Metro is a multi-award winning organisation and we pride ourselves on our team of honest, high performing professionals who are talented, inclusive and safety focused and who are at the core of our success. You will be joining an organisation that is known as a global leader in its field but also prides itself on being dynamic, embracing new technologies and focused on customer service. Our aim is to promote work/life balance feel comfortable to bring their best to work, and to truly be focused on a common goal which is to provide a world class railway service.

This is a fantastic opportunity to build on the career you've developed to date and take it to the next level by making a tangible impact that matters.

If what you’ve read resonates with your values, experience and career aspiration then we want to hear from you!

Metro Trains is an equal opportunity employer and embraces diversity. We encourage all interested applicants to apply but please do note only applications with the right to live and work in Australia will be considered for this position.

Metro is a multi-award winning organisation and we pride ourselves on our team of honest, high performing professionals who are talented, inclusive and safety focused and who are at the core of our success. You will be joining an organisation that is known as a global leader in its field but also prides itself on being dynamic, embracing new technologies and focused on customer service. Our aim is to promote work/life balance feel comfortable to bring their best to work, and to truly be focused on a common goal which is to provide a world class railway service.

About The Project

We are currently seeking a Senior Community Relations Advisor for work on our Sunbury Line Upgrade Project in Melbourne’. The Subury Line Upgrade (SLU) is a major part of Victoria's big build, as part of this the SLU is a $120 million project with a range of power upgrades and platform extensions in order to enable High Capacity Metro Trains (HCMTs) to run on the line. As part of these upgrade we are currently looking for experienced a Senior Community Relations Advisor in a 12 Month Fixed Term Contract to help deliver this project.

About the Role

• Build and maintain strong relationships with the Department of Transport, Rail Projects Victoria and other Project Partners.
• Lead and oversee Advisors and Officers to build positive relationships with local communities, passengers and traders affected by project work
• Lead and provide guidance to Advisors and Officers to collaborate and work in partnership with project delivery teams, especially Construction, Occupation and Planning teams
• Accountable for maintaining working relationships with suppliers who deliver goods and services to support Metro communications and engagement related activities
• Support the building of long-term partnerships with the broader Metro Trains business, as well as strategic stakeholders including other public transport operators
• Be the primary point of contact and participate in and lead a range of meetings, including community meetings, resident meeting, stakeholder meetings, station delivery, occupation readiness, risk management and stakeholder and communications team meetings
• Manage the delivery of communication plans for project-related disruptions and other changes to the station precinct that will impact local communities, traders and public transport users
• Oversee and ensure consistency in the preparation and dissemination of appropriate notifications in accordance with PS&TRs, Project Management Plans, Metro Trains’ Franchise Agreement, PTV guidelines and other guidelines as frameworks
• Oversee and ensure consistency the preparation and delivery of a range of communications materials for the Project and liaise with the Metro marketing team on communications to rail passengers and staff, including station changes, car park changes notifications and replacement bus service notifications to residents near train replacement bus interchange areas

About You

• Bachelor’s degree or higher in marketing, public relations, communications or equivalent field
• More than five years’ experience in construction and project communications and community relations
• Experience developing and implementing construction-related communications strategies and plans
• Experience on major infrastructure projects, preferably transport projects
• Ability to interpret complex technical information and communicate in a clear and concise manner
• Proven ability to deliver a range of communications materials for different audiences
• Familiarity with document control and management control systems on major projects, e.g. Consultation Manager or Darzin

Why work for Metro?

• Career development opportunities.
• Growing employer with exciting project work in the pipeline.
• Free public transport in Victoria.

If what you’ve read resonates with your values, experience and career aspiration then we want to hear from you! Please submit your application by COB 25 September 2020

This is a fantastic opportunity to build on the career you've developed to date and take it to the next level by making a tangible impact that matters.

If what you’ve read resonates with your values, experience and career aspiration then we want to hear from you!

Metro Trains is an equal opportunity employer and embraces diversity. We encourage all interested applicants to apply but please do note only applications with the right to live and work in Australia will be considered for this position.

Metro is a multi-award winning organisation and we pride ourselves on our team of honest, high performing professionals who are talented, inclusive and safety focused and who are at the core of our success. You will be joining an organisation that is known as a global leader in its field but also prides itself on being dynamic, embracing new technologies and focused on customer service. Our aim is to promote work/life balance feel comfortable to bring their best to work, and to truly be focused on a common goal which is to provide a world class railway service.

