Congupna Primary School is located five kilometres north of Shepparton and caters not only for the bustling township of Congupna, but also for the major growth area of North Shepparton. In 2020, the official school enrolment on census day was 78 and the school has four teachers and four educational support staff looking after our four classrooms; In 2020, our classrooms consist of a Grade F/1, Grade 2/3, Grade 3/4 and a Grade 5/6 composite. The school bus services the Congupna and North Shepparton areas and helps transport students for our After-School Care Program.

The school boasts fantastic facilities, provides specialist IT devices and provides many things only a small school can provide including vegetable gardens, cooking and looking after school pets such as chooks and guinea pigs. Additional resources such as two undercover playgrounds, football oval, rebound walls, soccer pitch and undercover sandpit provide our active children with many avenues to participate in physical activity to help expend some of their boundless energy. Children currently attend specialist classes in STEM, Art and Library, the school participates in the Sporting Schools Program and all classrooms continue to participate in whole-school programs that focus specifically on Writing, Spelling and Numeracy in 2020.

Congupna Primary School is an active member of a Cluster of Small Shepparton Schools and together we strive to offer our collective students all of the opportunities afforded to children in larger schools. We attend Cluster events each Term, share teacher resources and strive to provide real transition support for our senior cluster students before they attend larger Secondary Colleges together.

SC1 Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment.

SC2 Demonstrated capacity to communicate effectively with members of the school community including students and the capacity to provide support and/or attendant care to students where necessary.

SC3 Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to the position.

SC4 Capacity to work cooperatively with a range of people including teachers, education support, students and parents.

SC5 A commitment to professional learning and growth.

This position will require attendance at school for three days a week Monday to Wednesday from 8:30am.

Undertakes routine tasks that are usually carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established and direction is readily available.

Work has little scope for deviation. Problems can usually be solved by reference to well documented procedures and instructions and clearly established practices. Deviation from established procedures will require reference to others for guidance and direction. Assistance is readily available when problems arise. An experienced employee at range 1 will exercise limited judgement within clearly defined guidelines and well established practices that relate specifically to the tasks performed.

Does not carry responsibility for the work of others. More experienced employees will provide basic guidance and advice to others relating to tasks within the work area.

An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee's position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.

Qualification requirements do not operate at range 1. Certification requirements may be required to legally perform specific tasks - e.g. driver's licence, first aid, safe food handling.

- Assist students on an individual or group basis in specific learning areas.
- Assist with the communication between students and teachers, particularly the interpretation of instructions.
- Provide basic physical and emotional care for students.
- Participate in team meetings.
- Assist with toileting, meals, lifting, and administration of medication to students requiring special care.
- Assist with the supervision of pupils in playgrounds, at camps, on excursions, in sporting activities, therapy activities and life skills.
- Assist in the preparation of student resources and equipment.
- Prepare basic curriculum support resources.
- Set up and put away equipment and materials in support of teaching programs.
- Observe students and draw the attention of the teacher to them where necessary.
- Participate in the monitoring and evaluation of programs and evaluation of individual student involvement and achievement.
- Assist with communication between teachers and non-English speaking parents/students.
- Assist in the translation of documents.
- Assist students with the preparation and service of meals.
- Ensure work areas and materials, equipment and appliances are maintained in a clean and ready to use condition.
- Assist in the preparation of equipment and purchasing of materials and supplies as required.

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

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

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

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

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.

This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.

Congupna Primary School is located five kilometres north of Shepparton and caters not only for the bustling township of Congupna, but also for the major growth area of North Shepparton. In 2020, the official school enrolment on census day was 78 and the school has four teachers and four educational support staff looking after our four classrooms; In 2020, our classrooms consist of a Grade F/1, Grade 2/3, Grade 3/4 and a Grade 5/6 composite. The school bus services the Congupna and North Shepparton areas and helps transport students for our After-School Care Program.

The school boasts fantastic facilities, provides specialist IT devices and provides many things only a small school can provide including vegetable gardens, cooking and looking after school pets such as chooks and guinea pigs. Additional resources such as two undercover playgrounds, football oval, rebound walls, soccer pitch and undercover sandpit provide our active children with many avenues to participate in physical activity to help expend some of their boundless energy. Children currently attend specialist classes in STEM, Art and Library, the school participates in the Sporting Schools Program and all classrooms continue to participate in whole-school programs that focus specifically on Writing, Spelling and Numeracy in 2020.

