Branch Project Officer, Communication, Education & Engagement Comcare (Australian Government) The Australian Electoral Commission (AEC) is an independent statutory authority established by the Australian Government to maintain an impartial and independent electoral system for eligible voters through active electoral roll management, efficient delivery of polling services, and targeted education and public awareness programs. The AEC’s values and commitments The AEC values and commitments are an essential component of our operating environment and frame how AEC staff work. The AEC's focus is on electoral integrity through the values of quality, agility and TeamThe Communication, Education and Engagement Branch has staff geographically dispersed throughout Australia. Our role is to ensure voters are informed about the process of voting in federal elections and referendums and encourage them to participate. We are an energetic and passionate branch that manages all strategic communication and internal communication and creates advertising campaigns to support major electoral events and engages at the grassroots with communities, with a focus on multicultural communities and First Nations Branch delivers community education for voters who need additional support to be able to participate in electoral events and manages the National Electoral Education Centre, which hosts around 80,000 school students and teachers each year. The OpportunityAs a Branch Project Officer, your primary responsibility is to ensure the efficient functioning of the branch, working closely with the Assistant Commissioner. This involves serving as the main point of contact and facilitating clear communication and coordination.Additionally, you’ll provide executive assistance, collaborate on corporate initiatives with other Branch Project Officers, and contribute to various communication and engagement projects. Administrative tasks such as travel arrangements, invoice processing, and procurement support are also part of the role. You will assist with stakeholder meetings, committee secretariat duties, election activities, resource management, and recruitment processes within the ’re looking for someone who has a positive, can-do attitude and is looking forward to becoming a critical member of the branch. You will have the opportunity to work with people who are passionate about ensuring all voters are supported to participate in electoral events. To excel you’ll have:Strong organisational skills.Excellent verbal and written communication skills.Strong attention to detail and excellent time management skills.Ability to effectively solve ability to prioritise tasks and manage competing deadlines ability to work with internal and external stakeholders of varying employees must be Australian person who is, and seen to be active in political affairs, and intends to publicly carry on this activity, may compromise the strict neutrality of the AEC and cannot be considered.Applicants are required to consent to, undergo, obtain and maintain a character clearance.Applicants are required to consent to, undergo, obtain and maintain the security clearance required for this role.
#J-18808-Ljbffr Posted an hour ago Arts Learning Manager – 1 x VIC, 1 x NSW. The Song Room Arts Learning Manager – 1 x VIC, 1 x NSW The Song Room is a purpose driven organisation that levels the learning playing field for children experiencing disadvantage through an impactful, sustainable, and scalable approach to Arts Learning. In partnership with schools, we seek to develop creative, courageous, and compassionate young people who take ethical and responsible action, recognise their shared humanity, and help shape a better world. In working for The Song Room, you directly contribute to addressing the educational equity gap for some of Australia’s most disadvantaged young people. Please visit our website for more information here. About the role The Arts Learning Manager is responsible for effectively managing the implementation of high quality, impactful and sustainable Arts Learning programs across Australia. They will have project management experience and a strong understanding of how to deliver evidence-based, curriculum-aligned arts education programs that empower students, teachers, and their communities to flourish through the Arts. Click here to see the full Position Description or view the attachment below. This role reports to the National Arts Learning Manager. What we can offer As well as an opportunity to work with a fun and energetic team, The Song Room offers the following: Flexible and hybrid working conditions Not-for-profit salary packaging with an option for novated lease arrangements Access to an Employee Assistance Program supporting positive mental health and wellbeing Learning and development opportunities that will support you to thrive in your role You will experience and contribute to the delivery of The Song Room’s vision to allow young people the opportunity to participate in music and the arts to enhance their education, personal development, and community involvement. If you have questions about this role or The Song Room, please con tact us v ia email , using the subject line ‘Arts Learning Manager enquiry’ or call our office directly on . To apply for this role, please submit your CV and a cover letter discussing how your skills and experience align to the Outcomes and Essential Capabilities identified in the position description. This role closes 5pm, Friday 31 May 2024. We will interview candidates as suitable applications are received and may progress the recruitment process prior to this date. We therefore encourage you to submit your application as soon as possible. Please quote in application: Arts Learning Manager – 1 x VIC, 1 x NSW via Pro Bono Australia. PRINT SHARE Get purpose-driven roles delivered straight to your inbox. Accompanied by the latest careers news, including Changemakers and who’s moving where in the sector, you’ll never be out of touch with career developments within the Learning and Development Specialist is responsible for t...Shape, develop and grow an exciting corporate partnership ’re not your average jobs boardGet the latest purpose-driven job opportunities, educational resources, and career advice delivered straight to your inbox.
