uWorkin

About the Role:

We currently have a vacancy for a Continuous Improvement Lead within our distribution network. The primary purpose of this role is to materially improve Supply Chain Excellence working with operational teams across our national service network to deliver a consistent and standardised level of service delivery that is highly valued by our customers and builds a sustainable competitive advantage. In this role you will champion a culture of relentless improvement by challenging the status quo and behaviours of all operational employees to deliver ongoing high-performance outcomes.

You will work to support current year strategic imperatives and priorities and understanding key cost drivers across the organization, along with driving continuous improvement through the elimination of waste, the standardization and simplification of processes and the reduction of variability. This role will also work in conjunction with the Continuous Improvement Manager to identify synergies and ensure program alignment.

About You:

We are looking for a values-driven leader with proven commercial experience gained in a competitive, fast paced manufacturing environment. Our ideal candidate will have the following skills and experience:

About the Opportunity

If you want to work within a fast-paced and achievement focused environment with a committed team, and you have the above skills and qualifications, please apply today! We offer a supportive working environment with a great career development platform, a competitive package, and an impressive employee benefits programme.

As an Equal Opportunity Employer, we strive to create an inclusive environment for all our employees. We welcome applicants from diverse backgrounds to apply to any of our vacant positions. Talk to us about our flexible working arrangements and career pathways.

Arthurs Creek Primary School's vision encompasses a commitment to achieving excellence in education for all students. The school strives to achieve this via the creation and delivery of a broad curriculum, based upon the Victorian Curriculum and implementing best practice in teaching and learning. The school has four values; RESPECT, INTEGRITY, RESPONSIBILITY and LIFE-LONG LEARNING. A strong commitment to enhancing the educational, social and emotional opportunities of all students is shared by Staff, Families and the wider school community. The school places a strong emphasis on community and recognises the important link between home and school. Parent involvement to support and enhance the school programs was utilised in 2019 with parents assisting in the classrooms, on camps and excursions, attending special events and the termly Cook Offs.
Arthurs Creek Primary School is a small semi-rural school in the Nillumbik Shire. The school has students who reside within the Arthurs Creek township area and also has families who live outside this area and have chosen to send their children to this school over other schools that may be closer to their homes. In 2018, our school completed the year with a student enrolment of 76 students who were grouped into three classrooms. The school has a Principal (with a teaching role), three full time classroom teachers, a part-time i teacher as well as staff to take German, Arts and Music classes. A Mobile Area Resource Teacher is shared across six small schools, with Arthurs Creek Primary School accessing this service one part-day per week. Private music tuition is available. The school was able to access the Yarra Valley Library Van on a weekly basis.
The school's rural feel and grounds lends itself to students being able to engage with the environment and make use of the natural surrounds both as part of the curriculum and during break times. Students are able to 'work' in the school vegetable patch and tend to the chickens. The school had student led committees comprising of a Chicken Committee, a Junior School Council and a Sustainability Committee.
The school is part of a North East Small Schools Team (NESST) and is able to access professional learning, student leadership opportunities and sporting events through this group of schools.

SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.

SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

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

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

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

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

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

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

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

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

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

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

- Direct teaching of groups of students and individual students;

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

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

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

- Undertaking other non-teaching supervisory duties.

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

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

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

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

• 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

Sunbury Heights Primary School was established in 1981, using the core-plus design. Six permanent classrooms were added in 2005 with an additional five classrooms being built as part of the Building Education Revolution Program. Our grounds adjoin those of Sunbury Downs Secondary College, which provides convenience for families with siblings attending both schools. Our hours of operation are aligned with Sunbury Downs SC. In 2020 a shared community facility and two room preschool will be completed. Building works is underway for a designated STEAM room which will be completed in April 2020. Along with an attractive and spacious entrance the school boasts a well-resourced library, gymnasium /multipurpose room, canteen, after school/vacation care room and staff administration area. There are also two grassed netball/ courts, extensive grassed areas, two adventure playgrounds, a sand pit, shaded areas and additional asphalt areas.

