Mansfield Secondary College is set amongst the dramatic landscapes of Victoria’s High Country. Rugged mountains, rolling snow plains, rushing rivers, gentle lakes and sweeping grasslands make for an ever changing, ever lovely backdrop. Inspiring views are just the start. Four distinct seasons and varied terrain means that life is lived to the fullest outdoors.

The district is renowned for its natural beauty and alpine mountains. Situated less than two hours, or 180kms, north east of Melbourne, our municipality covers 3,843 square kilometres. Our Shire is home to significant landscape features including Mt Buller, Mt Stirling and the Great Dividing Range. Natural environment features within are the Alpine National Park and Australia’s second largest in-land waterway – Lake Eildon, into which five major river systems (Delatite, Howqua, Jamieson, Big and Goulburn) flow. The valleys of the Howqua, Delatite and Goulburn Rivers are also significant landscape features in our Shire.

Tourism, agriculture and lifestyle living underpin the viability of this unique, picturesque and desirable location together with a diverse range of commercial and service sectors.

 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.

Career Action Plans provide all students with additional assistance and support. An extensive enrichment and support program is also offered. Programs include instrumental music (tuition and performance), house and interschool sport and vocational education.

Extension activities in each learning area include enrichment activities, accelerated learning, competitions, College musical and excursions (including overseas). Further support is provided in literacy and numeracy. Additional help is available to students who need to develop their organisation and work habits.

Close proximity to Mt Buller enables the College to provide a snow sports program which is conducted throughout third term. Mansfield Secondary College has consistently won or been placed high in Victorian and National Snow Sports School Championships.

The College has an annex at Mt Buller which allows students to study a unique curriculum program while also participating in concentrated snow sports training. The program is also open to students from other schools.

A system of personal learning groups or pursuit groups and houses provides students with a sense of belonging.

The Student Leadership program provides opportunities for students to share in the decision making of the College. Senior students are encouraged to undertake leadership roles in the, houses and sports teams. The school captains also represent the student body on the School Council along with 2 other elected student members.

Priority is given to recognise and celebrate student academic, sporting and cultural achievements. The Duke of Edinburgh Award program commenced in 2002 and is part of the Adventure Challenge unit in the junior school. The program includes CFA training.

The College is recognised for its unique and ground breaking Agribusiness Program which has been awarded the NAB – Schools First 2010 and the Victorian Education Excellence Award - 2011 Partnerships with Parents and Communities Award.

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 language 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 in the planning phase. The College also enjoys a modern library and recently refurbished administration area. We have extensive information technology facilities, science laboratories and spacious and 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

This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.

Who are We?

As an iconic Australian retailer with over 250 stores nationally and a rapidly growing online presence, we are immensely proud of our history and need people to join us who are excited by our future.

Our customers are at the heart of everything we do. Our quality fashion helps families live better by making it easy to love, easy to find and easy to buy online and in-store. We are focused on delivering products that truly excite our customers with quality that endures and making life just a little bit easier for families.

What will you do?

A day in the life of our Assistant Store Managers is incredibly diverse, but will encompass some of the following:

• Delivering amazing visual merchandising and an outstanding experience to our customers.
• Being innovative in your approach to driving sales for the store.
• Leading a fun and engaging workplace where our team can be coached and developed to their highest potential.
• Accountability for building and maintaining a store with a strong safety and compliance focus.
• Lead the Target vision, strategy and values within the team and across the organisation.

What are we looking for?

We are on the lookout for an incredible Assistant Store Manager who will inspire their team to deliver customer excellence in all facets of store operations and compliance. With a strong background in retail management, you will be passionate, commercially minded and focused on partnering with the Store Manager to deliver positive results for the business.

We don’t just look for someone based on their skills and experience, our people work together and champion the Target values and behaviours. We are a business where our values and people matter, and we need like-minded people to join us!

What will you get?

• A competitive salary package & short term incentive program.
• Vehicle leasing opportunities.
• Discounts at Target and other Wesfarmers’ brands.
• Limitless career growth opportunities.
• Access to the Wesfarmers’ employee share program.
• Paid parental leave for eligible team members.

Target values diversity and we pride ourselves on representing the diverse and multicultural communities of which we are a part.

Agencies will only be engaged if required. Please do not contact us or our team unless requested to by the Talent Acquisition Team.

The vision for Wangaratta High School is to empower all students to grow academically, socially and emotionally. An outstanding learning environment built on high expectations for success will enable all students, with support, to experience quality teaching within a positive climate for learning. Our graduates will be independent, lifelong learners who are equipped to make a positive impact on the world around them.

We are proud of our 665 students at Wangaratta High School and the variety of pathways they pursue post-secondary school.