This is a fantastic opportunity to build on the career you've developed to date and take it to the next level by making a tangible impact that matters.

If what you’ve read resonates with your values, experience and career aspiration then we want to hear from you!

Metro Trains is an equal opportunity employer and embraces diversity. We encourage all interested applicants to apply but please do note only applications with the right to live and work in Australia will be considered for this position.

Tecside Group are the partner of choice for Contract Staffing and Recruitment Services within the Oil, Gas & Energy, Mining & Resources, Rail & Infrastructure, Power & Renewables, Maritime & Defence, Industrial & Construction and Manufacturing industries. Our Client Portfolio is diverse, and we hold strong partnerships with many organisations of varying sizes globally.

Working closely with our clients, we have a current availability for experienced Pipe Fitters and Pipe Welders.

These roles commence October 16th and run for 3-5 months, 2/1 on DAYS only. FIFO from Perth.

You will be:

• Able to read and interpret engineering drawing and specifications
• Working on pipe sizes from 50mm to 400mm
• Working on a gold mine
• Site fitting the piping runs
• Installing pipe supports
• Operating EWP, Rigging and Dogging
• Able to touble shoot and problem solve
• Experience with material traceability
• 6G competent in Stick and TIG Welding (for WELDERS)

To be successful we are seeking the following must haves from you:

• Australian Trade Certificate
• White Card
• Australian Drivers Licence (Current)
• Working at Heights
• Confined Space

Highly desirable:

• Dogging ticket (within 2 years)
• Rigging ticket (within 2 years)
• EWP High Risk Licence (current)

You will need to provide your own tools, adhere to all safety instructions and site expectations, be fit and reliable to perform the work with a positive hardworking attitude.

Full PreEmployment Medicals, DAS, and have a National Police Clearance (within 12 months) will be a MUST.

** PIPE WELDERS will be required to pass a welding test

Tecside will keep all applications confidential and encourage & promote a diverse workforce. Whilst we appreciate the time it takes to apply for a position, and would love to contact every applicant, please note that on this occasion only successfully shortlisted individuals will be reached.

With current boarder restrictions in place please remember we cannot process candidates outside Western Australia at this time.

Purpose: Mordialloc College provides a challenging learning environment where students feel safe and supported to succeed in a wide range of opportunities and pathways. Our students will become confident, successful and valuable citizens in their local and global communities.

Values: Values are shared beliefs about how we work together. They influence our choices and provide a framework to guide our intentions, actions and decisions in the workplace and in the communities in which we operate. The following four core values we believe will lay the foundation for our future success.

Personal Best - Work to the best of your ability. Pursue excellence, try hard and constantly seek to improve.

Integrity - Be true to yourself by doing what is right. Be honest and trustworthy.

Respect - Treat everyone with equal consideration. Be accepting of others and their differences.

Responsibility - Be accountable for your actions. Contribute positively to the school and wider community.

Community and Demographics: Mordialloc College is located immediately adjacent to the eastern beaches of Port Phillip Bay and enjoys excellent bus and rail access to neighbouring municipalities

It is a single campus 7-12 college and has been an integral part of the local community since its establishment in 1924 and celebrated 90 years of education in 2014

A diverse range of families from mixed demographics and an SFO of 0.4506

Over the last five years there has been a significant increase in Year 7 enrolments, with 250 students expected in 2020 to take our whole school enrolments from 950 this year to 1100 in 2020

Gender mix across the College is slightly uneven with male students comprising 58%

Enthusiastic and professional staff comprising of 69.7 EFT teachers and 23.1 EFT ES staff

Educational: At Mordialloc College we arecommitted to maximising learning opportunities for all students with Quality Learning Principles and Restorative Practices Philosophy, along with an emphasis on high expectations forming the basis for future direction and improvement

Strong whole school focus on Literacy and Numeracy

Innovative programs and high expectations coupled with a strong focus on student wellbeing

Outcomes in student achievement, engagement and wellbeing place the College among the highest performing secondary schools in the state

Categorised as an influence school in 2018

Provision of a vibrant and productive education, 7 to 12

Two sub-school structure introduced in 2011, with students in Years 7-9 allocated to the Middle School and students in Years 10-12 allocated to the Senior School

