Process Engineer Lycopodium Limited With offices in Australia, Africa, Canada, Peru and the Philippines, Lycopodium proudly delivers high quality professional engineering and project delivery services globally, across the resources, infrastructure and industrial processes sectors. By joining our global team and learning from renowned subject matter experts, we can offer you a diverse career that could take you anywhere in the world.Lycopodium is growing locally and globally as a result of a growing pipeline of awarded projects. To support our growth and the delivery of a signifcant base metals project in particular, we're recruiting for an experienced Process Engineer to join our growing team in are looking for game changing professionals who are leaders in their field & looking to make their mark in a varied and challenging role.This critical role involves providing feasibility studies and detailed design including: metallurgical testwork design and execution, flowsheet development, operating cost development, PIDs, study write ups, supervision of process engineers and process plant successful applicant will be a Metallurgist, Process Engineer or Chemical Engineer and will display the following:Relevant tertiary education qualifications.Minimum 2+ years of combined operations/commissioning and engineering design experience.Demonstrated credentials in process engineering for studies and detailed design.Excellent written, communication skills.Demonstrated commitment to providing high quality service to clients within budget and time constraints.Experience in the following commodities preferred: gold, base metals, iron ore and benefits we'll provideLycopodium has a strong company culture focused on career progression and technical skill development. You can expect to be involved in a wide range of large projects whilst working amongst a team of highly skilled recognise that everyone is different and needs may change over the course of your career. That’s why we :Invest in our people for the long-term, building a diverse and rewarding career, mentored by the best in the industry.Allow our people to balance work with other commitments, like family or study, offering flexible work arrangements.Provide access to a benefits, rewards and recognition platform that also offers great discounts to hundreds of retailers in undertaking significant people and technology initiatives that will support the workplace of the encourage and value diversity and inclusion and welcome applications from all backgrounds regardless of gender, age, disability and ethnicity, including Aboriginal and Torres Strait Islanders. Our commitment to equal opportunity is embodied in our values of Respect, Integrity & Diligence. They are inherent in who we are, as individuals, and collectively as a Company. We are a 2024 Circle Back Initiative Employer – we commit to respond to every applicant.Please submit your CV by clicking the 'Apply' button.
#J-18808-Ljbffr Brisbane City, Queensland, AUPosted 5 hours ago Mechanical Designer . Lycopodium Limited With offices in Australia, Africa, Canada and the Philippines, Lycopodium proudly delivers high quality professional engineering and project delivery services globally, across the mining and metals; infrastructure and process industries. By joining our global team and learning from renowned subject matter experts, we can offer you a rich and diverse to the Company's current growth, Lycopodium is currently recruiting for a Mechanical Designer to join our dynamic and growing Brisbane based team.Reporting to the Design Coordinator, the Mechanical Designer will operate as an integral part of the drafting and design team in producing project drafting deliverables, developing conceptual designs for project implementation and providing leadership to the team as tasks you'll perform:Producing Lycopodium and industry standard models and design drawings from the design engineer calculations and sketches.Management of and responsibility for mechanical design and drafting resources assigned to allocated tasks to achieve agreed deliverable dates and budgets.Ensuring design drawings comply with all relevant Australian and International standards.Produce plant layouts from preliminary project data and design information.Reviewing of vendor drawings and design data.Ensuring project schedules and man-hour budgets are met for areas of assigned work.Maintaining progress details for drawings produced by personnel under their supervision.Work collaboratively with personnel across all business expertise you'll bringMinimum 3+ years’ experience in Mechanical Design/DraftingProficiency in the design layout and detailing of materials handling and process plants (full plant layout experience is key)Effective supervision of drafting personnelUnderstanding of fabrication and construction techniques in the materials handling industryExperience with MicroStation 2D and 3DRelevant tertiary qualifications in Engineering Design DraftingHighly developed people and relationship skills with demonstrated ability to work in a multi-disciplined professional team environment communicating and motivating effectively at all levels of the benefits we'll provideLycopodium has a strong company culture focused on career progression and technical skill development. You can expect to be involved in a wide range of large projects whilst working amongst a team of highly skilled recognise that everyone is different and needs may change over the course of your career. That’s why we :Invest in our people for the long-term, building a diverse and rewarding career, mentored by the best in the industry.Allow our people to balance work with other commitments, like family or study, offering flexible work arrangements.Provide access to a benefits, rewards and recognition platform that also offers great discounts to hundreds of retailers in undertaking significant people and technology initiatives that will support the workplace of the encourage and value diversity and inclusion and welcome applications from all backgrounds regardless of gender, age, disability and ethnicity, including Aboriginal and Torres Strait Islanders. Our commitment to equal opportunity is embodied in our values of Respect, Integrity & Diligence. They are inherent in who we are, as individuals, and collectively as a Company. We are a 2024 Circle Back Initiative Employer – we commit to respond to every applicant.Please submit your CV by clicking the 'Apply' button.