#J-18808-Ljbffr Posted an hour ago Deputy Head Teacher - New School. Horizon Care and Education Want to work for a company with great values? Are you compassionate? Inspiring? Dependable? Collaborative? Then we want to hear from you!Horizon Care and Education are excited to be opening a new school in the Wolverhampton in September 2024 and are looking for a Deputy Head Teacher to join us on our journey!We are looking for a person who can demonstrate vision, resilience and empathy and can evidence the capacity to deliver both high support and high challenge. We are a 'values-based' organisation and, as such, we expect our leaders to embody our values. A leader is someone who knows what is important to them and who uses their values, and those of the school, as a guide and a motivator. We are seeking a leader who demonstrates their commitment to our values in an intentional way, using them as a touchstone to define actions, make decisions and fulfil our collective mission.Bright Futures, Inspired By successful applicants will:Have experience working as a Deputy Head Teacher or as part of the Senior Leadership Team in a similar environmentBe an Ofsted expert, maintain and build your understanding of requirements, helping the school move towards an outstanding rating.Have the ability to motivate, drive and support staff and pupils, using a person-centred approach.A real 'can do, will do' attitude, with the desire to succeed and improve our school.Excellent communication and top-quality relationship building skills.Have a commitment and passion to work with pupils with social, emotional and mental health needs, along with a range of other difficulties including trauma, attachment and associated challenging behavioursHave a clear vision, strong leadership, and effective management an exceptionally enthusiastic and committed leader to manage and motivate pupils and staff, and can lead, motivate, and inspire teams to raise standards in student familiar with the need for creativity in delivering the National Curriculum, whilst supporting pupils to overcome their barriers to learning.Have a solid understanding of the new Ofsted Education Inspection Framework and Independent School StandardsAbout us:We take great satisfaction in being "good neighbours." Horizon schools foster a healthy sense of community both inside and outside of their immediate part of our highly personalised and purposeful provision, pupils at our schools participate in a wide range of academic, creative, sporting, and vocational learning opportunities and activities, which supports them in developing a range of skills and maximising learning outcomes. Young people take part in a wide range of courses, from music to construction, as well as being given every opportunity to excel in their core subjects, such as mathematics and Horizon Care and Education, our Deputy Head Teachers will be supported by our Director of Curriculum, Headteachers, Operational Directors and the Managing Director of Education Services as well as our extensive therapeutic work for us?Competitive pay ratesChristmas bonusBlue Light CardColleague referral scheme with cash rewards - earn up to 2500 per referral!Financial wellbeing serviceLife AssuranceTastecard - spectacular savings on dining, pizza, cinema tickets, supermarkets, and UK attractions!Opportunity to progress in your career through our Education Academy, and ongoing training and professional development.Comprehensive and tailored induction programme including face-to-face training, online modules, shadowing, and local induction period.Face-to-face therapeutic training and support for all colleagues via our SHINE programme.Access to a wide range of free online courses for all colleagues on a variety of topicsEmployee assistance programme - free, confidential support via Bupa.Supportive management and senior leaders.High quality CPD opportunities.Free eye checks.Community and wellbeing- Your wellbeing matters to us, and we are committed to ensuring you get all the support you need to feel good about what you do. We're in this start your journey with Horizon, apply now!Horizon Care and Education is committed to its employees, values the needs of our employees and the people we support. We recognise the need to recruit, retain and develop highly skilled staff, so we are committed to attract and retain talent who align with our values, vision & mission statement. We value diversity, equality, and inclusion, offering equal opportunities to all individuals interested in joining our organisation.Candidates who meet the minimum required criteria of the person specification will be guaranteed an interview under the disability confident employer scheme. During your application process, you will be asked to complete an application form which will be used through your recruitment assessment and onboarding journey. Please outline any reasonable adjustments that can be made to support your application and assessment are committed to safeguarding, the standards of safer recruitment defined under Keeping Children Safe in Education, and enabling a safe culture; a culture that ensures that our employees and the young people in our care and education are safeguarded and receive the right support that meets their individual needs We promote the welfare of children, young people and vulnerable adults, and expect all employees, all visitors of Horizon and partner organisations who support us to share this currently have 4,082 live graduate jobs and we're adding more all the time.