Throughout all stages of schooling at Wangaratta High School we aim to develop learners that strive to:

• Achieve their Personal Best
• Be Ready to Learn
• Be Respectful
• Be Safe

To achieve this goal, we offer quality teaching and learning programs delivered by highly skilled, innovative and enthusiastic professionals.

Our contemporary buildings and grounds are second to none and provide a stimulating learning environment where students are able to maximize their potential.

As students transition into their schooling at Wangaratta High School, they experience a challenging curriculum designed to allow them to demonstrate their abilities and progress in their learning.

Our Year 7 to 9 programs build strong foundations for future success. We emphasise the core literacy and numeracy skills across all subjects in the curriculum and students access Italian as their language study. As they progress through the High School, students have growing opportunities to refine their own pathways by selecting an increasing number of electives.

Over the past decade, a significant amount of research has been conducted into engaging Year 9 students and preparing them for the demands in their final years of school. Wangaratta High School has responded to this research, in conjunction with our school data, to develop a Year 9 specific program centred on developing the academic, creative, physical and emotional aspects of our students. Our flagship, Community Leadership Challenge program is an engaging, inquiry based learning experience that fosters greater independence and reignites a passion for learning.

Ensuring our Year 7 students are happy, secure and confident with a strong sense of belonging is a priority for all staff at Wangaratta High School. Students are supported by a dedicated team of experienced teachers in a cluster of rooms in our dedicated Flexible Learning Centre. It is within these spaces that the majority of Year 7 classes are held allowing students to develop a sense of ownership and pride over their environment and a sense of belonging and community amongst themselves and their teachers.

As students transition into later years (Years 10-12) the opportunities to refine their pathways open up and students are provided with a diverse range of subjects from all areas of the VCE/VET and VCAL curriculums. Year 10 students are encouraged to undertake VCE/VET units of study to assist in preparing them for the rigors of a full VCE/VET program the following year.

SC1 Demonstrated capacity and skills to coordinate 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 Possess a relevant qualification and ability to provide high-quality Instrumental music lessons in both individual and small group situations, as directed by Head of Performing Arts and Classroom Music Teachers

The role of the Instrumental Bass Guitar instructor will include (but not be limited to):

1. Provide weekly Bass Guitar instruction in small group and individual situations.

2. Contribute to the development, implementation and evaluation of an effective program for students.

3. An ability to take responsibility for the musical direction and conducting of one of the school’s ensembles is desirable.

4. Supervising students during rehearsals and whilst performing as agreed to with the Instrumental Music Program Leader .

5. Provide support to ensemble directors by advising on appropriate assignment of instrumental parts to students within the ensemble program.

6. Undertake other duties as determined by the School Principal and Instrumental Music Progam Leader.

8. Participate in activities such as staff meetings; school concerts; camps and excursions as required

The responsibilities of this position will be to provide high quality Bass Guitar lessons to the applicable students of Wangaratta High School.

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

Please ensure that your application includes:

• a resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
• a section addressing the selection criteria and the requirements for application under the Who May Apply section
• names and contact numbers (telephone and email if possible) of two referees

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

• 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

The Victorian Aboriginal Child Care Agency (VACCA) is the largest organisation of its kind in Australia. VACCA is an Aboriginal community-controlled organisation that supports and advocates for the Aboriginal community. Our strength lies with our people. Our team is committed to the organisation's vision and values; advocates for our children and other vulnerable community members; and shows respect for, observance and compliance with Aboriginal cultural protocols, practice, and ceremony. Our Aboriginality is what distinguishes us from mainstream services and what enables us to deliver the positive outcomes we achieve for our people.

We provide a positive, culturally safe workplace environment supported by family-friendly and culturally sensitive workforce policies, including professional development, continuing education and staff wellbeing.

We are seeking 3 staff for a 6 week period to assist with our multi day horse rides commencing 2/3/2020

Competencies

Confident rider capable of riding experienced customer horses and staff only horses
Have current level 2 first aid certificate
Strong and friendly communication skills and capable of addressing large groups.
Working with children card (not required for international workers)
Level 3 Horse Safety Australia accreditation (not required for international workers)
Duties
Work under supervision of level 4 Trail Ride Manager
Responsible for feeding, grooming and saddling horses
Responsible for cleaning stable area
Responsible for riding instruction including pre and during ride instruction as per procedures manual
Responsible for correct fitting of helmets, boots and toe stoppers for customers
Able to mount and dismount horses without assistance
Responsible for identifying hazards and potential dangers on rides and reporting same back to Level 4 Trail Ride Manager

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 471 students enrolled.

The school enjoys a reputation for leading the way with modern teaching methods and resources, including the recent purchase of more than 300 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 21 classrooms as well as an art room, library, music room, Science room, hall (with adjoining canteen) and office block.

Our school is led by a Principal and two Assistant Principals, and employs 30 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, Science, 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