Cadet - Civil Engineering

572526

Casual

Benalla

Civil Engineering, Cadetships, Internships

Who we are
Downer is the leading provider of integrated services in Australia and New Zealand. Through trusted relationships and world leading insight we work closely with our customers to design, build and sustain assets, infrastructure and facilities.
Position summary
Downer's Road Services business is one of the largest non-government owned road services businesses in Australia. We operate from a network of over 50 depots and maintain more than 33,000 km of road. Our Business is involved in many exciting ventures within the civil road industry throughout the country.

The Cadetship Program is focused on building future leaders and offers university students the opportunity to challenge themselves on a variety of projects.

As a participant of the Cadetship Program, you will become part of a diverse team. You will be required to work full time over university breaks, and given the option to work casually throughout semester for the length of your degree. We aim to develop well rounded and highly skilled professionals. We achieve this by rotating you into various areas of our Road Services business. These areas could include; Asphalt Contracting, Production, Civil, Road Network Management & our Reconomy (Recycling) business.

To be considered for the Cadetship Program, applicants must:

• Be undertaking your first or second year in a Tertiary Civil Engineering discipline
• Be available to work full time between November 2020 through to February 2021, whilst studying you will have the option to work 1 day a week or as the business requires
• Enthusiastic to learn you will be flexible in the tasks required of you including exposure to site-based labour - allowing you to gain hands-on knowledge of everything Downer has to offer
• Hold a current Australian driver's licence
• Proficient communication and interpersonal skills

• Financial support to assist with education costs;
• On the job vacation work where you will gain practical experience working out of one of our depot environments together with exposure to a range of civil projects;
• The opportunity to apply for our Downer Graduate Program & Graduate Engineer positions within our Roads business once you complete your Cadetship
• A workplace that focuses on Zero Harm.
• The ability to build your professional career in a multi-disciplined business environment.

Our recruitment process is diligent and structured to ensure inclusiveness and enable you to put your best foot forward. As you progress through the process you may be required to undertake an interview (video and face to face), a pre-employment medical and professional references.

If you're successful in progressing to the next stage our recruitment team will be in contact with you once applications have closed. For more information please contact, Samantha Temple - Talent & Sourcing Business Partner. E: Samantha.Temple@downergroup.com

Please note applications will not be accepted through this email address.

As an employer who embraces Equal Opportunity and promotes diversity, we encourage men and women of all ages and backgrounds, including Indigenous Australians, to apply.

Mansfield Primary School is approximately 200kms from Melbourne in North East Victoria and 60 km from the North East Victoria Regional Education Office in Benalla. The school is close to the Victorian High Country, Mt Buller, Mt Stirling, and Lake Eildon.

The school is located in Apollo Street, close to the centre of town, and surrounded by council facilities including a pool, football ground, basketball stadium, skatepark and children’s playgrounds. It is a rural township with tourism, hospitality, agriculture, eco-tourism, associated trades and government services providing the economic base. The Shire of Mansfield has a growth rate of 2% per annum.

The current student enrolment is 459, with more than half the children travelling to and from school by one of ten buses. Our enrolments have continued to grow in recent years.

Teachers at Mansfield Primary School work collaboratively in teams across the school. They are supported through regular Professional Leaning Community (PLC) inquiry cycles. Our Whole School Improvement Team drives school improvement and the implementation of AIP goals. Learning Specialists work with teachers to embed best practice into teaching and planning. Our Wellbeing Coordinator and School Chaplain support students, staff and families. Teachers build strong relationships with their students and families and communication underpins our work. Students at Mansfield Primary School know what they are learning, and why. They have a voice through both formal and informal channels. Our School Council, Parents and Friends and parent community feel connected to, and invested in, the school.

Our school is very proud of the grounds and buildings and plans to continue to improve the educational environment of the school within a systematic and planned school overlay. The school is well equipped with a library, visual art, music, performing arts and French classrooms. We also have a comprehensive PE program and the School to Summit outdoor program that is unique to Mansfield Primary School. In 2020 we opened a new building funded by the Victorian Government Building Program which providing six additional classrooms and staff work area.

Our current school SFO (Student Family and Education Occupation index) of 0.39 does not adequately reflect the relative disadvantage that a significant percentage of our families experience. We have a campus on Mt Buller that runs throughout term 3, staffed by two teachers. Many families are purchasing their own homes within town or live on farms or are involved in the tourism industry and other associated industries.