Congupna Primary School is an active member of a Cluster of Small Shepparton Schools and together we strive to offer our collective students all of the opportunities afforded to children in larger schools. We attend Cluster events each Term, share teacher resources and strive to provide real transition support for our senior cluster students before they attend larger Secondary Colleges together.

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

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

Wangaratta District Specialist School is a multi-mode specialist school catering for students with mild to severe intellectual and associated disabilities from five to eighteen years of age. We strive to provide a purposeful, comprehensive learning environment meeting the social, emotional and educational requirements of every student.

Nearly 60 Teaching staff, Educational Support and Allied Health are passionately committed to working with families, carers, specialists, relevant outside agencies and the local community to ensure students achieve their maximum potential and targeted educational outcomes. Enrolment continues to increase with fervour. The 2020 school year began with 161 students enrolled.

WDSS is located in the Rural City of Wangaratta and services the Benalla, Myrtleford, Ovens and King Valleys, Rutherglen, Wahgunyah, and Wangaratta districts. Five buses transport students from within Wangaratta and the many towns in surrounding districts.

The school’s philosophy is reflected in its motto, `Together We Will’. This is based on the belief that children learn best in a co-operative environment that is happy, challenging, supportive and non-threatening. Strong and respectful relationships between all members of the school community are encouraged as is the active involvement and participation of students, staff, parents, caregivers, volunteers and the wider school community. This is reflected in the strong relationship the school has with all its stakeholders and the high regard with which the school is held in the wider community.

Currently the school is organised as a junior, middle and senior school, with 18 classrooms grouping students based on a variety of criteria, with a view towards helping students achieve short term goals as stepping stones towards a long term post school outcome. Class sizes vary from 5 students to 12 students and are staffed according to the student need in each classroom.
 

All students have an individual learning plan established in consultation with parents and relevant professionals. In the last three years of school the focus is on transition to adult programs and this includes work experience, participation in TAFE programs and increased responsibility around the school and 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

• 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

Wangaratta District Specialist School is a multi-mode specialist school catering for students with mild to severe intellectual and associated disabilities from five to eighteen years of age. We strive to provide a purposeful, comprehensive learning environment meeting the social, emotional and educational requirements of every student.

Nearly 60 Teaching staff, Educational Support and Allied Health are passionately committed to working with families, carers, specialists, relevant outside agencies and the local community to ensure students achieve their maximum potential and targeted educational outcomes. Enrolment continues to increase with fervour. The 2020 school year began with 160 students enrolled.

WDSS is located in the Rural City of Wangaratta and services the Benalla, Myrtleford, Ovens and King Valleys, Rutherglen, Wahgunyah, and Wangaratta districts. Five buses transport students from within Wangaratta and the many towns in surrounding districts.

The school’s philosophy is reflected in its motto, `Together We Will’. This is based on the belief that children learn best in a co-operative environment that is happy, challenging, supportive and non-threatening. Strong and respectful relationships between all members of the school community are encouraged as is the active involvement and participation of students, staff, parents, caregivers, volunteers and the wider school community. This is reflected in the strong relationship the school has with all its stakeholders and the high regard with which the school is held in the wider community.

Currently the school is organised as a junior, middle and senior school, with 18 classrooms grouping students based on a variety of criteria, with a view towards helping students achieve short term goals as stepping stones towards a long term post school outcome. Class sizes vary from 5 students to 12 students and are staffed according to the student need in each classroom.
 

All students have an individual learning plan established in consultation with parents and relevant professionals. In the last three years of school the focus is on transition to adult programs and this includes work experience, participation in TAFE programs and increased responsibility around the school and community.

SC1 Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment.

SC2 Demonstrated capacity to communicate effectively with members of the school community including students and the capacity to provide support and/or attendant care to students where necessary.

SC3 Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to the position.

SC4 Capacity to work cooperatively with a range of people including teachers, education support, students and parents.

SC5 A commitment to professional learning and growth.

Undertakes routine tasks that are usually carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established and direction is readily available.

Work has little scope for deviation. Problems can usually be solved by reference to well documented procedures and instructions and clearly established practices. Deviation from established procedures will require reference to others for guidance and direction. Assistance is readily available when problems arise. An experienced employee at range 1 will exercise limited judgement within clearly defined guidelines and well established practices that relate specifically to the tasks performed.