#J-18808-Ljbffr Brisbane City, Queensland, AUPosted 5 hours ago Head of Front End Chapter Lead. HBF Health Management (Information & Communication Technology) This is an exciting opportunity to lead the Front-End Business Unit within the Change Engine, playing a pivotal role in shaping the future of Member Platforms technology at our organisation. As the Head of Front End, you will have the autonomy to drive innovation, develop cutting-edge solutions, and cultivate a high-performing team of professionals. With the support of our collaborative and forward-thinking environment, you will have the chance to make a tangible impact by delivering exceptional experiences for our members through our Mobile App and Web platforms. Join us in embracing new challenges, exploring innovative ideas, and charting the course towards continued success and growth. This is your chance to be at the forefront of technological advancements and contribute to meaningful change within our organisation and beyond.About YouYou are a visionary leader with a passion for driving technological innovation and fostering a culture of excellence. With a proven track record in leading cross-functional teams and implementing Agile methodologies, you thrive in dynamic environments where collaboration and continuous improvement are key. Your extensive expertise in Front End technologies, coupled with your strong communication and mentoring skills, enables you to inspire and empower your team to achieve their full potential. Committed to staying ahead of industry trends and embracing new challenges, you are dedicated to driving organisational success while ensuring the highest standards of quality and professionalism. Join us in shaping the future of Member Platforms technology and making a meaningful impact on our organisation and members' lives.Responsibilities:As the Head of Front End, you will lead a team of up to 10 direct reports, driving excellence in application development for Mobile App and Web platforms. Your primary responsibilities will include:Establishing the Front-End chapter as a centre of excellence, fostering growth and professional development.Providing technical guidance and expertise in designing, coding, security, testing, and installation of application programs.Collaborating with delivery squads, Product Owners, and Tribe leadership to prioritize tasks and allocate resources effectively.Leading design efforts for solutions across multiple platforms, ensuring adherence to quality standards and development methodologies.Mentorship and performance evaluation of chapter members, supporting their professional development plans.Actively seeking opportunities for innovation and improvement, staying abreast of industry trends and best practices.Extensive experience in large cross-functional organizations, applying Agile methodologies.Expertise in software development lifecycle and project management.Strong knowledge of Front-End technologies such as React and .Net, with an openness to learning new languages and frameworks.Excellent communication skills and the ability to effectively collaborate with diverse stakeholders.Tertiary qualifications in Business, Computer Science, or related discipline.Ready to lead innovation in Member Platforms technology? Apply now to join us as the Head of Front-End Business Unit. Let's shape the future together!How to ApplyTo apply, click on the “Apply Now" button to complete your application and send through a copy of your CV along with a covering letter outlining why your skill and experience meet the requirements of this role.About HBFAs one of WA’s longest established private health providers, (we’ve been around for 80 years!), we continue to innovate and challenge the status quo; adopting a strategy that focuses on business growth and sustainability, diversification, national expansion and significant enhancements to how we service our members through technology and relevant related a not-for-profit fund with no shareholders, we are dedicated to doing the right thing for our members. That’s why our iconic brand’s reputation is built on personalised service, community support and a motivation to deliver for our members in the moments that matter.When you work for HBF, you work for a company with a clear vision and a team of people that are passionate about providing the best service, experience and products for our members across why not come with us on our transformation journey and see where a career with HBF can take you?Our ValuesAt HBF, we live our values every day. They shape our behaviours and how we relate to each other, our members and our community:Members are our reason - Members are the reason we exist and are at the heart of everything we do the right thing - We are open and honest in everything we do. We do what is right, not what is easy and explain why we are doing are brave - We are brave in the way we will tackle the future. We’re driven by curiosity, and constantly look for better ways to work smarter, faster and more work as one - We act as one HBF because we’re better together. We work not as individuals but as a team to achieve more.Employee benefitsFully Subsided Corporate Gold Health Cover13 days personal leave per yearAccess to corporate discounts across a range of retail, restaurants and hotelsOur recruitment and selection process include a variety of assessment methods that may encompass psychometric assessments, reference checks and verification of working rights in Australia. Preferred candidates will be required to return a satisfactory National Police Clearance prior to an offer of employment being HBF, we don’t just accept difference - we celebrate it, we support it, and we thrive on it for the benefit of our employees, our products, and our community. HBF is a place of belonging. We are proud of who we are, and we encourage applications from diverse groups such as Indigenous and Torres Strait Islander people, physical ability, age, sexual orientation, gender identity or expression and family background, including caring responsibilities.Report this job advert Don’t provide your bank or credit card details when applying for jobs. Choose from thousands of courses delivered by leaders in education.
