Job Description

• Casual. 18-24 hours per week through September 30, 2020.
• Surveys over the phone. No selling. Good $

Engine is an industry-leading Market and Social Research provider based in Melbourne CBD.

We are currently seeking casual Interviewers to join our local team to conduct outbound social research telephone surveys throughout Australia, on a number of important government studies. Experience is preferred, but full training will be provided to all successful applicants.

These roles are casual due to fluctuating project requirements, however, we currently have a consistent 18-24 hours per week available from now to September 30, 2020, with the possibility to move onto other, longer term projects.

Shifts are 2:30pm or 4:30pm to 8:30pm Monday to Friday and 11am to 5pm Saturdays and Sundays. Successful applicants will be available a minimum 4 days per week, including at least one day on the weekend.

About you:
• Excellent communication skills, written and oral
• Warm, professional phone manner
• Excellent customer service abilities:
- good listener
- able to develop rapport easily with a wide variety of people
- able to maintain objectivity and professional distance
• Fine attention to detail
• Reliable
• Resilient and mentally agile

You will be working in a fast-paced market and social research call centre, and be part of a diverse team in a friendly, multicultural environment. To be considered for this exciting, entry-level opportunity, please send a cover letter and CV .

Please note, only successful applicants will be contacted.

Postcode: 3000 (Melbourne, Melbourne)

Do you love Aged Care? Do you want to work in a supportive organisation whose mission is to "make every day the best it can be"? If so this opportunity is for you!

With our new 38 room extension completed, Lexington Gardens now offers an additional level of affordable premium accommodation with enhanced dining, hospitality experiences, living spaces and activities to suit your lifestyle choices.

Lexington Gardens Aged Care currently has a Permanent Part Time vacancy for an experienced Personal Care Assistant who is flexible to work across a variety of shifts, AM, PM and ND

To be successful you must demonstrate the following:

• Certificate III or IV in Aged care
• Experience in Aged Care
• Flu Vaccination and evidence (this must be obtained prior to interview)
• Ability to think on your feet, form positive relationships, be adaptable.
• Strong communication skills
• Caring attitude and ability to build strong rapport with residents
• Ability to work well in a team environment and independently
• Professional presentation
• Sound computer skills
• Not currently working at any other aged care home/location

It’s the passion of our people that has the biggest impact on our residents. At Allity, we reward your dedication by working with you to expand your skills and create a fulfilling and meaningful career in aged care.

Please note: Our recruitment process involves the completion of a national police check. 

We are recruiting on behalf of an international law firm that advise companies, governments and financial institutions to achieve their global ambitions. They pride themselves on their innovative approach in resolving complex challenges that their clients face.
With offices across the globe, this practice is already known for their excellence and their Lawyers are consistently involved in some of the largest and most significant transactions in Australia and across the world.

THE ROLE

An opportunity has arisen for a Legal Assistant to support a Partner in a Corporate practice that specialise in Mergers & Acquisitions.
The role will start off as a temporary assignment with a view of moving to something more permanent down the track.
Duties will include (but are not limited to):

• Preparing correspondence, briefs to counsel and court documentation
• Liaising with clients and stakeholders
• File management
• Managing calendars
• Billing and time coding
• Arranging travel
• Assisting with events and business development activities

The successful candidate will possess some experience in a Secretary/ PA role, preferably in a law firm environment, however, experience in professional services will be considered.

• Proven high-level secretarial support up to executive level
• Outstanding organisational and time management skills
• Excellent written and verbal communication skills
• Ability to work collaboratively in a team environment
• Exceptional attention to detail
• Proactive and confidence to work autonomously 

To apply, please click on the appropriate link or if you have any questions please contact Mary Savova on 03 9098 7427

Brookside College is located in Caroline Springs on the lands of the Wurundjeri People and the Kulin Nation. Although the College and the community it serves is less than 20 years old, learning communities have flourished on this land for more than 30,000 years.

Founded as part of the multi-campus Caroline Springs College in 2000, Brookside College became a separate entity in 2012. Since its formation the College has gained a strong reputation as a caring and community minded school built on a commitment to student-centred learning and inclusive education.