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

SC2 Demonstrated expertise in the implementation and modelling of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth

SC3 Demonstrated exemplary ability to model the monitoring and assessment of student learning. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

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

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

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

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

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

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

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

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

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

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

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

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.

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 470 students enrolled.

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

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

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

Specialist classes are offered in Art, Music, Physical Education, Science, digital technologies and AUSLAN. 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 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.

SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

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.

Core responsibilities include:

- Planning and implementing a range of teaching programs or
courses of study

- Teaching an area of the curriculum or a general curriculum to a
year level

- Monitoring, evaluating and reporting student progress in key
learning areas

- Implementing strategies to achieve targets related to student
learning outcomes

- Maintaining records of class attendance and recording student
progress

- Implementing effective student management consistent with the
school charter.

- Working with a mentor to participate in professional development
planning, implementation and reflection developing a professional
portfolio

Additional responsibilities may include but are not limited to:

- Supervising a range of student activities including support and
welfare programs

- Contributing to a range of co-curricular programs

For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy. Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.

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

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.

Mansfield Secondary College, is a small, rural Victorian school, close to Mt Buller and the snow fields, which offers a wide range of education and training programs to support our students as they transition into adulthood.  

COLLEGE VISION: A dynamic learning environment where the whole community takes responsibility in preparing for the future.

COLLEGE VALUES: The College is committed to a Positive Behaviours program, which aims to encourage student performance and lift engagement by explicitly teaching desired behaviours and using all opportunities to reward student efforts and performance. The program underpins an evolution of a school culture which is based on mutual respect.

CURRICULUM: Year 7 students study a common curriculum covering domains as outlined in the Victorian Curriculum. To aid transition, experienced staff work with students to develop student’s knowledge and skills and to help socialise them into a new environment

Junior School students (Years 7-9) select individual electives, which enable them to develop their particular skills, talents and interests.

Senior students, (Years 10-12) can elect alternative pathways by selecting from a broad range of Victorian Certificate of Education (VCE) units or undertake the Victorian Certificate of Applied Learning (VCAL). The College is recognised for successfully linking these studies to Vocational Education and Training (VET) and Australian School Based Apprenticeship programs.

COLLEGE TEACHERS AND STAFF: The relatively small size of the College enables staff to extend additional support to individual students and to create an enriched learning environment. Counselling and support is provided for students from a range of professionals including Year Level Co-ordinators, social workers, psychologists and a school nurse.

STRATEGIC PLAN: The College Strategic Plan aims to improve student learning and engagement, teacher education and facilities. The Strategic Plan is available at the College website.

FACILITIES: The College boasts a recently built langage centre, music centre and hospitality centre, and in Term 1, 2019 we opened our new STEM Building, with the stage two extension to this facility due to be completed in early 2021. The u also enjoys a modern library and recently refurbished administration area. We have extensive information technology facilities, science laboratories and spacious attractive grounds.

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

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.

Person wanted in the Wangaratta area to perform bicycle assembly / repair and general assembly work for major retailer

Duties Include bicycle assembly and repair and assembly of indoor/outdoor furniture, toys and fitness equipment.

Excellent commissions paid

This is a part time role approx. 2-4 hours per week and days of work are flexible.

ABN is required.

For more information contact Frank on 1800 960 996

Part-time hours: 3-5 per week

Job Types: Part-time, Contract

Salary: From $30.00 per hour

Work Remotely:

• No

• 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.

• 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.

Beechworth Secondary College is a single campus school of 245 students in Beechworth. Students are drawn from 11 schools in the surrounding area of Yackandandah and the wider Indigo Valley. The school motto is "Connecting Communities, Widening Worlds". The school values are

Aspire - Respect - Contribute and our focus is to ensure our values are lived by all.

BSC has begun the introduction of SWPBS, SAFE Schools and Respectful relationships. We have a focus on Writing and Literacy, responding to our student data in these areas. Writing to Learn is a whole school focus across all domains. In 2019 the second stage of the capital works building program began with a new Science, IT and Resource Centre facility beginning construction. Significant building works throughout 2020 will be completed in term 1 of 2021, with extensive works across the school grounds and all facilities completed. This is an exciting time to join the Beechworth SC community, with a new leadership team in 2020 and the changes to our whole school approach to program delivery post Flexible and Remote Learning.