#J-18808-Ljbffr Posted an hour ago Technology 7-12 Classroom Teacher (Classroom Teacher ) State Government of Victoria, Australia Technology 7-12 Classroom Teacher (Classroom Teacher) Job posted: 06/05/2024 SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs. SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth. SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents. SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement. SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching. SC6 Demonstrated High Level Skills and capacity to contribute collaboratively across a P-12 College. 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 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: The College presents an exciting opportunity for the College Leadership Team and staff to exercise a significant influence on the creation of a contemporary school connected to the community and the future effectiveness of learning outcomes of the students. The over-arching drivers in our curriculum are personalising learning and increasingly building each student¿s capacity to direct, influence and take responsibility for their own learning. The successful candidate will need to have the flexibility and adaptability to be able to handle the rigours of working in a growing school. Important information for applicants Applications are strongly recommended to address the specified selection criteria. No longer than one page of standard 12 point text is suggested for each selection criterion. Personal and other information should not exceed 2-3 pages. The applicant¿s name, contact details and the position number for which they are applying should be clearly displayed on the front page of any attachment. The names and contact details of up to three referees are encouraged to be provided with the application or upon request. Application attachments are preferred in PDF format. Microsoft Word (.doc or .docx) format is also acceptable. Compressed files such as .zip files are not compatible with the Recruitment Online system. Applicants must make every attempt to lodge applications through Recruitment Online. Conditions of Employment 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 Our school community's vision is to inspire a passion for learning and a commitment to excellence. Our Values: C CURIOSITY Demonstrating a positive attitude towards learning and a thirst for gaining new knowledge A ACHIEVEMENT Continuously striving for the best outcomes in all areas R RESPECT Showing courtesy and respect for each other and our College E EMPATHY Creating and sustaining a safe and supportive community that is the basis for learning At Bannockburn P-12 College student learning is our highest priority. We believe that all students can learn to their fullest potential. Our students will develop their individual talents and be actively engaged in their learning. They will have the opportunity to be curious and creative. We will collectively and collaboratively build a safe, orderly learning environment that promotes high standards. The pursuit of excellence is the shared responsibility of the whole school community. We will provide students with the tools needed for ¿Learning for Life¿. Our College is organised into three sub-schools, Early Years (Prep-Year 4), Middle Years (Years 5 ¿ 8), and Later Years (Years 9 ¿ 12). Within the Early Years there are composite classes in Years 1 & 2, and in Years 3 & 4 to accommodate the individual learning needs of our students. Each student has a Homegroup teacher and belongs to a Homegroup, Year level cohort, House, and Sub school. This structure is used to strengthen relationships, promote connection to the College and provide well-being and academic support. We have an extensive Homegroup program for all students, starting each day with a 20 min Homegroup session, which includes explicit teaching of Social-Emotional skills and the Respectful Relationships program. The focus on relationships, beginning with the student and their Homegroup teacher, extends across the College to strengthen the partnership between the school and family in supporting students as individuals in their achievements. Bannockburn P-12 College is located in the township of Bannockburn, 19 km west of Geelong, within the Golden Plains Shire, opening at the beginning of 2018. Our College provides education for primary years students in the local Bannockburn area, as there are local primary schools in the smaller nearby towns. Secondary education is provided in a wider area in the Golden Plains Shire including the neighboring townships. Bannockburn P-12 College is the only secondary education provider in the Golden Plains Shire. The College is co-educational, currently with 950 students, comprising of slightly more males than females, and growing to a long-term enrolment of approximately 1100. The College currently has a workforce of 104.46 FTE staff. including 86 FTE Teaching staff, 24 educational support staff and 8 Administration staff and 1.2 paraprofessionals. Bannockburn College is a Public / Private Partnership school. The buildings are designed with contemporary learning environments that facilitate a student-centered learning approach. Each Learning Community features a variety of adaptable learning spaces with ICT a strong focus in each space. This allows teachers to design learning experiences that encourage students to move between different learning environments and groupings. These spaces include quiet spaces for teacher/student conferencing; tiered theatrettes for presentation style activities; flexible breakout spaces that allow for group and individual inquiry equally and specialist