Today the College has an enrolment of almost 1200 students from Prep to Year 9 and a staff of 136. Currently the College Ours is a culturally and ethnically diverse community and as a College we celebrate the richness that diversity brings to a community and ensure our educational programs give voice to the different experiences of our families.

Our Vision:
“Brookside College empowers every learner to fulfil their potential and positively shape the future.”

Mission:
“At Brookside College we design high quality learning experiences that build on learner strengths and needs to help them develop their talents, passion and purpose.”

Values:
Rights, Respect, Resilience and Relationships

Our curriculum programs place Literacy, Numeracy and Empowerment at the core of our practice. Our curriculum structure is aligned with our Vision and Mission and has an unswerving focus on 21st Century Learning Skills underpinned by the Victorian Curriculum Capabilities and student agency. Our curriculum work is framed by the Victorian Curriculum, the New Pedagogies for Deeper Learning and the Department of Education’s ‘Amplify’ practice guide.

Literacy is delivered through explicit direct instruction including a phonics program in the early years. Reading is a feature of every classroom, every day, supported by classroom libraries. Numeracy is delivered through a balanced pedagogy that combines explicit direct instruction and problem-based learning. Learning in all other disciplines features explicit direct instruction, problem-based learning and project-based work. Student achievement is celebrated through Parent, Teacher and Student Conferences, Reporting, Awards and Termly public exhibitions.

Our STEM (Science, Technology, Engineering and Mathematics) learning program brings digital technology, including virtual world learning, to students and provides opportunities for students to demonstrate their creativity and problem solving skills. Students are able to develop their talents and passions through our Music and Performing Arts programs, whilst student health and resilience is developed through the Stephanie Alexander Garden Program, and the Food Technology and Health Programs. Our Year 9 'Futures' Program further aims to equip our students with many of the skills and competencies they need to shape the future.

Student leadership, voice and agency is central to our work. Students have multiple opportunities to make decisions about their own learning and the direction of the College more generally. Student Action Teams drive improvement in the areas of Community, Teaching and Learning, Environment and Student Engagement and Wellbeing.

Student learning needs are identified and targeted within each classroom and additional supports provided by the college include a Hands on Learning Program that has been nationally recognised as a model of excellence. In 2019 we also opened a new Student Wellbeing and Intervention Centre, 'The Hub', in order to further our commitment to positive inclusive education.

The College is committed to developing happy, healthy and resilient children and we have invested significantly in allied health expertise and a range of specialist intervention programs underpinned by the Berry Street Education Model, Rights, Resilience and Respectful Relationships and School Wide Positive Behaviour Support practices.

Brookside College has an established record of academic excellence and our success is attributed to a number of factors: dedicated staff, transparent and consultative leadership, and above all, strong relationships between all sectors of the school, especially between staff and students and inclusive of parents.

Selection Criteria:

1. Educational leadership

(i) Outstanding capacity for visionary and exemplary educational leadership of a school or college.

(ii) Highly developed skills in leading and managing change including the leadership of others in the process of change.

2. Financial, managerial and administrative ability

(i) Outstanding financial, organisational and resource management skills.

3. Planning, policy and program development and review

(i) Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.

(ii) Demonstrated ability to implement Department policies to a high level.

(iii) An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.

4. Leadership of staff and students

(i) A highly developed capacity to motivate staff, develop their talents and build an effective team.

(ii) A clear capacity to foster a learning environment that takes account of the individual needs of students and helps students to develop their special abilities and talents.

5. Interpersonal and communication skills

(i) Highly developed interpersonal and communication skills in individual, small group and community contexts.

(ii) Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.

(iii) An ability to work with parents and the community to develop a strong learning environment.

6. School specific criteria.

Demonstrated experience in inspiring a learning culture focused on high quality academic, social and emotional outcomes through the collaborative design, development and implementation of curriculum.

The assistant principal reports directly to the principal.