The enrolment is currently around 410 and with families moving into new areas such as the Ashfield and Rosenthal Estates, further growth is expected. Of the total student population, 15 are of Aboriginal or Torres Strait Islander descent, 11 live in out of home care, 24 are EAL, 11 are on the PSD program and 20 students have ASD. The school has embedded practices for the diversity of parents/carers and family members to be engaged to understand the learning progress of their children and how to effectively support them to learn.

The school equivalent full time staff is 22, with 2 Principal Class Officers, 20 classroom teachers and 14 Education Support Staff. The school runs 18 classrooms and specialist classes in Art, Science, PE, Music and LOTE. Sunbury Heights Primary School is becoming known as one that has the personnel, programs and processes in place that supports students with more complex needs. An Engagement and Wellbeing Coordinator, ES staff, Speech Pathologist, Chaplain and Community Hub Coordinator are wellbeing interventions in place for the support of our students and families.

The school community strives to provide a positive, stimulating and secure learning environment to cater for the needs of each student as an individual. The school does this by creating a caring atmosphere that reinforces mutual respect, promotes self-esteem and develops a sense of belonging to our school. The school values teamwork, effective communication, informed decision making and community involvement. Professional learning is valued to ensure delivery of excellent and consistent educational programs through exemplary professional practices.

 Purpose and Values:

Sunbury Heights Primary School is a Lead School in the implementation of Respectful Relationships and is in the second year of School Wide Positive Behaviour implementation. Our school wide values are respect, responsibility and kindness. The school is committed to the safety, participation and empowerment of all children. We support and respect all children, as well as our staff, volunteers and school families. We are committed to the cultural safety of Aboriginal children, the cultural safety of children from a culturally and/or linguistically diverse backgrounds, and to providing a safe environment for children with a disability. As a school we have zero tolerance of child abuse, and all allegations and safety concerns will be treated very seriously and consistently with our robust policies and procedures.

Sunbury Heights Primary School remains focussed on implementing the Education State themes of Learning for Life, Happy Healthy and Resilient Kids, Breaking the Link and Pride and Confidence in our schools. Our school wide belief is that “no child regardless of social status or postcode will miss out on a first class state school education.”

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

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

SC3 Demonstrated ability to provide targeted interventions and provide additional support for students who have specific needs and vulnerabilities .

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

SC5 A commitment to professional learning and growth.

[Attendance requirement for this position]

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

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

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

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

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

- Assist in the exchange of information between the community and the school.
- Assist with the liaison and communication between parents, teachers, other staff and members of the wider school community.

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

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

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

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

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

Sunbury Heights Primary School was established in 1981, using the core-plus design. Six permanent classrooms were added in 2005 with an additional five classrooms being built as part of the Building Education Revolution Program. Our grounds adjoin those of Sunbury Downs Secondary College, which provides convenience for families with siblings attending both schools. Our hours of operation are aligned with Sunbury Downs SC. In 2020 a shared community facility and two room preschool will be completed. Building works is underway for a designated STEAM room which will be completed in April 2020. Along with an attractive and spacious entrance the school boasts a well-resourced library, gymnasium /multipurpose room, canteen, after school/vacation care room and staff administration area. There are also two grassed netball/ courts, extensive grassed areas, two adventure playgrounds, a sand pit, shaded areas and additional asphalt areas.

The enrolment is currently around 410 and with families moving into new areas such as the Ashfield and Rosenthal Estates, further growth is expected. Of the total student population, 15 are of Aboriginal or Torres Strait Islander descent, 11 live in out of home care, 24 are EAL, 11 are on the PSD program and 20 students have ASD. The school has embedded practices for the diversity of parents/carers and family members to be engaged to understand the learning progress of their children and how to effectively support them to learn.

The school equivalent full time staff is 22, with 2 Principal Class Officers, 20 classroom teachers and 14 Education Support Staff. The school runs 18 classrooms and specialist classes in Art, Science, PE, Music and LOTE. Sunbury Heights Primary School is becoming known as one that has the personnel, programs and processes in place that supports students with more complex needs. An Engagement and Wellbeing Coordinator, ES staff, Speech Pathologist, Chaplain and Community Hub Coordinator are wellbeing interventions in place for the support of our students and families.