learning spaces to engage in the application of technical skills and competencies. The College facilities include a two-court, competition standard stadium, food technology kitchens, wood and plastics technology, science, dance, music, and considerable outside areas incorporating playing fields, basketball/netball courts, and play equipment. The College staff focus their efforts on teaching and learning excellence, high expectations and achieving exceptional outcomes for all students. Teachers plan in teaching teams, using student learning data to inform their planning and teaching. Curriculum and planning documentation is centrally stored and accessible to all staff. The recently revised College Instructional Model encompasses all subjects at all year levels. Curriculum leaders continue to work with teams on implementing our Guaranteed and Viable Curriculum for consistent planning and teaching to the stage where it is used extensively by all teachers and is a common approach. Compass, Google Classroom and See-saw are used to support teaching and learning with the introduction of textbooks at secondary year levels this year. The Victorian Curriculum is delivered from Prep to Year 10 with French and Auslan languages offered. Both VCE and VCE VM units are offered in Years 11 and 12. Our Later Years elective subjects run on the basis of student choice, with Year 9 and 10 electives combined. Students have the opportunity for acceleration in selecting VCE subjects in advance. Significant effort is placed on our Later Years course selection process to meet the needs of individual students, increasing their engagement in learning. Students are supported in their learning by teachers catering to individual differences and ensuring we know each student as a learner and a young person. Students have opportunities for additional support through Well-being staff in each Sub-school, Mental Health Practitioner in Schools staff, Chaplain, or external providers such as Headspace. Our PSD students are supported through ES classroom assistants and closely monitoring progress in order to continually adapt to the students' needs. 1216 jobs are currently listed for Schools (Government)
#J-18808-Ljbffr Posted an hour ago Office Assistant . AimBig Employment Westminster School is an inclusive, welcoming, and caring community, with a strong sense of collegiality amongst staff who get to work with wonderful students.AspirationWestminster, where you can achieve more than you thought live our ValuesWant to join our team? We seek innovative, inspirational, creative and passionate people to provide an exceptional education for students, Early Learning to Year 12, and help them to achieve more than they thought possible.There are currently no management positions available.There are currently no teaching positions available.Permanent part-time, working 30 hours per week, 40 weeks per year (aligning with School terms)Plus 20 hours per week, 8 weeks per year (in term breaks)We are seeking a highly capable Office Assistant (Receptionist) to provide administrative support and deliver exceptional customer service to visitors and staff within the Early Learning Centre.Reporting to the ELC Director and working closely with the team of ELC educators, the Office Assistant provides a welcoming and efficient ‘front of house’ customer service function to visitors and callers to the ELC. This position also provides administrative support to the ELC Director and other senior staff members of the ELC as apply, please address your application, including a resume and a cover letter to Alice Maggs, ELC DirectorApplications close 9 am Monday 13 May 2024.Applications will only be accepted when submitted through Seek .Office ManagerPermanent full-time roleThe Office Manager is responsible for the delivery and oversight of high quality, efficient and confidential professional administrative support services to the Senior School, leading and coordinating the Senior School office staff, systems and events. The position promotes the development and maintenance of a service culture within the Senior School office and may provide administrative support to other senior leadership staff to enable the efficient operation of the Senior School.A hands-on role, the position provides a high level of secretarial and administrative support to the Deputy Principal/Head of the Senior School, including calendar management and meeting coordination. Additionally, this key role leads the day-to-day general operations of the Senior School administration team, mentoring, and guiding professional development and works to optimise the collaborative efforts of the wider administration team to achieve continuous improvement in the way administrative support is delivered.Please apply by submitting via Seek your resume and a cover letter addressed to Mr. Andrew Whiteman, Deputy Principal/Head of Senior School.Westminster, where you can achieve more than you thought welcome passionate and suitably qualified teachers to register for consideration to be part of our 2024 Temporary Relief Teacher (TRT) register, please complete the below TRT application via the below link:Please be aware there is no guarantee of work by registering. We match applicants to our relief requirements on an 'as needed' basis.Unfortunately, we are unable to acknowledge receipt of your application by return email, however if you would like to confirm receipt of your application, please contact HR at completed application will remain current for 2024 unless you advise us School is renowned for its genuine and successful focus on wellbeing and our breadth of opportunities. What’s your next opportunity?
