RECRUITAUSTRALIA.COM PTY LTD
INDUSTRY SPECIALIST-ENGINEERING, CNC & TECHNICAL TRADES

• REF NUMBER 605-2209
• Airport West Area
• Mazak / Mazatrol
• Shigiya / Fanuc

Great opportunity to join a Australian owned successful Engineering business in the Airport West Area, this well-established company has strong stable history in Defence, Aerospace, and Medical Industries.

• They currently have a position available for skilled CNC Trades people.

• We are looking a CNC Trades person for within the Workshop to fill the following role, either CNC Mazak Machinist OR CNC Cylindrical Grinder

• Reporting to the Workshop Supervisor, your key responsibilities will include (but are not limited to) Be responsible for Setting / Running / Programming Mazak CNC Milling and Lathes, and running setting a Shigiya CNC Cylindrical Grinding machine.

• The position is permanent fulltime in a company that has been growing and purchasing new machinery and winning new contracts.

• They work for various industries and machine high end components.

TO APPLY YOU SHOULD HAVE THE FOLLOWING SKILLS:

• Trade qualifications.
• Mazak and Mazatrol skills OR
• CNC Cylindrical Grinding skills
• High attention to detail
• Excellent communications skills (verbal and written)

Great Opportunity for driven individuals who are looking for a long term and rewarding role with a strong stable company. Excellent pay rate.

Send resume to: Craig Bayley
Via the APPLY button
Phone 03 9696 6520 - 7 days – 9am to 9pm

All enquirers are confidential. Your details will not be given to our client and your current employer will not be contacted without your consent.

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www.linkedin.com/company/recruitaustralia
#recruitaustralia #cnc

RECRUITAUSTRALIA.COM
INDUSTRY SPECIFIC SPECIALIST
ENGINEERING, CNC & TECHNICAL TRADES
ACCOUNTING & ADMINISTRATION
SALES & MARKETING
MANAGEMENT
IT & TELECOMMUNICATIONS. FOOD. MANUFACTURING. AEROSPACE. DEFENCE. RAIL.

RECRUITAUSTRALIA.COM PTY LTD
INDUSTRY SPECIALIST-ENGINEERING, CNC & TECHNICAL TRADES

• REF NUMBER 615-2209
• Northern suburbs
• Start now
• Welding and Boilermaking duties.

This successful Engineering business in the Northern suburbs with a strong stable history in Engineering and Fabrication solution in various industries has a vacancy for a perm boilermaker welder that likes variety.

• They are looking for a Qualified Trades person that likes various duties from boilermaking duties, fitting (machine building), and welding.

• You will need to be flexible with your skills and be willing to move around the section.

• You will work from engineering drawings and do jobbing type work. Working with medium to heavy plate doing single and multi pass welds.

• We need someone that like variety and likes to take control of the job and is a natural problem solver.

• We also need a team player as everyone within the workshop works as a team and most people are multi-skilled.

• Some of the work will be machine builds, structural, stainless, hard facing, On-Site Fabrication, Mig and Tig Welding working with Mild-steel, Aluminium & Stainless Steel. We need a good all rounder.

• This position is ideal for someone that likes variety and wants to work within a quality team and likes clean modern environments.

• Will pay excellent wages for the right person. 

TO APPLY YOU SHOULD HAVE THE FOLLOWING SKILLS:

• Trade qualifications
• Boilermaking / Welding experience
• Mig & Tig Welding
• Fitting skills
• High attention to detail
• Excellent communications skills (verbal and written)
• Team player.

Great Opportunity for driven individuals who are looking for a long term and rewarding role with a strong stable company. Wages will depend on your skills.

Send resume to: Edward Busuttil or Fiona Miles
Via the APPLY button
Phone 03 9696 6520 - 7 days – 9am to 9pm

All enquirers are confidential. Your details will not be given to our client and your current employer will not be contacted without your consent.

