word format **

Strategic Engagement Coordinator

• Ovens & Murray Region
• Temporary Part Time (30.4 hours per week)
• Contract until 2 October 2020
• $38.26 per hour

The 2016-17 Victorian State Budget allocated $4.5m per annum over four years for a number of initiatives to strengthen settlement outcomes in Victoria. One of these initiatives is the engagement of a network of Strategic Engagement Coordinators (SECs).

The SECs work with established and recently arrived migrant communities, including those that have been in Australia for more than five years and/or are ineligible for Commonwealth settlement support but still require assistance for their participation and successful settlement in Victoria.

The SEC will strengthen settlement outcomes through a strengths-based community engagement approach that involves collaborative efforts and coordination to engage and support culturally diverse communities including at-risk and new and emerging communities across Victoria.

This position is part of a network of 11 SECs across Victoria and works in the Ovens and Murray region covering the shires of Alpine, Benalla, Indigo, Mansfield, Wangaratta, Wodonga and Towong.

You will have relevant tertiary qualifications in Social Sciences / Social Work or equivalent as well as demonstrated community-based work experience with culturally and / or linguistically diverse communities and/or religiously diverse communities.

Your outstanding networking skills and experience in building and maintaining partnerships with key stakeholders, including government and community organisations will single you out as the person that we are looking for. Knowledge of government and policy processes will be incredibly important.

We offer an inclusive, friendly, flexible, supportive and safe work environment.

A detailed Position Description is available below. Further enquiries about this position should be directed to Brad Gill, Projects & Recreation Coordinator on 03 5722 1189.

All applications must include a current resume and a document addressing the Key Selection Criteria in clause 9 of the Position Description. These can be emailed to careers@wangaratta.vic.gov.au.

Applications close at 4pm on Tuesday, 3 September 2019.

Click here to download the position description.

** All applications must be submitted in PDF or Word format **

Works Supervisor - Capital Works

• Full Time
• $65,239.20 pa + super

We are excited to be expanding our outdoor team to incorporate a Works Supervisor in Capital Works. This position will be responsible for organising a diverse range of physical works to assist in the completion of construction projects as adopted by Council. 

We are looking for someone with relevant industry experience relating to project management, road construction / maintenance and drainage infrastructure. This position will have staff reporting to it so previous demonstrated staff management is also a must.

We offer an inclusive, friendly, flexible, supportive and safe work environment. Women are strongly encouraged to apply.

A detailed Position Description is available below. Further enquiries about this position should be directed to Robert Cosgrove, Works Coordinator on 5722 0896 / 0428 582 306.

All applications must include a current resume and a document addressing the Key Selection Criteria in clause 8 of the Position Description. These can be emailed to careers@wangaratta.vic.gov.au.

Applications close at 4pm on Tuesday, 20 August 2019.

Click here to download the position description.

** All applications must be submitted in PDF or Word format **