#J-18808-Ljbffr Posted an hour ago Special Needs Teaching Assistant . Randstad Staffing Do you want to inspire, encourage imagination, and promote curiosity in the children you support?Do you dream of a school that listens to its team, values input and leads by example? Are you looking to join a supportive team that can support your development from day 1?If you answered yes then look no further this is the school and role for you!A Warm and welcoming Part residential Special needs school is looking for a special needs teaching Assistant to join their award winning team starting ASAP. The school is fully subscribed for this coming academic year and is looking for a fun and friendly TA to join the team. The school supports learners between the ages of 5 and 19 years, pupils at the school have a complex need including Autism, Asperger's and other associated needs. As a TA, your role will be to support the delivery of high quality teaching that will enable pupils to make progress not just academically, but socially and emotionally. The school is invested in meeting the needs of every individual child and as a result of their dedication and pioneering child development strategies have been recently awarded Outstanding by OFSTED. This is a school truly invested in their pupils and for this reason offers an extensive and individually catered creative curriculum that includes outdoor activities, music making and on site work experience. The school is commended for welcoming all with open arms and is invested in offering excellence as standard. The schools main aim/goal is to ensure that all learners are happy and confident and feel supported in being able to reach there full potential. Interview date: In the next 2 weeks so please don't delay and apply now!Benefits:Permanent/full time Teaching assistant roleModern resources and equipment including interactive whiteboards and ipads and limitless facilities including art studios, music rooms, allotment and swimming poolsSuperb and spacious classrooms and groundsThere is lots of room for progression in the roles within the school Welcome bonusFree onsite hot meals and snacksFully funded training and qualifications Cycle to work scheme Car lease scheme All applicants for this position must have the following requirements to be considered:Teaching Assistant Qualification (desirable but not essential) TA/Care or childcare experience SEN Experience (desirable)GCSE Maths and English or equivalentEligibility to work in the UKResponsibilities:As a Teaching assistant, your role will be to support the delivery of high quality teaching that will enable pupils to make progress not just academically, but socially and emotionally. Communicating with the teacher over pupils' progress and participating in departmental meetings, parents' evenings and whole school training eventsIf you want to know more about this fabulous opportunity or wish to send us your application then please don't hesitate to apply now. If you have any questions regarding the role please feel free to call Bryony on 01293 527416.This role is open to receiving applications over the next week. Within a week of the closing date, appropriate applicants will begin a three-stage interview process, after which shortlisted candidates will be invited to attend the final stage of the interview process with appropriate school leadership.experienceNon Teachingskillsbuilding relationships
#J-18808-Ljbffr Posted an hour ago Supply Teaching Assistant . Classroom Recruiters Job Opportunity: Supply Teaching Assistant Location: Derby and Surrounding Areas Position: Supply Teaching Assistant (Primary, Secondary, SEND) Working Hours: 08:30 AM - 3:30 PM (Monday to Friday)(Pick which days you work) Start Date: ASAP, flexible Classroom Recruiters, a leading education recruitment agency, is seeking dynamic and passionate individuals to join our team as Supply Teaching Assistants. This exciting opportunity allows you to work on a day-to-day basis in a variety of local schools in the Derby area, including Primary, Secondary, and SEND settings. Key Responsibilities: Support class teachers in delivering engaging lessons Create a fun and nurturing learning environment Work with children on a 1:1 basis or in small groups Assist in classroom activities and daily routines Requirements: Passion for working with children and contributing to their development Previous experience in support work, care, nursery, or school settings Availability to start at 08:30 AM and finish at 3:30 PM Flexibility to work on a day-to-day basis Experience in a background related to support work, care, nursery, or school roles Qualifications in teaching and support are a bonus but not mandatory Benefits: Flexible working pattern Opportunity to work in diverse educational settings Competitive hourly rates Build experience and enhance your skills Supportive team and ongoing professional development If you are passionate about making a positive impact on children's lives and have the necessary skills and experience, we invite you to apply. Classroom Recruiters values diversity and welcomes applicants from all backgrounds. Application Classroom Recruiters is an equal opportunity employer. We encourage applications from candidates of all backgrounds and experiences.