Follow us on Facebook and LinkedIn
www.facebook.com/recruitaustralia
www.linkedin.com/company/recruitaustralia

RECRUITAUSTRALIA.COM
INDUSTRY SPECIFIC SPECIALIST
ENGINEERING, CNC & TECHNICAL TRADES
ACCOUNTING & ADMINISTRATION
SALES & MARKETING
MANAGEMENT
IT & TELECOMMUNICATIONS. FOOD. MANUFACTURING. AEROSPACE. DEFENCE. RAIL.

A brand that has been established for 20 years, our client is well-established in the Victorian market.

They are renowned for producing quality civil construction projects specialising in large scale urban development projects (subdivisions) 

Due to recent projects wins an opening has become available for an experienced Project Manager that has a background in subdivisions or capital works.

A leading Tier 2 contractor located in the inner city of Melbourne, with on-site parking access and easy commute to other locations in Melbourne. 

What’s on offer?
 
Our client is recognised for having a high retention rate and offer structured training programs, user-friendly internal systems and ongoing support for all staff to succeed.

With a healthy project Pipeline in place and recent growth in the subdivision space they have a Project Manager opportunity available as a result of organic growth

Your day will consist of

• Financial oversight, budget control and reporting
• Day to day management of Subdivision projects 
• Resource planning including staff, sub-contractors, plant and machinery
• Mentoring and guiding engineer’s including review of design plans
• Ensuring and actioning client variations to the programme

• Minimum 3 years’ experience as a Project Manager (Subdivisions) 
• Strong background in civil construction, roads and bulk-earthworks
• Strong financial skills and ability to manage conflicting priorities
• IT proficiency such as MS project

If you’re a leader and meet the above requirements, then we urge you to put forward an application. E-mail your resume in confidence to adam@aptuspersonnel.com.au or call me on 0416 275 485 to discuss the details.

Who are we?

The Toll Group is the Asian region's leading provider of integrated logistics services, generating annual revenue of AU$8.3 billion and employing over 40,000 people across an extensive network of 1,200 sites throughout more than 50 countries across the world. We’re committed to providing a safe, diverse, satisfying and fulfilling workplace for all of our people. We value integrity, trust, teamwork and being open and transparent. 

The opportunity?  

As part of Toll Group’s new growth strategy, we are seeking a talented professional to support customer implementations across some of the group’s largest and most complex clients. You will be responsible for assisting in development and deployment of new customer operations, commercial and IT synchronisation, safety programs and process improvement initiatives. You will be providing operational and data analysis support to Implementation Managers and the wider business.

Key accountabilities and responsibilities will include, but not be limited to:

• Identify areas of operational improvement and opportunities for Toll to differentiate its service from competitors
• Foster critical collaboration and positive working relationships between operations, sales, finance and IT
• Assist with commercial, compliance and safety requirements before go-live
• Detailed analysis of large complex data sets. Cleansing data and deriving meaningful insight
• Measurement and monitoring of customer operational metrics, performance targets, order accuracy and service quality

The ideal candidate?

With formal qualifications in any relevant field your basic understanding of logistics networks and new customer implementations would be ideal but not essential. An ability to engage and communicate with all parts of the business is essential as well as confidence with data analysis and reporting. Experience within a large and complex organisation ideally across manufacturing, supply chain or FMCG will help you be successful along with being comfortable in ambiguity operating within an ever-changing landscape.

In return, you will be rewarded with an inclusive and dynamic team environment, a passionate company culture and the opportunity to be an integral part of Toll’s new direction.

We will not be liable for any fees or costs associated with unsolicited CVs sent directly to line managers from recruitment agencies.

Sunbury College is a vibrant, cohesive and inclusive school located 35km (about 30 minutes? drive) from the CBD in Melbourne?s north-west growth corridor. The College holds the values of respect, responsibility, resilience and endeavour as guiding principles. It has a focus on the academic growth, personal development and general wellbeing of each student. It is greatly valued by its local community of Sunbury and surrounds, and is experiencing growing enrolments.