Assistant principals have a primary responsibility for the management of significant areas or functions within the school to ensure the effective development, provision and evaluation of the school's education program. In exercising the responsibility, assistant principals will have the authority to make all significant decisions relating to the program, budget and staff relating to their area of designated responsibility within the framework of the school's strategic plan, policies and budget. Assistant principals will contribute to the overall management of the school through involvement in policy formulation and decision making.

The management of significant school program or functional areas in schools involve assistant principals in the analysis of the needs of students and the translation of state educational policy and frameworks into appropriate education programs to meet the needs of all students.

Typically assistant principals will be responsible for the effective use of the teaching staff and program budget of a defined area of the school's operation and for the oversight and leadership of the educational programs provided utilising these resources.

The responsibilities of the P-9 Curriculum Assistant Principal will include, but are not limited to:  

• leading the planning and implementation of programs aligned with the College AIP;
• supervising and coordinating the work of Leading Teachers, PLT Leaders and Year Level Coordinators;
• supervision of the delivery of teaching programs;
• facilitating and delivering professional learning to staff;
• working within the whole school community to support students and their families;
• developing and strengthening community and home-school partnerships;
• contributing to the overall management of the school.

Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.

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

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

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

• 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

Brookside College is located in Caroline Springs on the lands of the Wurundjeri People and the Kulin Nation. Although the College and the community it serves is less than 20 years old, learning communities have flourished on this land for more than 30,000 years.

Founded as part of the multi-campus Caroline Springs College in 2000, Brookside College became a separate entity in 2012. Since its formation the College has gained a strong reputation as a caring and community minded school built on a commitment to student-centred learning and inclusive education.

Today the College has an enrolment of almost 1200 students from Prep to Year 9 and a staff of 136. Currently the College Ours is a culturally and ethnically diverse community and as a College we celebrate the richness that diversity brings to a community and ensure our educational programs give voice to the different experiences of our families.

Our Vision:
“Brookside College empowers every learner to fulfil their potential and positively shape the future.”

Mission:
“At Brookside College we design high quality learning experiences that build on learner strengths and needs to help them develop their talents, passion and purpose.”

Values:
Rights, Respect, Resilience and Relationships

Our curriculum programs place Literacy, Numeracy and Empowerment at the core of our practice. Our curriculum structure is aligned with our Vision and Mission and has an unswerving focus on 21st Century Learning Skills underpinned by the Victorian Curriculum Capabilities and student agency. Our curriculum work is framed by the Victorian Curriculum, the New Pedagogies for Deeper Learning and the Department of Education’s ‘Amplify’ practice guide.

Literacy is delivered through explicit direct instruction including a phonics program in the early years. Reading is a feature of every classroom, every day, supported by classroom libraries. Numeracy is delivered through a balanced pedagogy that combines explicit direct instruction and problem-based learning. Learning in all other disciplines features explicit direct instruction, problem-based learning and project-based work. Student achievement is celebrated through Parent, Teacher and Student Conferences, Reporting, Awards and Termly public exhibitions.

Our STEM (Science, Technology, Engineering and Mathematics) learning program brings digital technology, including virtual world learning, to students and provides opportunities for students to demonstrate their creativity and problem solving skills. Students are able to develop their talents and passions through our Music and Performing Arts programs, whilst student health and resilience is developed through the Stephanie Alexander Garden Program, and the Food Technology and Health Programs. Our Year 9 'Futures' Program further aims to equip our students with many of the skills and competencies they need to shape the future.

Student leadership, voice and agency is central to our work. Students have multiple opportunities to make decisions about their own learning and the direction of the College more generally. Student Action Teams drive improvement in the areas of Community, Teaching and Learning, Environment and Student Engagement and Wellbeing.

Student learning needs are identified and targeted within each classroom and additional supports provided by the college include a Hands on Learning Program that has been nationally recognised as a model of excellence. In 2019 we also opened a new Student Wellbeing and Intervention Centre, 'The Hub', in order to further our commitment to positive inclusive education.

The College is committed to developing happy, healthy and resilient children and we have invested significantly in allied health expertise and a range of specialist intervention programs underpinned by the Berry Street Education Model, Rights, Resilience and Respectful Relationships and School Wide Positive Behaviour Support practices.