#J-18808-Ljbffr Posted an hour ago Experienced School Science Technician. Tradewind Recruitment Tradewind Recruitment are hiring a Science Technician!We are working with a Sefton secondary school based in Litherland, who are seeking a motivated and experienced school science technician to start asap. The role is a full-time position at 35 hours a week from Monday to Friday, 8am to 4pm at an hourly rate of £12.20. The ideal candidate must have previous school technician experience. You would be responsible for managing the health and safety of the classrooms and labs, managing the stock levels of equipment and ordering necessary equipment, coaching and guiding students during practical lessons and working closely with the school's science teachers.Roles and Responsibilities -Laboratory Preparation: Science technicians are responsible for preparing and setting up laboratories before experiments. This involves arranging equipment, chemicals, and other materials required for experiments. They ensure that all instruments are calibrated and in proper working condition.Equipment Maintenance: Technicians are responsible for maintaining and servicing laboratory equipment. They conduct regular inspections, troubleshoot issues, and arrange for repairs or replacements when necessary. This ensures that equipment functions properly and meets safety standards.Experiment Assistance: Science technicians provide assistance to scientists and researchers during experiments. They may help in conducting tests, recording data, and operating specialised equipment. They ensure that experiments are carried out accurately and according to established essentials - Enhanced DBS Disclosure, Oversea Police Clarence (if necessary) and professional reference checksCV must cover last 10 years of employment and education.Legal right to work in the UK. About Tradewind Recruitment:Tradewind Recruitment is currently the most recommended education recruitment agency in Liverpool.Click 'Apply Now' to be considered for this science technician role in a Litherland secondary school or for more information call Lizzie on (phone number removed) or email
#J-18808-Ljbffr Posted an hour ago Lifeguard. St Catherines School Job Search Classification Work Type Keywords Lifeguard About St Catherine’s School As a leading girls’ school in Australia, St Catherine’s School is committed to nurturing and empowering independent and globally responsive young women, enabling them to approach all their endeavours with confidence, wisdom, and integrity. Our 2023 VCE results were outstanding and rank St Catherine’s School in the top 10 schools within Victoria. The continued growth in our VCE results over the past 5 years are indicative of our exceptional teachers, and the outstanding academic care our staff provide to every student. About the Role As we continue to build upon our success, we are currently seeking expressions of interest from enthusiastic and experienced Lifeguards and Swim Assistants, to join our school community.Opportunities on offer are casual. Hours of work include morning and afternoon shifts, spread across Monday to successful candidates will be responsible for providing professional supervision in the pool environment to ensure that the highest standard of supervision and safety is implemented. To be successful in this opportunity you will require:Previous experience working as a lifeguard.Well-developed interpersonal skills and a demonstrated ability to work as effectively as a member of the team.Excellent written and verbal communication skills.Strong customer service skills.Ability to act as a role model in both swimming skills and sportsmanship.Current Bronze Medallion (Certificate II in Public Safety (Aquatic Rescue).Advanced Resuscitation Techniques Certificate (HLTAID007).Current Pool Lifeguard Qualification.Current AUSTSWIM (Teacher of Swimming and Water Safety) or Swim Australia Teacher Accreditation.Current Working with Children Check.Apply First Aid (HLTAID003). Why work for us?Fantastic opportunity to work in a highly regarded independent school in Toorak.Collaborative and supportive team environment.Onsite parking available and close to public transport.Onsite cafe and use of gym and swimming pool facilities. Want to find out more?To view the position description, or to apply visit Applicants will be requested to upload:a letter of introduction addressed to the Principal anda you have any questions regarding this opportunity, please contact Human Resources via for a confidential discussion. Applications will close Friday 17th May at 5pm, however earlier applications are encouraged as interviews may commence prior to the closing date. St Catherine’s School is committed to the safety and wellbeing of all children by providing a child safe environment. Our students feel safe and empowered as we support and respect all members of the St Catherine’s community. This includes the safety and wellbeing of our students from culturally and linguistically diverse backgrounds along with students with a disability.Applicants will be subject to the relevant child protection screening, including referee and identity checks, and are expected to familiarise themselves with the School’s Child Safety and Wellbeing Policy, Child Safety Code of Conduct and associated policies available on the School’s website.Recruitment Information - Lifeguard AUD Australia - VIC Melbourne - All locations CBD & Inner Suburbs Application SuccessfulYou've successfully completed your application X Posted an hour ago Classroom Teacher -Science (Classroom Teacher ) State Government of Victoria, Australia Classroom Teacher-Science (Classroom Teacher) Job posted: 07/05/2024 Job type: Full time / From 15/07/2024 - 09/01/2025 Organisation: Schools (Government) Salary: Salary not specified Occupation: Teacher Reference: 1414495 Job posted: 07/05/2024 Closes: 20/05/2024 Occupation: Teacher Classification: Classroom Teacher Job duration: From 15/07/2024 - 09/01/2025 Reference: 1414495 Occupation: Teacher Salary Range: Salary not specifiedSelection 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 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. 