#J-18808-Ljbffr Perth, Western Australia, AU, 6001Posted 5 hours ago Campaign Analyst. Cashrewards Heyyyyy! We're Cashrewards, Australia’s most loved cashback platform.Shoppers love us, but not just shoppers, our team think we’re pretty awesome too. So much so that they voted and now we’re a certified Great Place to Work. As they say, the proof is in the pudding so check out this role to see if you fancy a slice yourself.About the roleAs the Campaign Analyst in ourAnalytics and Insights team, this role is at the heart of infusing vibrancy into our operations. Responsible for designing and implementing dynamic campaign analytics and insights for both our core cashback business and retail media, you will collaborate seamlessly with business and engineering stakeholders to elevate our overall business strategy.Capable of skilfully integrating various tools and systems, you will ensures a lively and effective approach, always identifying the best sources for valuable inputs. In this role you will add a vibrant touch to the business landscape, making every data-driven decision a dynamic and impactful one.Your FocusAssist marketing with devising A/B and multivariate testing strategies across all digital channels to ensure tests are set up in a way that they can be read easily and are statistically significant.Develop automated post-campaign analysis reporting and insights for internal stakeholders and clients in both the core cashback business and retail media, providing recommendations on the best course of action, e.g. regular vs. boosted cashback campaigns.Segment appropriate cashback campaign audiences.Collaborate with our retail media team to support the development and maintenance of targeted media audiences, making these available to our advertising client partners.Leverage analytics to refine audience segmentation and improve the effectiveness of media campaign performance.Design and develop automated post-campaign analytics for the media business, measuring the success of advertising and promotional efforts, highlighting key performance indicators and providing actionable problem statements with the relevant stakeholders to drive business-wide commercial & customer results in a timely manner.About You Extensive experience of SQL, data visualisation tools such as PowerBI, Amplitude, Kevel, mParticle, Braze, AppsFlyer, and other toolsWell developed business stakeholder management experienceExperience of utilisation of data to discover insights, predict behaviour, add value and visualise results and patterns to provide recommendations to support Cashrewards’ ambitions.A curious mind and resilience, determined problem solver, innovative, autonomous and conscientious.Experience in a similar role in a top tier consulting firm or industryCommercial acumen evidenced by understanding the business drivers to achieve sustainable growthIn the fast moving cashback category, Cashrewards has powered ahead of its rivals and taken the lead, serving over 2 million members with an enticing range of cashback offers from more than 2000 brand partners including Apple, Amazon, Myer, Liquorland, Adidas, Bonds, Target, and The Iconic. As if that isn’t impressive enough, we’re fully Australian owned and operated, and backed by 1835i, one of Australia's leading venture funds. Plus, we support the Starlight Children's Foundation by donating 1% of all cash redeemed to the foundation.Another cool thing, we're right smack-band in the middle of Sydney CBD (next to the QVB) so we're easy to get to. There's lots more to love about working here, like:- Flexible working - Friday hours (finish at 3pm on Fridays)- Double cashback - Free access to Headspace- Discounted fitness classes and wellness offering- Birthday leave- 16 weeks paid parental leave- Ability to work up to 90 days a year from anywhere in the world - Awesome people who you'll get to know at some of our awesome celebrations and social events So if you’re keen to jump on board and help us steer this fine ship into the future, don’t let this opportunity pass you by. So jump in, forget FOMO. Join the Cashrewards team today. Check out our careers page
#J-18808-Ljbffr Sydney, New South Wales, AU, 2000Posted 5 hours ago Secondary Humanities Teacher (Classroom Teacher) State Government of Victoria, Australia Secondary Humanities Teacher (Classroom Teacher) Job posted: 16/05/2024 Job type: Full time / From 17/06/2024 Organisation: Schools (Government) Salary: Salary not specified Occupation: Teacher Reference: 1415962 Selection Criteria 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. Role 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 2Range 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 1The 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. Responsibilities 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. Who May Apply 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. EEO AND OHS Commitment The Department of Education and Training is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms – gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines ). Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: or email on: Child Safe Standards 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 DE Values 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 Other Information 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. To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person. Location Profile Tarneit P-9 College is situated in the western suburbs of Melbourne in Wyndham. The College was established in 2013, commencing with an enrolment of 331 students and growing to 2376 students in 2023 slightly up on 2022 enrolments. In the past year, four new primary schools opened in the area that changed the college's designated enrolment boundary resulting in the number of foundation enrolments stabilising, however the number of students in Year 7 has increased significantly. We anticipate that this will be the trend for another 2-3 years, after which the establishment of new secondary schools in the area will enable our numbers across the school to stabilise. The College¿s vision is to provide a quality education which enables all students to progress by more than one year across all academic measures. We are committed to achieving continuous improvement of learning outcomes for all students and we are establishing a reputation for high academic achievement. The College also values its motto `Scientia Lumen Vitae¿ which means `knowledge is the light of life¿. The College strives for the highest standards in English and Mathematics and compliments this with quality programs in Science, The Arts, Physical Education and French. At Tarneit P-9 College the following values underpin the actions of our whole community: ¿ We value our learning. ¿ We are an inclusive school community. ¿ We are proud of ourselves, each other, and the school. ¿ We act and are responsible. The Tarneit community comprised of diverse family backgrounds, with 50% of the students coming from language backgrounds other than English. India, New Zealand, and Africa are the dominant regions of parents¿ birth. In addition, 1.24% of students are Aboriginal or Torres Strait Islander. The Student Family Occupation and Education Index of 0.3573 indicates our community comes from low to mid socio-economic backgrounds. Approximately 3% of students are identified as having a disability and/or impairment and 1.33% are from refugee backgrounds. In 2023, the College had 180 teaching staff with a full-time equivalent of 156.5 and 61 non-teaching staff with a full-time equivalent