Brookside College has an established record of academic excellence and our success is attributed to a number of factors: dedicated staff, transparent and consultative leadership, and above all, strong relationships between all sectors of the school, especially between staff and students and inclusive of parents.

Selection Criteria:

1. Educational leadership

(i) Outstanding capacity for visionary and exemplary educational leadership of a school or college.

(ii) Highly developed skills in leading and managing change including the leadership of others in the process of change.

2. Financial, managerial and administrative ability

(i) Outstanding financial, organisational and resource management skills.

3. Planning, policy and program development and review

(i) Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.

(ii) Demonstrated ability to implement Department policies to a high level.

(iii) An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.

4. Leadership of staff and students

(i) A highly developed capacity to motivate staff, develop their talents and build an effective team.

(ii) A clear capacity to foster a learning environment that takes account of the individual needs of students and helps students to develop their special abilities and talents.

5. Interpersonal and communication skills

(i) Highly developed interpersonal and communication skills in individual, small group and community contexts.

(ii) Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.

(iii) An ability to work with parents and the community to develop a strong learning environment.

6. School specific criteria.

Demonstrated commitment and capacity to actively lead whole school improvement initiatives in the area of Engagement and Wellbeing.

The assistant principal reports directly to the principal.

Assistant principals have a primary responsibility for the management of significant areas or functions within the school to ensure the effective development, provision and evaluation of the school's education program. In exercising the responsibility, assistant principals will have the authority to make all significant decisions relating to the program, budget and staff relating to their area of designated responsibility within the framework of the school's strategic plan, policies and budget. Assistant principals will contribute to the overall management of the school through involvement in policy formulation and decision making.

The management of significant school program or functional areas in schools involve assistant principals in the analysis of the needs of students and the translation of state educational policy and frameworks into appropriate education programs to meet the needs of all students.

Typically assistant principals will be responsible for the effective use of the teaching staff and program budget of a defined area of the school's operation and for the oversight and leadership of the educational programs provided utilising these resources.

The responsibilities of the P-9 Engagement and Wellbeing Assistant Principal will include, but are not limited to:  

• leading the planning and implementation of programs aligned with the College AIP, such as the School Wide Positive Behaviour Support initiative;
• supervising and coordinating the work of Leading Teachers, PLT Leaders and Year Level Coordinators;
• facilitating or delivering professional learning to staff in relation to whole school Engagement and Wellbeing programs;
• managing student behaviour across the school, and implementing intervention strategies that address advanced and complex cases including critical incidents;
• working within the whole school community to support students and their families;
• developing community partnerships to strengthen Student Engagement and Wellbeing;
• contributing to the overall management of the school.

Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.

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

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

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

• 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

Welcome to Truganina South East Primary School (interim name), an exciting new school opening in 2021. Are you agile, have a high work ethic, great sense of humour, love to work as part of a team and willing to learn? Then we are looking for you. Are you driven by creating something new, leveraging the expertise you already have?

Truganina South East Primary School (interim name) will be a proud public education provider, located 22 kms west of the city of Melbourne. The school is situated in a tranquil oasis situated in a busy and dynamic region, between Dohertys Road and Forsyth Road. The inclusive community surrounding the area is a picturesque streetscape, landscaping and design and has a sense of open space. The school will include two learning neighbourhoods, administration building, a performing arts and physical education gymnasium, outdoor courts and sports fields. In 2022, the early learning centre, and the additional large sporting complex will be established on an adjacent site. Please view the interactive map to view the plans.

https://villawoodproperties.com.au/community/albright/find-buy-section/interactive-masterplan/

Vision

Our students excel in the vibrant, positive and connected community we create together.