The student enrolment is currently 1060 and growing. The staff are in the main a mixture of mature, experienced teachers in the expert range along with a number of graduates providing the school with an energetic mix. Our staff are committed, professional and collaborative. They value continuous improvement and development.

A comprehensive curriculum is offered from years 7-12, including VET options, and the college is organised around two sub-schools (middle years 7-9, and senior 10-12) and four houses. The college has well established co-curricular programs with high interest and success in sport, the performing arts, student leadership and student engagement activities.

Sunbury College is set on eight hectares and has well-established facilities, which are in the process of being modernised. Our new classrooms and science building will be completed by the end of this year.

The college's new strategic plan has started this year. Our strategic directions going forward will have a strong emphasis on pedagogical development and on student agency and voice in their learning. In the area of student pathways and transition the college aims to provide a post compulsory program, counselling and advice that maximises the further education, training and employment options for all students. As part of its focus on student engagement and wellbeing, the college has undertaken to provide a supportive and productive learning environment supported by positive student and teacher relationships that promotes overall well-being and engaged, motivated learners with a strong sense of connection to 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.

SC6 Demonstrated capacity to achieve outstanding student outcomes in Chemistry at Year 12 level.

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

Please feel free to call the principal, Darryn Kruse, at any time on 0459 842 198 if you have questions or would like more information about the position.

• 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

Sunbury College is a vibrant, cohesive and inclusive school located 35km (about 30 minutes? drive) from the CBD in Melbourne?s north-west growth corridor. The College holds the values of respect, responsibility, resilience and endeavour as guiding principles. It has a focus on the academic growth, personal development and general wellbeing of each student. It is greatly valued by its local community of Sunbury and surrounds, and is experiencing growing enrolments.

The student enrolment is currently 1060 and growing. The staff are in the main a mixture of mature, experienced teachers in the expert range along with a number of graduates providing the school with an energetic mix. Our staff are committed, professional and collaborative. They value continuous improvement and development.

A comprehensive curriculum is offered from years 7-12, including VET options, and the college is organised around two sub-schools (middle years 7-9, and senior 10-12) and four houses. The college has well established co-curricular programs with high interest and success in sport, the performing arts, student leadership and student engagement activities.

Sunbury College is set on eight hectares and has well-established facilities, which are in the process of being modernised. Our new classrooms and science building will be completed by the end of this year.

The college's new strategic plan has started this year. Our strategic directions going forward will have a strong emphasis on pedagogical development and on student agency and voice in their learning. In the area of student pathways and transition the college aims to provide a post compulsory program, counselling and advice that maximises the further education, training and employment options for all students. As part of its focus on student engagement and wellbeing, the college has undertaken to provide a supportive and productive learning environment supported by positive student and teacher relationships that promotes overall well-being and engaged, motivated learners with a strong sense of connection to 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

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 feel free to call the principal, Darryn Kruse, at any time on 0459 842 198 if you have questions or would like more information about the position.

• 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

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.

Sunbury and Macedon Ranges Specialist School is a dual mode Specialist School that provides a quality educational program for students with intellectual disabilities across two campuses. The Primary campus is located in Sunbury and supports students from Prep to Grade 6 and the Secondary campus is located in Bullengarook and supports students from years 7-12. Around 50% of our students have a diagnosis of Autism as well as their intellectual disability.

Student enrolments have increased significantly over the past few years and we have an enrolment of over 240 students.

Students are supported by 38 teaching staff and 50 fulltime EFT of educational support staff.

Our school motto is “to empower our students towards independence through a command of language, mobility and social competency”. This is reflected in the programs that are offered in the school that include Art, Physical Education, Materials Technology, Swimming, Health and Human Relations and Riding for the Disabled. VET Programs that include woodwork, ICT and horticulture in the lower secondary years of school prepare students for the Victorian Certificate of Applied Learning that is offered at Foundation level for students in their final years of schooling.