of 47.7. This includes primary classroom and subject teachers, intervention teachers, secondary specialised subject teachers, administration support, classroom educational support, technical support, Leading Teachers/Learning Specialists, 9 Assistant Principals, and a principal. Tarneit P-9 College provides a comprehensive curriculum for students from years Prep to 9. We are focused on delivering a curriculum that promotes and develops high level literacy and numeracy skills, along with higher order thinking skills. The College is forming strong partnerships with the local kindergartens and Tarneit Senior College to support student transition from K-12. As students¿ progress through school, the curriculum design allows for a variety of subjects to be offered, ensuring that students have opportunities to pursue their own pathway. The College recognises the importance of the home/school relationships and encourages parent participation at a range of different levels. In partnership with parents and the community, staff members establish high expectations for all students as the standard and provide a safe, supportive environment where students can become productive, knowledgeable, and responsible citizens. The College has developed a Student Learning and Welfare support team, comprising of Psychologists, a Student Welfare Officer, Speech Pathologist and Assistant Principals. The College also works closely with the Wyndham Student Support Services and local organisations to provide a range of supports and interventions for students and their families. The School Wide Positive Behaviour initiative underpins Tarneit P-9 College¿s approach to wellbeing. The school community has a strong focus on explicitly teaching students the expected behaviours and attitudes aligned with the College values. The rapid growth of the school community has seen a quick expansion of facilities. The College has a state of the art, two storey building for our secondary students, including specialist spaces for science, the arts, technology and STEM. We also have a large senior library, double basketball court and synthetic soccer/rugby field. The College has also prioritised the development of our grounds, including a fence around the perimeter, grassed play areas, artificial turf areas, playgrounds and a range of shading and seating. The College also integrates the latest technology as a tool to support learning. Interactive whiteboards are installed throughout the main building and LCD screens throughout the other learning spaces. Students in Year 3 to 9 participate in a one-to-one device program and all learning spaces have access to wireless connectivity.
#J-18808-Ljbffr Melbourne, Victoria, AU, 3001Posted 5 hours ago Prep - Year 9 French Teacher (Classroom Teacher) State Government of Victoria, Australia Prep - Year 9 French Teacher (Classroom Teacher) Job posted: 16/05/2024 Job type: Full time / From 17/06/2024 Organisation: Schools (Government) Salary: Salary not specified Occupation: Teacher Reference: 1415965 Selection Criteria 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. Role 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 2Range 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 1The 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. Responsibilities 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. Who May Apply 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. EEO AND OHS Commitment The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms – gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines ). Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: or email on: Child Safe Standards 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: The Department’s employees commit to upholding DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at: 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. 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 VIT LANTITE To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person. Location Profile Secondary English Tarneit P-9 College is situated in the western suburbs of Melbourne in Wyndham. The College was established in 2013, commencing with an enrolment of 331 students and growing to 2376 students in 2023 slightly up on 2022 enrolments. In the past year, four new primary schools opened in the area that changed the college's designated enrolment boundary resulting in the number of foundation enrolments stabilising, however the number of students in Year 7 has increased significantly. We anticipate that this will be the trend for another 2-3 years, after which the establishment of new secondary schools in the area will enable our numbers across the school to stabilise. The College¿s vision is to provide a quality education which enables all students to progress by more than one year across all academic measures. We are committed to achieving continuous improvement of learning outcomes for all students and we are establishing a reputation for high academic achievement. The College also values its motto `Scientia Lumen Vitae¿ which means `knowledge is the light of life¿. The College strives for the highest standards in English and Mathematics and compliments this with quality programs in Science, The Arts, Physical Education and French. At Tarneit P-9 College the following values underpin the actions of our whole community: ¿ We value our learning. ¿ We are an inclusive school community. ¿ We are proud of ourselves, each other, and the school. ¿ We act and are responsible. The Tarneit community comprised of diverse family backgrounds, with 50% of the students coming from language backgrounds other than English. India, New Zealand, and Africa are the dominant regions of parents¿ birth. In addition, 1.24% of students are Aboriginal or Torres Strait Islander. The Student Family Occupation and Education Index of 0.3573 indicates our community comes from low to mid socio-economic backgrounds. Approximately 3% of students are identified as having a disability and/or impairment and 1.33% are from refugee backgrounds. In 2023, the College had 180 teaching staff with a full-time equivalent of 156.5 and 61 non-teaching staff with a full-time equivalent of 47.7. This includes primary classroom and subject teachers, intervention teachers, secondary specialised subject teachers, administration support, classroom educational support, technical support, Leading Teachers/Learning Specialists, 9 Assistant Principals, and a principal. Tarneit P-9 College provides a comprehensive curriculum for students from years Prep to 9. We are focused on delivering a curriculum that promotes and develops high level literacy and numeracy skills, along with higher order thinking skills. The College is forming strong partnerships with the local kindergartens and Tarneit Senior College to support student transition from K-12. As students¿ progress through school, the curriculum design allows for a variety of subjects to be offered, ensuring that students have opportunities to pursue their own pathway. The College recognises the importance of the home/school relationships and encourages parent participation at a range of different levels. In partnership with parents and the community, staff members establish high expectations for all students as the standard and provide a safe, supportive environment where students can become productive, knowledgeable, and responsible citizens. The College has developed a Student Learning and Welfare support team, comprising of Psychologists, a Student Welfare Officer, Speech Pathologist and Assistant Principals. The College