Implementation of the Victorian Curriculum from 2017

VCE results – 100% of eligible students successfully gained their VCE and in 2018 we achieved the best VCE results in the schools history

Diverse interests and abilities catered for in our VCE, VET and VCAL courses

Excellent destination data with 100% of students who applied gaining a tertiary placement

Accredited SEAL (Select Entry Accelerated Learning) program, part of the exclusive SEAL academy

Strong co-curricular program in the performing arts, visual arts and sport

A growing international student program and provision of a language centre onsite from July 2018

Strong transition program has been in place over the past eight years with our feeder primary schools including visits to each school, visits to MC and delivery of specialist programs e.g. Science

Technological: Currently a BYOD for all Year 10-12 students and a 1:1 iPad program for all Year 7-9 students

Network upgrade occurred in 2013 to prepare for future BYOD environment

Range of desktop computers, Mac computers and banks of laptops/netbooks/ipads are located throughout the school

Mix of interactive whiteboards, projectors and large flat screen TVs in all rooms

Google Apps and Classroom is our learning management system

Compass package for reporting, wellbeing, attendance and parent-teacher interviews

Environmental – Grounds and Facilities: Refurbished buildings in Year 7 and 8 provide flexible learning centres for the whole year level; a refurbished classroom as our Senior School study space

Flexible and collaborative teaching spaces also exist in our BER building for Science and the ICT rich student resource hub

Expansive and well established grounds

Student driven community kitchen garden

Recent new facilities include a new Performing Arts Centre with canteen attached opened in Term 1, 2017 and a new PE/Sports Stadium opened in October 2017

8.5 million committed for the development of a new Year 8 Learning Centre and a Senior School learning hub including a senior study centre

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 (School Criterion) Demonstrate an understanding of the College ethos and an ability to undertake duties as described in the position statement.

The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.

As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.

Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.

A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.

Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.

Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.

At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.

Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.

Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.

The role of classroom teacher may include but is not limited to:

- Direct teaching of groups of students and individual students;

- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;

- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;

- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;

- Undertaking other non-teaching supervisory duties.

Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.

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

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

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

Position Description 

• To be able to teach in the Year 7 or 8 flexible learning centre
• To be able to teach Mathematics at least up to Year 10 (to VCE is preferred)
• To have an understanding of the developmental continuum for Mathematics and Science
• To be involved in the general teaching program as required by the College
• To actively pursue and apply learning as it relates to the development of improved pedagogy which maximises the learning environment of our students
• To be able at the Middle School level to teach in an integrated environment across a number of key learning areas within a team delivering an innovative curriculum
• Working with an awareness of what is happening in the College and performing roles in such a way that makes it easier for the next person to perform theirs
• To contribute in the Middle and Senior School to the relevant learning areas in curriculum development in accordance with the DET requirements and school policy under the direction of the Curriculum Leaders of the College
• To use Learning Technologies in the delivery of the Curriculum in order to improve learning outcomes for students (Note: a 1:1 BYOD program operates in Years 7 – 12)
• To contribute to the attainment of College goals and milestones as articulated in the Strategic Plan and Annual Implementation Plan
• To contribute to the extra curricular programs within the College
• To assist in the promotion of the College image to the broader community
• To undertake other duties as directed by the Principal
• To be involved in educational leadership within an appropriate area

• All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
• Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
• A probationary period may apply during the first year of employment and induction and support programs provided.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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.

Purpose: Mordialloc College provides a challenging learning environment where students feel safe and supported to succeed in a wide range of opportunities and pathways. Our students will become confident, successful and valuable citizens in their local and global communities.

Values: Values are shared beliefs about how we work together. They influence our choices and provide a framework to guide our intentions, actions and decisions in the workplace and in the communities in which we operate. The following four core values we believe will lay the foundation for our future success.

Personal Best - Work to the best of your ability. Pursue excellence, try hard and constantly seek to improve.

Integrity - Be true to yourself by doing what is right. Be honest and trustworthy.

Respect - Treat everyone with equal consideration. Be accepting of others and their differences.

Responsibility - Be accountable for your actions. Contribute positively to the school and wider community.