A respect of all cultures and beliefs is an essential characteristic of global citizens, thus we live by a set of values that underpin this. We want our students, staff, parents and community members to show;

• Togetherness
• Focus
• Strength
• Leadership

The success of our outcomes is due to our collective approach to

• Positive education
• High expectations
• Clear instructional framework for teaching and learning
• Using evidence and research to make decisions
• Partnerships

Our goals

• Student learning growth
• Empowering student voice, leadership and agency
• Building pride and confidence

Our imperatives are

• Safety, people, culture
• Organisational capacity and capability
• Consistent teaching and learning framework

Our Metrics

• Student achievement, student voice, goal development and wellbeing outcomes
• Parent opinion and contribution
• Staff development and wellbeing

At Truganina South East Primary School (interim name) you will be expected to develop, implement and evaluate a clear instructional framework for teaching and learning. You will develop the following:

• Documented and viable curriculum,
• Instructional model,
• Assessment schedule,
• Pedagogical approaches to include: Readers workshop model, Writers workshop model, Numeracy proficiencies, Inquiry approach to integrated learning.

You will also work collaboratively with the principal to devise an innovative and effective approach to delivering Digital Learning, The Arts (Visual and Performing) and Sports. STEM will be integrated through Inquiry based learning. Students will have access to the latest technologies; including a focus on robotics and coding.

You will set the professional learning schedule, and set a timetable to allow teams of teachers to be given time to work and learn together focused on student data and high impact teaching strategies during weekly Professional Learning Community cycles of inquiry. You will work collaboratively with the Principal to focus on professional knowledge and practice through feedback and goal setting during the performance and development process to ensure all members of staff are continually growing and learning. You will also be involved in the recruitment of expert, accomplished and graduate teachers who will deliver a challenging and stimulating curriculum.

You will help establish the School Wide Positive Behaviour Support framework to drive our approach to positive education. A positive nurturing environment which cares for each student and adult, matters. It impacts on our behaviour, our academic success and future mental and physical health. All community members of our school will behave in ways that build a positive and vibrant school culture that focuses on wellness and learning.

Our community will develop over time through shared experiences and an aligned focus on what matters; learning.

We welcome you to come and join us to build an extraordinary educational experience for all. You must be willing to attend the school for a minimum of 5 days in January 2021 to set the expectations and prepare the learning environment as well as attend professional learning events in December 2020.

To find out more about Truganina South East Primary School please contact the Founding Principal, Natalie Nelson

on 0401 054 038 or at natalie.nelson@education.vic.gov.au

1. Educational leadership

(i) Outstanding capacity for visionary and exemplary educational leadership of a school or college.

(ii) Highly developed skills in leading and managing change including the leadership of others in the process of change.

2. Financial, managerial and administrative ability

(i) Outstanding financial, organisational and resource management skills.

3. Planning, policy and program development and review

(i) Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.

(ii) Demonstrated ability to implement Department policies to a high level.

(iii) An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.

4. Leadership of staff and students

(i) A highly developed capacity to motivate staff, develop their talents and build an effective team.

(ii) A clear capacity to foster a learning environment that takes account of the individual needs of students and helps students to develop their special abilities and talents.

5. Interpersonal and communication skills

(i) Highly developed interpersonal and communication skills in individual, small group and community contexts.

(ii) Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.

(iii) An ability to work with parents and the community to develop a strong learning environment.

The assistant principal reports directly to the principal.

Assistant principals have a primary responsibility for the management of significant areas or functions within the school to ensure the effective development, provision and evaluation of the school's education program. In exercising the responsibility, assistant principals will have the authority to make all significant decisions relating to the program, budget and staff relating to their area of designated responsibility within the framework of the school's strategic plan, policies and budget. Assistant principals will contribute to the overall management of the school through involvement in policy formulation and decision making.

The management of significant school program or functional areas in schools involve assistant principals in the analysis of the needs of students and the translation of state educational policy and frameworks into appropriate education programs to meet the needs of all students.

Typically assistant principals will be responsible for the effective use of the teaching staff and program budget of a defined area of the school's operation and for the oversight and leadership of the educational programs provided utilising these resources.

Typically, assistant principals perform one or more of the following functions:

- supervision and coordination of the work of senior curriculum or level coordinators;

- allocation of budgets, positions of responsibility and other resources within the area of responsibility;

- supervision of the delivery of teaching programs;

- management of programs to improve the knowledge and experience of staff;

- responsibility for general discipline matters beyond the management of classroom teachers and year level coordinators;

- contribute to the overall management of the school;

Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.

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

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

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