An allied Health team comprising Physiotherapist, Occupational Therapist, Speech Pathologist and Performing Arts Therapist support students further to achieve goals established in their Individual Education Plans.

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.

SC6 Demonstrated commitment and experience related to teaching in the field of Special education.

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

Special settings and visiting teachers.

Where the view is formed that a teacher vacancy in a special setting ( or a visiting teacher position) which requires an approved special education, may not attract applicants from teachers with that qualification then the following advice may be included in the job opening when the teacher vacancy is created on Recruitment Online:

“Teachers who do not have an approved special education qualification but do have current provisional or full registration from the Victorian Institute of Teaching may apply. Preference will be given to applicants who have an approved special education qualification or a preparedness to undertake it”.

Where the vacancy was advertised as an ongoing position and an external applicant who does not have an approved special education qualification is selected that person can only be offered fixed term employment for a period not exceeding five years.

All staff employed by the Department and schools have a broad range of employment conditions and working arrangements.

Successful applicant may be required to work at either the Sunbury Campus (Primary) or the Bullengarook Campus (Secondary).

• 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

SCHOOL PROFILE – Gisborne Primary School – Excellence in Education

Gisborne Primary School has a current enrolment of 522 pupils with 40 staff. Situated in the picturesque country town of Gisborne, 53km from Melbourne, Gisborne Primary School has been serving its rural community for over 150 years. The school has developed and expanded with the township itself. The school provides a stimulating and safe learning environment for children where they are supported in their pursuit of excellence and in the realisation of their maximum potential.

There is a mixture of modern and historic buildings on the site. They feature well equipped technology areas, library, teacher resource and withdrawal areas, a gymnasium, canteen, visual arts room and adventure playground areas. Our teachers are required to differentiate the curriculum to suit the learning needs of students. Quality planning, teaching and assessment practices are considered high priority at our school.

Students at Gisborne Primary School are encouraged to share their ‘voice’ in their classes and through the many leadership opportunities offered. Our School Captains lead school events, assemblies and school tours and represent the school at community events such as Anzac Day. Other leadership initiatives include Junior School Council, House Captains, Arts, Community & Sustainability/Environment Leadership teams, and two Class Captains lead each classroom.

Our specialist programs include Physical Education, STEM, Music, Visual Art and LOTE – Italian.

Our teachers plan together in teams and use data to inform the direction of teaching and monitor every child’s progress. The focus of Professional Development for our staff has resulted in a heightened awareness of the best current teaching practices. A large component of the professional development is the Professional Learning Communities, which focus on refinements in teaching, data analysis, goal setting and collegiate support. The Leadership Team and teachers regularly participate in Learning Walks and Talks and collegiate visits in classrooms and planning meetings.

Teachers at Gisborne Primary School are committed to the home/school partnership and value input and support from student and parents. Our School Council sets high expectations for student learning and teaching practices. Our parents are shared partners in student learning; we value their contribution to their child’s learning as well as their contribution to the school in whatever capacity they can.

The school’s motto is ‘Caring’ and this is featured as a logo on the school’s uniform. The school’s values are Respect, Responsibility, Personal Best, Resilience and Caring.

The school’s philosophy is based on the belief that every student has the ability to learn and that this occurs best in a safe, happy and positive environment.

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.

SC6 Demonstrated vision and capacity in the teaching of Science, Technology, Engineering and Maths (STEM)

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

We encourage applicants to apply for all four currently advertised positions at Gisborne Primary.

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 three referees who are able to attest to the claims made in your application.

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.

We anticipate shortlisting will take place in the first week of Term 4. Only shortlisted applicants will be contacted.

• 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

SCHOOL PROFILE – Gisborne Primary School – Excellence in Education

Gisborne Primary School has a current enrolment of 522 pupils with 40 staff. Situated in the picturesque country town of Gisborne, 53km from Melbourne, Gisborne Primary School has been serving its rural community for over 150 years. The school has developed and expanded with the township itself. The school provides a stimulating and safe learning environment for children where they are supported in their pursuit of excellence and in the realisation of their maximum potential.