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 who are able to attest to the claims made in your application. Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action. Conditions of Employment 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 COLLEGE PROFILE STATEMENT OF COMMITMENT TO CHILD SAFETY Irymple Secondary College is committed to the safety and wellbeing of all children and young people. This will be the primary focus of our care and decision-making. Irymple Secondary College has zero tolerance for child abuse. Irymple Secondary College is committed to providing a child safe environment where children and young people: ·- are safe·- feel safe·- are involved in decisions that affect their lives Particular attention will be paid to the cultural safety of Aboriginal children and children from culturally and/or linguistically diverse backgrounds, as well as the safety of children with a disability. Every person involved in Irymple Secondary College has a responsibility to understand the important and specific role he/she plays individually and collectively to ensure that the wellbeing and safety of all children and young people is at the forefront of all they do and every decision they make. Irymple Secondary College¿s vision is for all of us to work effectively and respectfully in our open flexible learning community. Our mission is to provide students with the best possible educational opportunities whilst encouraging student voice. Irymple Secondary College¿s objective is to provide a safe, calm and happy environment in which our students can dream achieve and succeed. CORE Values & BELIEFS Irymple Secondary College¿s values are: HIGH EXPECTATIONS: Stay positive and confident. Be persistent. RESPECT: Respect yourself and others. Be courteous, tolerant and cooperative. HONESTY: Students and staff can be trusted. Be truthful and take responsibility for your own actions. CARING: Be sensitive and considerate towards others. Show compassion and help those in need. FAIRNESS: Be fair in your dealings with others and safeguard their rights. Irymple Secondary College is a 7 to 10 middle secondary college with a reputation for curriculum excellence, enrichment and performance. We are committed to educating students for success. We believe in establishing sound foundations whilst supporting students to grow into valued members of our society. Our students have an increased use of off-campus learning and the use of learning resources in the wider community through access to VET and Pathways programs; and a further increase in the use of new information technologies to provide continuous access to new and powerful ways of learning and sources of knowledge. Students who fall behind their peers are provided with special assistance, extra time and support to enable them to achieve desired standards. The college has allocated a significant level of its funding to develop and maintain extensive Learning Technology resources. Transition is a key Year 7 focus that aims to ensure a smooth transition from a primary to the secondary setting. Year 7 & 8 students access a rich learning environment with a broad spectrum of programs to accelerate and enrich student learning in a variety of ways. A Literacy Program supports those students requiring extra assistance. Year 8 students have the opportunity to elect subjects from a comprehensive list of choices. At Years 9 & 10, learning pathways are strengthened through a comprehensive Core and Elective curriculum structure which allows students to develop a personally relevant academic or vocationally orientated program. The College promotes excellence through programs which offer students opportunities for enrichment and personal growth. These include core Maths, Science and English; in these core studies students elect, with advice from teachers, a level to meet their personal learning standards. Students may also select performance and artistic programs; academic challenges; sports; camps and excursions; student leadership; community service; pastoral care; work experience and structured work place learning. Upon completion of Year 10, most ISC students move on to the Mildura Senior College, supported by a comprehensive transition program. VCE results achieved by our students have been excellent. The collaborative arrangement between our college and the senior college has significantly strengthened the ability of both colleges to focus on their respective areas of education; thus ensuring the delivery of comprehensive academic, cultural and vocational programs. Irymple Secondary College is set in the heart of the Sunraysia region in North Western Victoria. It services the surrounding rural community, drawing students from different sectors of the broader Sunraysia area. There are five Government Secondary Colleges, as well as the Catholic, Lutheran and Adventist Secondary Colleges in Sunraysia. Irymple Secondary College is one of three Years 7 - 10 secondary schools. ISC is currently experiencing significant growth and is fast becoming a school of choice. At the commencement of 2024 our enrolments were 650 students. Full time / From 15/07/2024 - 09/01/2025Job classification:Classroom TeacherContact:To apply for this role, you will be redirected to the Schools (Government) job application system.
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