There is a Trade Training facility onsite, offering VET Engineering and VET Furniture/ Building and Construction. The school offers senior students access to VCE, VCAL, SBA and VETiS programs. Some students select subjects through VLN-Virtual Learning Network and VSL- Victorian School of Languages, including units through Emerging Sciences and the High Ability and Excellence programs. Years 7, 8 and 9 study a core curriculum, with Year 10 students accessing VCE subjects as extension. Year 7 students attend Bogong Outdoor School for their Orientation camp. This leads into the Bogong Year 9 Future Makers Program for all year 9. Year 10 students may then apply for the Outdoor school extension programs. Years 7, 8 & 9 students may choose to enrol in the Montessori Adolescent Program – MAP- offered onsite. They access the Montessori Curriculum with lead teachers who have completed specialist training in the area. Beechworth SC enrichment programs include camps, Snow Sports program, Outdoor Ed, Interschool sports, Student Leadership opportunities, Community Service, Art exhibitions, performing arts, musical production and instrumental music, Robotics and usually a bi-annual trip to Indonesia for language studies and a Japanese sister school option. The school runs whole school swimming, cross country and athletics days. Year 9 students have the opportunity to apply for the Alpine School for Leadership program, and attended the China Campus in 2018, 2019.

This school has approximately 26 EFT staff, 2.0 Principal class and 7.00 EFT Education Support Staff.

Please visit our school website for a virtual tour or recent activities on our facebook page.

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

SC2 Demonstrated expertise in the implementation and modelling of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth

SC3 Demonstrated exemplary ability to model the monitoring and assessment of student learning. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

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

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

SC6 Demonstrated ability to lead and support staff in the inclusion of student-centred pedagogies in the classroom. Demonstrated ability to support staff to create highly inclusive learning environments where all members can experience success.

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

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

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

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

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

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

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

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

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

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.

Are you a hard worker, keen to learn and prepared to commit to an Apprenticeship?

It’s a great way to gain a nationally recognised qualification while earning a wage!

Earn and learn - you'll get on-the-job training whilst completing your Certificate III in Landscaping Construction. 

Our client is based in Beechworth but covers the Albury Wodonga region.

They are looking for someone who is energetic, responsible and committed to joining their team. The role requires someone who possesses the following attributes:

• Must have driver’s licence
• Must be a team player
• Must have a good work ethic
• Positive can-do attitude
• Must be reliable and punctual
• A willingness to learn

If this sounds like you, apply now!

Please note this vacancy is advertised by Apprenticeship Support Australia on behalf of an external employer. The recruitment process is managed by the employer and you may only be contacted by them if they choose to progress your application.

• 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.

• 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.

• Permanent Part Time - 4 days per week
• Leading Not-for-Profit Aged Care Provider
• Optimum Salary Packaging Benefits
• Straight shifts, no nights

About the Role:

At Royal Freemasons Benalla, our residents look forward to nutritious and delicious meals designed and cooked by our chefs and enjoy a warm and welcoming dining experience. An excellent opportunity exists for an experienced Chef to join our team to ensure the highest levels of food preparation, hygiene, kitchen services and hospitality standards are met.  

It is important that you have a warm and friendly personality and can relate to older people and deliver a wonderful customer service experience.

This role is to work four days per week, Monday, Wednesday, Saturday and Sundays.

About You:

We are seeking someone who enjoys working in a team, can remain calm under pressure and have a passion to serve nutritious home cooked meals to people. You must be highly organised, professionally presented with a creative flair and solid culinary skills. Experience working in aged care and an understanding of dietary related and cultural requirements will be highly desired.

Flexibility to work across multiple sites and support leave coverage when required will be highly desirable. 

Key Requirements

• 3 years’ experience as a qualified Chef
• Previous experience within an Aged Care environment (highly desirable)
• Trade Certificate in Cookery and Food Handlers Certificate III
• Excellent interpersonal and communication skills
• Smart Phone and Home Internet are desirable 
• Police clearance and flu vaccine 2020 required

Recruitment Agencies are requested to kindly NOT contact our Managers or Human Resources.