also works closely with the Wyndham Student Support Services and local organisations to provide a range of supports and interventions for students and their families. The School Wide Positive Behaviour initiative underpins Tarneit P-9 College¿s approach to wellbeing. The school community has a strong focus on explicitly teaching students the expected behaviours and attitudes aligned with the College values. The rapid growth of the school community has seen a quick expansion of facilities. The College has a state of the art, two storey building for our secondary students, including specialist spaces for science, the arts, technology and STEM. We also have a large senior library, double basketball court and synthetic soccer/rugby field. The College has also prioritised the development of our grounds, including a fence around the perimeter, grassed play areas, artificial turf areas, playgrounds and a range of shading and seating. The College also integrates the latest technology as a tool to support learning. Interactive whiteboards are installed throughout the main building and LCD screens throughout the other learning spaces. Students in Year 3 to 9 participate in a one-to-one device program and all learning spaces have access to wireless connectivity.
#J-18808-Ljbffr Melbourne, Victoria, AU, 3001Posted 5 hours ago Secondary Teacher - Health / PE (Classroom Teacher) State Government of Victoria, Australia Secondary Teacher - Health / PE (Classroom Teacher) Job posted: 16/05/2024 Job type: Full time / From 17/06/2024 Organisation: Schools (Government) Salary: Salary not specified Occupation: Teacher Reference: 1415966 Selection Criteria 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. Role 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 2Range 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 1The 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. Responsibilities 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. Who May Apply 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. EEO AND OHS Commitment The Department of Education and Training is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms – gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. 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. Child Safe Standards 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 DE Values 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 Other Information 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. 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 VIT LANTITE To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person. For positions in special settings, a person is not eligible for employment unless they meet the vaccination requirements on commencement in the position. Location Profile Tarneit P-9 College is situated in the western suburbs of Melbourne in Wyndham. The College was established in 2013, commencing with an enrolment of 331 students and growing to 2376 students in 2023 slightly up on 2022 enrolments. In the past year, four new primary schools opened in the area that changed the college's designated enrolment boundary resulting in the number of foundation enrolments stabilising, however the number of students in Year 7 has increased significantly. We anticipate that this will be the trend for another 2-3 years, after which the establishment of new secondary schools in the area will enable our numbers across the school to stabilise. The College¿s vision is to provide a quality education which enables all students to progress by more than one year across all academic measures. We are committed to achieving continuous improvement of learning outcomes for all students and we are establishing a reputation for high academic achievement. The College also values its motto `Scientia Lumen Vitae¿ which means `knowledge is the light of life¿. The College strives for the highest standards in English and Mathematics and compliments this with quality programs in Science, The Arts, Physical Education and French. At Tarneit P-9 College the following values underpin the actions of our whole community: ¿ We value our learning. ¿ We are an inclusive school community. ¿ We are proud of ourselves, each other, and the school. ¿ We act and are responsible. The Tarneit community comprised of diverse family backgrounds, with 50% of the students coming from language backgrounds other than English. India, New Zealand, and Africa are the dominant regions of parents¿ birth. In addition, 1.24% of students are Aboriginal or Torres Strait Islander. The Student Family Occupation and Education Index of 0.3573 indicates our community comes from low to mid socio-economic backgrounds. Approximately 3% of students are identified as having a disability and/or impairment and 1.33% are from refugee backgrounds. In 2023, the College had 180 teaching staff with a full-time equivalent of 156.5 and 61 non-teaching staff with a full-time equivalent of 47.7. This includes primary classroom and subject teachers, intervention teachers, secondary specialised subject teachers, administration support, classroom educational support, technical support, Leading Teachers/Learning Specialists, 9 Assistant Principals, and a principal. Tarneit P-9 College provides a comprehensive curriculum for students from years Prep to 9. We are focused on delivering a curriculum that promotes and develops high level literacy and numeracy skills, along with higher order thinking skills. The College is forming strong partnerships with the local kindergartens and Tarneit Senior College to support student transition from K-12. As students¿ progress through school, the curriculum design allows for a variety of subjects to be offered, ensuring that students have opportunities to pursue their own pathway. The College recognises the importance of the home/school relationships and encourages parent participation at a range of different levels. In partnership with parents and the community, staff members establish high expectations for all students as the standard and provide a safe, supportive environment where students can become productive, knowledgeable, and responsible citizens. The College has developed a Student Learning and Welfare support team, comprising of Psychologists, a Student Welfare Officer, Speech Pathologist and Assistant Principals. The College also works closely with the Wyndham Student Support Services and local organisations to provide a range of supports and interventions for students and their families. The School Wide Positive Behaviour initiative underpins Tarneit P-9 College¿s approach to wellbeing. The school community has a strong focus on explicitly teaching students the expected behaviours and attitudes aligned with the College values. The rapid growth of the school community has seen a quick expansion of facilities. The College has a state of the art, two storey building for our secondary students, including specialist spaces for science, the arts, technology and STEM. We also have a large senior library, double basketball court and synthetic soccer/rugby field. The College has also prioritised the development of our grounds, including a fence around the perimeter, grassed play areas, artificial turf areas, playgrounds and a range of shading and seating. The College also integrates the latest technology as a tool to support learning. Interactive whiteboards are installed throughout the main building and LCD screens throughout the other learning spaces. Students in Year 3 to 9 participate in a one-to-one device program and all learning spaces have access to wireless connectivity.