Does not carry responsibility for the work of others. More experienced employees will provide basic guidance and advice to others relating to tasks within the work area.

An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee's position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.

Qualification requirements do not operate at range 1. Certification requirements may be required to legally perform specific tasks - e.g. driver's licence, first aid, safe food handling.

- Assist students on an individual or group basis in specific learning areas.
- Assist with the communication between students and teachers, particularly the interpretation of instructions.
- Provide basic physical and emotional care for students.
- Participate in team meetings.
- Assist with toileting, meals, lifting, and administration of medication to students requiring special care.
- Assist with the supervision of pupils in playgrounds, at camps, on excursions, in sporting activities, therapy activities and life skills.
- Assist in the preparation of student resources and equipment.
- Prepare basic curriculum support resources.
- Set up and put away equipment and materials in support of teaching programs.
- Observe students and draw the attention of the teacher to them where necessary.
- Participate in the monitoring and evaluation of programs and evaluation of individual student involvement and achievement.
- Assist with communication between teachers and non-English speaking parents/students.
- Assist in the translation of documents.
- Assist students with the preparation and service of meals.
- Ensure work areas and materials, equipment and appliances are maintained in a clean and ready to use condition.
- Assist in the preparation of equipment and purchasing of materials and supplies as required.

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

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

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

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

H.W. Greenham & Sons is a 100% Australian owned family company processing & exporting beef to the world.

We are currently recruiting for experienced, keen and reliable boners, slicers, slaughtermen and labourers.

Meat processing experience would be preferred but isn't essential. Suitable candidates without previous meat industry experience will receive fully comprehensive and nationally accredited training, leading to a fully recognised meat processing trade qualification (Cert I - III in Meat Processing).

All successful applicants will undergo a physical functional capabilities assessment and pre-employment drug and alcohol screening. All Greenham sites are drug & alcohol free sites and all Greenham employees are Q-fever vaccinated. Meat processing / butchering requires teamwork, discipline, alertness, physical fitness and strength of mind and body.

Greenham companies quickly become the employer of choice in the industry and regions in which we operate because we respect and care for those who choose to work with us.

Located 2.5 hours north of Melbourne, the Echuca / Murray region offers a wide range of recreational and sporting opportunities for residents. It is a paradise for boating, skiing and fishing enthusiasts and great for families and singles.

The company offers excellent wages & conditions whilst providing a healthy & safe place to work. Employees who can demonstrate Trade qualified or equivalent competency can expect to earn between $23.00 - $30.00 per hour. Don't delay. Join the team and secure your future. Employees with full working rights in Australia should only apply.

Please apply at: https://www.greenham.com.au/job_application_victoria.html

Please note that only shortlisted candidates will be contacted.

Job Types: Full-time, Casual

Pay: $23.00 - $30.00 per hour

Experience:

• meat industry: 1 year (Preferred)

Licence:

• Drivers Licence (Required)

Benefits:

• Staff / corporate discounts
• Secondment and rotation opportunities
• Training and professional development assistance

Euroa Secondary College is the only state secondary school in the Shire of Strathbogie, located 90 minutes north of Melbourne on the Hume Highway. Our SFO (Student Family Occupation index) is 0.6301.

Our students attend the college from a radius of 60km with the support of eight school buses of which two are operated by the college. For 2020 we have 320 students with 52 staff that includes 36 teaching staff and 16 education support. Every student, staff member and family is valued as an individual at the college. Every community member has a role to play and the College believes strongly in the connection between school, family and community.

The College’s mission statement is “A united community where everybody has responsibility in preparing youth for their future”. The College core values are Challenge, Empowerment, Resilience and Respect. Studies such as Music, Languages other than English (Japanese), VET, VCE and VCAL are taught along with traditional subjects at years 7 to 10. A wide variety of extra-curricular programs are provided for students. Intervention programs operate in Literacy in years 7-9.

Classes are set in English and Mathematics, supporting and extending individual skills. Students in Year 9 participate in “The Year with a Difference” program. The Year 10 program provides students with numerous elective choices so they the opportunity to commence VET studies and have a solid foundation for Year 11 and 12. Students in years 10-12 have the opportunity to accelerate their studies to suit their talents and pathways to life beyond school.

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 Qualification to teach Vocational Education and qualification and/or experience in the Agriculture and Horticulture field.

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 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

Work in a multidisciplinary team with a customer focus.