Community and Demographics: Mordialloc College is located immediately adjacent to the eastern beaches of Port Phillip Bay and enjoys excellent bus and rail access to neighbouring municipalities

It is a single campus 7-12 college and has been an integral part of the local community since its establishment in 1924 and celebrated 90 years of education in 2014

A diverse range of families from mixed demographics and an SFO of 0.4506

Over the last five years there has been a significant increase in Year 7 enrolments, with 250 students expected in 2020 to take our whole school enrolments from 950 this year to 1100 in 2020

Gender mix across the College is slightly uneven with male students comprising 58%

Enthusiastic and professional staff comprising of 69.7 EFT teachers and 23.1 EFT ES staff

Educational: At Mordialloc College we arecommitted to maximising learning opportunities for all students with Quality Learning Principles and Restorative Practices Philosophy, along with an emphasis on high expectations forming the basis for future direction and improvement

Strong whole school focus on Literacy and Numeracy

Innovative programs and high expectations coupled with a strong focus on student wellbeing

Outcomes in student achievement, engagement and wellbeing place the College among the highest performing secondary schools in the state

Categorised as an influence school in 2018

Provision of a vibrant and productive education, 7 to 12

Two sub-school structure introduced in 2011, with students in Years 7-9 allocated to the Middle School and students in Years 10-12 allocated to the Senior School

Implementation of the Victorian Curriculum from 2017

VCE results – 100% of eligible students successfully gained their VCE and in 2018 we achieved the best VCE results in the schools history

Diverse interests and abilities catered for in our VCE, VET and VCAL courses

Excellent destination data with 100% of students who applied gaining a tertiary placement

Accredited SEAL (Select Entry Accelerated Learning) program, part of the exclusive SEAL academy

Strong co-curricular program in the performing arts, visual arts and sport

A growing international student program and provision of a language centre onsite from July 2018

Strong transition program has been in place over the past eight years with our feeder primary schools including visits to each school, visits to MC and delivery of specialist programs e.g. Science

Technological: Currently a BYOD for all Year 10-12 students and a 1:1 iPad program for all Year 7-9 students

Network upgrade occurred in 2013 to prepare for future BYOD environment

Range of desktop computers, Mac computers and banks of laptops/netbooks/ipads are located throughout the school

Mix of interactive whiteboards, projectors and large flat screen TVs in all rooms

Google Apps and Classroom is our learning management system

Compass package for reporting, wellbeing, attendance and parent-teacher interviews

Environmental – Grounds and Facilities: Refurbished buildings in Year 7 and 8 provide flexible learning centres for the whole year level; a refurbished classroom as our Senior School study space

Flexible and collaborative teaching spaces also exist in our BER building for Science and the ICT rich student resource hub

Expansive and well established grounds

Student driven community kitchen garden

Recent new facilities include a new Performing Arts Centre with canteen attached opened in Term 1, 2017 and a new PE/Sports Stadium opened in October 2017

8.5 million committed for the development of a new Year 8 Learning Centre and a Senior School learning hub including a senior study centre

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 (School Criterion) Demonstrate an understanding of the College ethos and an ability to undertake duties as described in the position statement.

The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.

As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.

Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.

A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.

Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.

Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.

At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.

Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.

Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.

The role of classroom teacher may include but is not limited to:

- Direct teaching of groups of students and individual students;

- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;

- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;

- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;

- Undertaking other non-teaching supervisory duties.

Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.

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

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

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

Position Description

• To be able to teach Psychology to Year 12 (this teaching allotment has two Year 12 Psychology classes)
• To have an understanding of the developmental continuum for Humanities; and VCAA requirements for VCE Psychology
• To be involved in the general teaching program as required by the College
• To actively pursue and apply learning as it relates to the development of improved pedagogy which maximises the learning environment of our students
• Working with an awareness of what is happening in the College and performing roles in such a way that makes it easier for the next person to perform theirs
• To contribute to the relevant learning areas in curriculum development in accordance with the DET requirements and school policy under the direction of the Curriculum Leaders of the College
• To use Learning Technologies in the delivery of the Curriculum in order to improve learning outcomes for students (Note a 1:1 BYOD program operates in years 7-12)
• To contribute to the attainment of College goals and milestones as articulated in the Strategic Plan and Annual Implementation Plan
• To contribute to the extracurricular programs within the College
• To assist in the promotion of the College image to the broader community
• To undertake other duties as directed by the Principal
• To be involved in educational leadership within an appropriate area

Note: this position has the potential to become ongoing

• All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
• Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
• A probationary period may apply during the first year of employment and induction and support programs provided.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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.