#J-18808-Ljbffr Melbourne, Victoria, AU, 3001Posted 5 hours ago Content Writer . Keypath Education, LLC At Keypath, we invite you to be part of something transformative. As a global EdTech leader, we collaborate with prestigious universities to create and deliver online education solutions that tackle global social and economic challenges head-on.Join our dynamic, fast-growing international team that thrives on collaboration, innovation, and lifelong learning. With offices in Melbourne, Sydney, Chicago, and SE Asia, we are truly a global company. Today, we're a family of over 700 passionate "Keypathers" worldwide.Work Anywhere:At Keypath Education Australia, flexibility is our strength. We put our people first, allowing you to choose where you work – from home, in the office, or both. As a result we are open to applications from candidates based anywhere in Australia (as long as you have strong reliable internet).Only Australian based candidate with full Australian Work Rights will be considered for this DescriptionThe Content Writer plays a key role in producing content articles and landing page content. They will collaborate with the content team to write content, research, ensure website content is accurate, follow editorial standards and use SEO best Content Writer is responsible for creating content that drives website traffic and helps consumers find products that fit their needs. Their expertise in writing quality copy, monetising content, having strong communication skills and the ability to meet tight deadlines will contribute to the success of our online presence. This role requires a highly organised and detail-oriented person passionate about content production and accountabilities include the following:Write clear and engaging copy for digital publicationProduce content for social media platformsResearch, fact-check, proofread and edit website content for editorial quality and SEO best practicesHighlight product features by identifying unique selling points and monetising products in contentUpload and format content on CMS platforms, ensuring best practices are followedPrepare and create content briefsConduct keyword research to produce high-quality SEO-friendly contentUse consumer-friendly language to enhance the audience’s understanding of productsStay up to date on relevant industry trends and complete competitor analysesSupport team in driving content strategy, including measuring and offering recommendationsImprove content for content auditsContribute content ideas and suggestionsWork closely with cross-functional teams, including marketing, design and developmentCollaborate with subject matter experts to ensure accurate and up-to-date information is writtenMakes recommendations for process and workflow improvementsSupport PR and outreach initiativesAct as a spokesperson and respond to media enquiriesAnalyse and report on website performanceContribute to in-house style guideUnderstand brand partner information, including pricing, start dates, categories, course types, study modes and other relevant data for Keypath websitesWork with Keypath brand account managers to confirm that applicable product plan or package information has all required legal and disclaimersCompile and manage database(s) of brand partner information, including pricing, start dates, categories, course types, study modes and other relevant data for Keypath websitesWrite marketing copy when requiredQualificationsExperience5+ years’ experience in any of the following areas:SEO writingEditing/proofreadingContent production and managementSEO content optimisation and managementPrior experience with high-traffic websitesSkills & KnowledgeUnderstanding of SEO principles and best practices related to contentEditorial and proofreading skillsFamiliarity with editorial style guidesBachelor's degree in communications, journalism, English literature, creative writing or a related field (or equivalent work experience)Strong written and oral communication skillsFamiliarity with Microsoft Word/Google DocsProven experience in website content management, preferably within a fast-paced corporate environmentFamiliarity with HTML, CSS, and content management systemsPrior experience monetising content or working in the consumer media space (Desirable)Can complete expert interviews when necessaryAbility to produce error-free copyStrong organisational and time management skillsAbility to prioritise tasks and meet tight deadlinesAdditional InformationBenefits and Rewards:All the necessary equipment for success.Internet Allowance for remote work.Clear career progression pathways.Toolkits for Digital Health and Mental Health support.Global EdTech Leader: Join an industry on the rise.Continuous Growth: Upskill through discounted study opportunities.Transform the World: Contribute to upskilling and reskilling globally.Make an Impact: Help solve future economic and social challenges.Join Keypath and make a difference. We welcome applicants from diverse backgrounds and offer inclusive support throughout the recruitment process.Apply now to unlock your potential with Keypath!