• Workplace Rehabilitation
• Original & New Employer Services
• Health & Wellbeing consulting

Align Work Health based in Albury with a national reach, we’re a team of experienced physiotherapists, occupational therapists, educators and counsellors. Whether we are solving workers’ compensation issues or strategising human resources, our role is to make sure everyone has the opportunity to reach their potential.

From early intervention to ongoing training, helping people return to work to finding a new role, we tailor programs and solutions for each individual or workplace. Since 2002, we’ve been partnering with businesses in every industry, creating safer, healthier and happier workplaces.

EXT123

We’re looking for an experienced physiotherapist who is keen to continue or learn a musculoskeletal role.

Work within multiple customer and cross-functional teams both in rooms and onsite. Deliver services that make a difference in prevention, early intervention, and chronic conditions without the grind.

With a dedicated team leader and senior staff it's a role that includes strong mentoring and support, realistic targets and a strong health outcomes focus.

• Onsite Programs
• Prevention Services
• Early Intervention Physiotherapy
• Injury Management
• Workstation Ergonomics

Align Work Health based in Albury with a national reach, we’re a team of experienced physiotherapists, occupational therapists, educators and counsellors. Whether we are solving workers’ compensation issues or strategising human resources, our role is to make sure everyone has the opportunity to reach their potential.

From early intervention to ongoing training, helping people return to work to finding a new role, we tailor programs and solutions for each individual or workplace. Since 2002, we’ve been partnering with businesses in every industry, creating safer, healthier and happier workplaces.

EXT123

• Business / Systems analyst
• Information & Communication Technology
• Start August 2020

Who are we?

Albury Wodonga Health (AWH) is a unique cross-border public health service and the largest regional health service between Sydney and Melbourne. We support an outer catchment population of 250,000 throughout North-East VIC and Southern NSW, with a dedicated team of over 2,500 staff. We are a dynamic organisation undergoing significant growth.

The Opportunity

AWH requires an Application Configuration Manager to join our Patient Administration System (PAS) Replacement Project. Option to work from home with travel to Albury as required. Opportunity to lead AWH’s configuration of PAS software new to the ANZ region. Be part of a project that will improve operational efficiency and patient safety.

• Are you a specialist in patient administration workflows and data?
• Do you love seeing the business improvement vision encapsulated in the configuration and deployment of new software products?
• Are you excited by success that means direct benefits to the safety of patients in our public health system?

What’s in it for you?

AWH offers full orientation and the opportunity to be a part of a supportive team.

• Salary packaging through Maxxia
• Employee assistance / wellbeing programs
• Staff Discounts with our many business partners

Interested?

For more information about the position, please refer to the attached Job Description. Within this document is information about the AWH PAS Replacement Project for Job Applicants. If, after reading these documents, you have further questions, contact Emma Heughan, PAS Project Manager.

Salary and conditions will be in accordance with the relevant VIC EBA.

AWH is committed to Equal Employment Opportunity, Ethical Practice, and the principles of Cultural Diversity and Social inclusion. Applications from Aboriginal and Torres Strait Islanders are encouraged. All appointments are made subject to a Criminal History Record Check and a Working with Children Check. 

• Programme & Project Management
• Information & Communication Technology
• Start August 2020

Who are we?

Albury Wodonga Health (AWH) is a unique cross-border public health service and the largest regional health service between Sydney and Melbourne. We support an outer catchment population of 250,000 throughout North-East VIC and Southern NSW, with a dedicated team of over 2,500 staff. We are a dynamic organisation undergoing significant growth.

The Opportunity

AWH requires a Project Support Coordinator to join our Patient Administration System (PAS) Replacement Project. Option to work from home with travel to Albury as required. Opportunity to show your skills in a project support role. You will play a critical role in a Project that will deploy a PAS software product new to the ANZ region.

• Are you a highly organised and skilled administrator with project experience?
• Can you use your skills to keep the team on track, in touch and on topic?
• Are you excited by success that means direct benefits to the safety of patients in our public health system?

What’s in it for you?

AWH offers full orientation and training with the opportunity to be a part of a supportive and friendly team.

• Salary packaging through Maxxia
• Employee assistance / wellbeing programs
• Staff Discounts with our many business partners

Interested?

For more information about the position, please refer to the attached Job Description. Within this document is information about the AWH PAS Replacement Project for Job Applicants. If, after reading these documents, you have further questions, contact Emma Heughan, PAS Project Manager.