There is a mixture of modern and historic buildings on the site. They feature well equipped technology areas, library, teacher resource and withdrawal areas, a gymnasium, canteen, visual arts room and adventure playground areas. Our teachers are required to differentiate the curriculum to suit the learning needs of students. Quality planning, teaching and assessment practices are considered high priority at our school.

Students at Gisborne Primary School are encouraged to share their ‘voice’ in their classes and through the many leadership opportunities offered. Our School Captains lead school events, assemblies and school tours and represent the school at community events such as Anzac Day. Other leadership initiatives include Junior School Council, House Captains, Arts, Community & Sustainability/Environment Leadership teams, and two Class Captains lead each classroom.

Our specialist programs include Physical Education, STEM, Music, Visual Art and LOTE – Italian.

Our teachers plan together in teams and use data to inform the direction of teaching and monitor every child’s progress. The focus of Professional Development for our staff has resulted in a heightened awareness of the best current teaching practices. A large component of the professional development is the Professional Learning Communities, which focus on refinements in teaching, data analysis, goal setting and collegiate support. The Leadership Team and teachers regularly participate in Learning Walks and Talks and collegiate visits in classrooms and planning meetings.

Teachers at Gisborne Primary School are committed to the home/school partnership and value input and support from student and parents. Our School Council sets high expectations for student learning and teaching practices. Our parents are shared partners in student learning; we value their contribution to their child’s learning as well as their contribution to the school in whatever capacity they can.

The school’s motto is ‘Caring’ and this is featured as a logo on the school’s uniform. The school’s values are Respect, Responsibility, Personal Best, Resilience and Caring.

The school’s philosophy is based on the belief that every student has the ability to learn and that this occurs best in a safe, happy and positive environment.

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.

SC6 Demonstrated vision and capacity in the teaching of Science, Technology, Engineering and Maths (STEM)

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

We encourage applicants to apply for all four currently advertised positions at Gisborne Primary.

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 three referees who are able to attest to the claims made in your application

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.

We anticipate shortlisting will take place in the first week of Term 4. Only shortlisted applicants will be contacted.

• 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

Diggers Rest Primary School – Where Individuals Matter

Our purpose is to empower all students to excel through a culture of high expectations, purposeful relationships, challenge and support.

Our spirit is learning together to make a difference.

Our character is to be supportive, understanding, flexible, positive, compassionate, dedicated, professional, proactive, inclusive and forgiving.

We believe:

• Every child deserves a champion – an adult who will never give up on them, who understands the power of a connection, and insists they become the best they can possibly be.
• Meaningful learning is achieved through effort and challenge.
• Exemplary practice is informed by research and inquiry.
• Strong relationships need to be fostered and cultivated.
• Collaboration makes a difference.
• High expectations set strong standards and encourage all to be the best they can be.
• Academic, social and emotional development is strengthened through a commitment to community.

We value learning, collaboration, pride and respect.

Our challenge is to inspire our learners with the understandings and capabilities needed to engage and thrive in an ever changing world.

Diggers Rest Primary School is located within a rapidly growing suburb, approximately 35 kilometres north west of Melbourne. Originally opened in 1882, the school was rebuilt in a new location in 1990. In 2019 there are approximately 270 students enrolled with considerable growth expected.

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

Dear Applicant

Thank you for your interest in this vacancy at Diggers Rest Primary School.
 

1. Attaching your letter of introduction, resume and key selection criteria in one document is most helpful.
2. Day time phone numbers are vital to make appointments for interview in the event that you are shortlisted.
3. Applicants should address the key selection criteria.
4. If you have an Employee ID Number, please include it on your application.
5. Three (3) Referees are required. Please provide names, contact phone numbers and email addresses.
6. Hardcopies are NOT required as you need to apply on Recruitment Online. Email applications are not acceptable.
7. A copy of your current VIT will be required if successful.

• 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