#J-18808-Ljbffr Sydney, New South Wales, AU, 2000Posted 5 hours ago Chair of Business Leadership. Griffith University Every institution values excellence. What matters most is why.Griffith was created to be a different type of university. You’ll find we’re about leading research, academic excellence, and the transformative power of education. But what sets us apart is why those things matter and how you’ll achieve Griffith brings together exceptional minds like yours from across the globe and from all walks of life. Here, we do incredible work, questioning and challenging, always in the pursuit of Blackmore Family Foundation Chair of Business Leadership will be established within the context of a new multi-million dollar partnership between Griffith University and the Blackmore Family Foundation. The purpose of this partnership is to elevate the University’s business leadership education, research and practice.Hosted within the Department of Business Strategy and Innovation at Griffith Business School, this newly created role represents a transformative opportunity to deliver on Griffith University’s commitment to innovative education and authentic, values-driven leadership in the Asia-Pacific DescriptionAs a distinguished academic leader, the Professorial Chair will be central to the sustained transformation of executive leadership education at Griffith Business will drive an ambitious learning, research and engagement agenda within the School, providing the vision, focus and rigorous intellectual approaches to ensure that outcomes are delivered based on the most relevant and current academic practice, with a focus on real-world will galvanise efforts to build a connected and active community of business leaders and take on complex local and global challenges to advance Griffith Business School and drive meaningful change.Here’s how you’ll make it matter:Play a crucial role in supporting the study of business leadership interactions and innovations to strengthen leadership practice within an Asia Pacific context.Contribute to new approaches for executive leadership education in Queensland, Australia and the Asia-Pacific region.Design and deliver the Leadership Summit and related outputs, demonstrating the highest academic rigour while reinforcing Griffith’s international reputation for excellence.Drive the innovation required to ensure the sustained success of the Leadership Summit through creative engagement.Engage with industry to cultivate business leadership networks with the aim of developing new knowledge with a particular emphasis on experience of leaders in Australia and the Asia Pacific.Develop case studies as a knowledge and resource base to be used for the Leadership Summit and to complement Griffith’s existing MBA program and professional development resources.This is a five year fixed-term, full time position and will be primarily based at the Griffith University Gold Coast campus. As Griffith is a multi-campus University you may be required to work across other campus locations.SalaryThe full time equivalent base salary will be Academic Level E $205,768 per annum + 17% superannuation. The total FTE package will be $240,749 per annum. Relocation assistance is offered.BenefitsPrestigious Chair position offering immediate career advancement and long-term trajectory enhancement, bolstering professional reputation, and unlocking leadership roles in academia and beyond.A unique opportunity to occupy one of the first philanthropically funded Chair positions in Business in Queensland.Griffith's online MBA has been ranked as one of the best in the country and internationally in CEO Magazine’s 2024 Global MBA Rankings. Collaborate in this dynamic team within a progressive business school dedicated to advancing responsible leadership and sustainable outcomes.Thrive in a vibrant city hosting the next Olympics, offering unparalleled networking and professional development opportunities in business, culture, and innovation.Partner with a significantly well networked and prestigious philanthropic donor.About youWhat matters most is your drive to create a brighter future that benefits all. Through our core principles of excellence, ethics and engagement, you’ll thrive on seeing the direct and lasting impact you’ll have on every community and every will also have:Proven ability as a Professorial Chair or a distinguished academic leader and researcher with international standing and experience managing small teams.Spearheaded change initiatives while effectively collaborating with stakeholders.Industry experience, particularly in directing or managing the development of an internal MBA suite or graduate research and education programs where you have drawn on insights from leading industry practitioners to ensure alignment with industry needs and academic standards.Developed the methodology required to ensure conferences / summits and their related outputs demonstrate the highest academic rigour in research or educational programs.Using creative engagement, identified and secured speakers with expertise and relevance to programs, using your strong outward-facing communication and people skills.Curated in-depth interviews with outstanding business leaders, leveraging personal networks and beyond, to generate new knowledge and insights.Strong creative and analytical skills, with the ability to curate interviews and develop case studies that contribute to new knowledge and resource base – these will be used for the Leadership Summit and to complement Griffith’s existing MBA program.A track record of applied research and publication in reputable academic journals of international standing.A doctoral qualification or equivalent accreditation and standing.Additional InformationHow to applyAt Griffith, we’re committed to providing a safe and inclusive environment for all - whoever you are and wherever you’re from. If you require any accommodations, we welcome you to let us know so we can work with you to participate fully in our recruitment experience.Griffith University values diversity, inclusion and flexibility and we encourage Aboriginal and Torres Strait Islander, and people of all backgrounds to apply. For more information please visit our Equity, Diversity and Inclusion page. Griffith University also maintains a strict zero-tolerance policy against all forms of modern slavery. For more information, please refer to Griffith’s Modern Slavery Policy.Please submit your application online and ensure it includes the following:A covering letter outlining your suitability for the role (please refer to the qualifications above and the position description).Current curriculum vitae/resume including full contact details.Names and contact details of at least three professional referees (no contact will be made without your permission).Nationality and citizenship.Sponsorship will be available to the successful candidate.Successful candidates may be subject to a criminal history further information specifically about this role, please contact Professor Caitlin Byrne, Pro Vice Chancellor, (Business), PVC Business Office, application support, please contact People Services on and quote reference number REF4917X.Closing date: Sunday, 26th of May 2024 at 11:59pm AEST. All applications must be submitted online.Please allow at least 2 – 3 weeks from the closing date to expect an application update.