Salary and conditions will be in accordance with the relevant VIC EBA.

AWH is committed to Equal Employment Opportunity, Ethical Practice, and the principles of Cultural Diversity and Social inclusion. Applications from Aboriginal and Torres Strait Islanders are encouraged. All appointments are made subject to a satisfactory Criminal History Record Check and a Working with Children Check. 

• Database development and administration
• Information & Communication Technology
• Start August 2020

Who are we?

Albury Wodonga Health (AWH) is a unique cross-border public health service and the largest regional health service between Sydney and Melbourne. We support an outer catchment population of 250,000 throughout North-East VIC and Southern NSW, with a dedicated team of over 2,500 staff. We are a dynamic organisation undergoing significant growth.

The Opportunity

AWH requires a Data Migration Manager to join our Patient Administration System (PAS) Replacement Project. Option to work from home with travel to Albury as required. Opportunity to lead complex data migration from multiple legacy systems to a PAS software product new to the ANZ region.

• Do you love data?
• Do you have the skills to design, manage and execute a PAS migration process end to end?
• Do you want to use your skills to deliver direct benefits to the safety of patients in our public health system?

What’s in it for you?

AWH offers full orientation and training with the opportunity to be a part of a supportive and friendly team. AWH provides excellent staff benefits including:

• Salary packaging through Maxxia
• Employee assistance / wellbeing programs
• Staff Discounts with our many business partners

Interested?

For more information about the position, please refer to the attached Job Description. Within this document is information about the AWH PAS Replacement Project for Job Applicants.

If, after reading these documents, you have further questions, contact Emma Heughan, PAS Project Manager.

Salary and conditions will be in accordance with the relevant VIC EBA.

AWH is committed to Equal Employment Opportunity, Ethical Practice, and the principles of Cultural Diversity and Social inclusion. Applications from Aboriginal and Torres Strait Islanders are encouraged. All appointments are made subject to a satisfactory Criminal History Record Check and a Working with Children Check.

• Management and change consulting
• Information & Communication Technology
• Start August 2020

Who are we?

Albury Wodonga Health (AWH) is a unique cross-border public health service and the largest regional health service between Sydney and Melbourne. We support an outer catchment population of 250,000 throughout North-East VIC and Southern NSW, with a dedicated team of over 2,500 staff. We are a dynamic organisation undergoing significant growth.

The Opportunity

AWH requires a Change Manager to join our Patient Administration System (PAS) Replacement Project. Option to work from home with travel to Albury as required. Opportunity to design and lead a change and adoption strategy for a PAS software product new to the ANZ region and align business processes for the benefits of patients. 

• Do you love a change challenge?
• Do you have the skills and tools to ensure the successful adoption of new software?
• Do you have a proven track record in building and promoting the value of the change function among Executives and Middle Managers?
• Are you excited by success that means benefits to the safety of patients?

What’s in it for you?

AWH offers full orientation and the opportunity to be a part of a supportive team.

• Salary packaging - Maxxia
• Employee assistance / Wellbeing programs
• Staff Discounts with our many business partners

Interested?

For more information about the position, please refer to the attached Job Description. Within this document is information about the AWH PAS Replacement Project for Job Applicants. If, after reading these documents, you have further questions, contact Emma Heughan, PAS Project Manager.

Salary and conditions will be in accordance with the relevant VIC EBA.

AWH is committed to Equal Employment Opportunity, Ethical Practice, and the principles of Cultural Diversity and Social inclusion. Applications from Aboriginal and Torres Strait Islanders are encouraged. All appointments are made subject to a Criminal History Record Check and a Working with Children Check. 

MC DRIVER Subheading

(ALBURY BASED)

Jennshel Logistics - Albury

Highly respected local TPT required MC Drivers to fill additional drivers' roles in general freight.

Driving a modern fleet of trucks - the role consists of regular SYD/MELB/BRIS.

To be eligible you will need:

BFM

Licence Printout

Federal Police Check

Contact:- Aaron

Area: NEWLINE Albury Ph: NEWLINE 0428578550 Email: NEWLINE jennshel909@gmail.com

Storeman/Driver We are looking for a Storeman/Driver with Fork Lift & MR Truck Licence for work in the Kitchen/Cabinet Industry, with a good attitude to work in a team environment Send Resume to Manager info@pjcdistributors.com Closing date 15/06/2020