#J-18808-Ljbffr Gold Coast City, Queensland, AUPosted 5 hours ago Teacher Librarian (Classroom Teacher) State Government of Victoria, Australia Job type: Full time / From 17/06/2024 Organisation: Schools (Government) Salary: Salary not specified Occupation: Teacher Reference: 1415955 Selection Criteria 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. Role 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 2Range 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 1The 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. Responsibilities The role of classroom teacher librarian 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;Circulation, cataloguing, resource ordering for the Library and general Library dutiesAssist student research enquiries and conducting research skillsAssisting staff with resourcesImplementation and management of the Library budget Collaboration with teachers to provide resources for lessonsSupervision of students in the LibraryUndertaking other non-teaching supervisory May Apply 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. EEO AND OHS CommitmentApplicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines ).Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via Child Safe Standards 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: The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department'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 department values is available at: 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. To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person. Location Profile Tarneit P-9 College is situated in the western suburbs of Melbourne in Wyndham. The College was established in 2013, commencing with an enrolment of 331 students and growing to 2376 students in 2023 slightly up on 2022 enrolments. In the past year, four new primary schools opened in the area that changed the college's designated enrolment boundary resulting in the number of foundation enrolments stabilising, however the number of students in Year 7 has increased significantly. We anticipate that this will be the trend for another 2-3 years, after which the establishment of new secondary schools in the area will enable our numbers across the school to stabilise. The College¿s vision is to provide a quality education which enables all students to progress by more than one year across all academic measures. We are committed to achieving continuous improvement of learning outcomes for all students and we are establishing a reputation for high academic achievement. The College also values its motto `Scientia Lumen Vitae¿ which means `knowledge is the light of life¿. The College strives for the highest standards in English and Mathematics and compliments this with quality programs in Science, The Arts, Physical Education and French. At Tarneit P-9 College the following values underpin the actions of our whole community: ¿ We value our learning. ¿ We are an inclusive school community. ¿ We are proud of ourselves, each other, and the school. ¿ We act and are responsible. The Tarneit community comprised of diverse family backgrounds, with 50% of the students coming from language backgrounds other than English. India, New Zealand, and Africa are the dominant regions of parents¿ birth. In addition, 1.24% of students are Aboriginal or Torres Strait Islander. The Student Family Occupation and Education Index of 0.3573 indicates our community comes from low to mid socio-economic backgrounds. Approximately 3% of students are identified as having a disability and/or impairment and 1.33% are from refugee backgrounds. In 2023, the College had 180 teaching staff with a full-time equivalent of 156.5 and 61 non-teaching staff with a full-time equivalent of 47.7. This includes primary classroom and subject teachers, intervention teachers, secondary specialised subject teachers, administration support, classroom educational support, technical support, Leading Teachers/Learning Specialists, 9 Assistant Principals, and a principal. Tarneit P-9 College provides a comprehensive curriculum for students from years Prep to 9. We are focused on delivering a curriculum that promotes and develops high level literacy and numeracy skills, along with higher order thinking skills. The College is forming strong partnerships with the local kindergartens and Tarneit Senior College to support student transition from K-12. As students¿ progress through school, the curriculum design allows for a variety of subjects to be offered, ensuring that students have opportunities to pursue their own pathway. The College recognises the importance of the home/school relationships and encourages parent participation at a range of different levels. In partnership with parents and the community, staff members establish high expectations for all students as the standard and provide a safe, supportive environment where students can become productive, knowledgeable, and responsible citizens. The College has developed a Student Learning and Welfare support team, comprising of Psychologists, a Student Welfare Officer, Speech Pathologist and Assistant Principals. The College also works closely with the Wyndham Student Support Services and local organisations to provide a range of supports and interventions for students and their families. The School Wide Positive Behaviour initiative underpins Tarneit P-9 College¿s approach to wellbeing. The school community has a strong focus on explicitly teaching students the expected behaviours and attitudes aligned with the College values. The rapid growth of the school community has seen a quick expansion of facilities. The College has a state of the art, two storey building for our secondary students, including specialist spaces for science, the arts, technology and STEM. We also have a large senior library, double basketball court and synthetic soccer/rugby field. The College has also prioritised the development of our grounds, including a fence around the perimeter, grassed play areas, artificial turf areas, playgrounds and a range of shading and seating. The College also integrates the latest technology as a tool to support learning. Interactive whiteboards are installed throughout the main building and LCD screens throughout the other learning spaces. Students in Year 3 to 9 participate in a one-to-one device program and all learning spaces have access to wireless connectivity.
#J-18808-Ljbffr Melbourne, Victoria, AU, 3001Posted 5 hours ago