The school community strives to provide a positive, stimulating and secure learning environment to cater for the needs of each student as an individual. The school does this by creating a caring atmosphere that reinforces mutual respect, promotes self-esteem and develops a sense of belonging to our school. The school values teamwork, effective communication, informed decision making and community involvement. Professional learning is valued to ensure delivery of excellent and consistent educational programs through exemplary professional practices.

 Purpose and Values:

Sunbury Heights Primary School is a Lead School in the implementation of Respectful Relationships and is in the second year of School Wide Positive Behaviour implementation. Our school wide values are respect, responsibility and kindness. The school is committed to the safety, participation and empowerment of all children. We support and respect all children, as well as our staff, volunteers and school families. We are committed to the cultural safety of Aboriginal children, the cultural safety of children from a culturally and/or linguistically diverse backgrounds, and to providing a safe environment for children with a disability. As a school we have zero tolerance of child abuse, and all allegations and safety concerns will be treated very seriously and consistently with our robust policies and procedures.

Sunbury Heights Primary School remains focussed on implementing the Education State themes of Learning for Life, Happy Healthy and Resilient Kids, Breaking the Link and Pride and Confidence in our schools. Our school wide belief is that “no child regardless of social status or postcode will miss out on a first class state school education.”

SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.

SC2 Demonstrated expertise in the implementation and modelling of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth

SC3 Demonstrated exemplary ability to model the monitoring and assessment of student learning. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated exemplary interpersonal and communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.

Learning Specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning and have a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers and facilitating school-based professional learning. Learning Specialists are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for students. The role of the Learning Specialist will be to model excellence in teaching and learning through demonstration lessons and, mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce.

The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service.

In recognition of the importance of exemplary practice for improved student learning outcomes, the key roles of the Learning Specialists may include but are not limited to:

• Demonstrating high-level expertise in teaching and learning practice
• Modelling exemplary classroom practice including through teaching demonstration lessons
• Working with the school leadership team to develop a shared view of highly effective teacher practice
• Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
• Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration
• Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
• Providing evidence-based feedback to teaching staff to inform their effectiveness and development
• Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
• Supervising and training one or more student teachers and mentoring and/or coaching teachers
• Modelling exemplary use of student data to inform teaching approaches
• Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
• Modelling exemplary professional learning practice included through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice

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

School Review Recommendation

Our 2019 Review indicated that in 2020 our school priorties will be the implementation of PLC's across the school, student voice and agency and to build practice excellance in Literacy and Numeracy.

• 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

Gisborne Secondary College is a large, stand alone, Year 7-12 College with an enrolment of approximately 1100 students. Our large catchment area covers the Macedon Ranges, north-west of Melbourne. Over 70% of our students travel to school by bus and the College is an important social focal point for students from different towns of the region.

Our school has an incredibly strong pathways and transition program, supporting close to 70 VCE units of study each year, over 50 School-based Apprenticeship and Traineeships, and numerous VETiS programs. A comprehensive VCAL program operates, with excellent outcomes for the students involved.

We have also established an excellent reputation in the Performing Arts, a program is now supported by our superb Performing Arts Centre.

The College aims to ensure that individuals feel safe, secure and supported in their learning within a large cohort. We are seen by the community as having a strong focus on student welfare and we have firm links to local support agencies.

Other key features of the College in recent years include:

• A clear and well-developed teaching and learning framework that articulates sound pedagogical practice for all teachers.
• The development and full operation of two Learning Centres for our Year 7 and 8 students.
• A specific Year 9 Program designed to lift engagement and develop adult-like responsibilities
• A three-year Senior School Program that allows all students to accelerate across year levels, and ensures students are better prepared for the challenges of senior school qualifications.
• VCAL program for students in Year 11 and Year 12.
• An extensive VET program, including: Building & Construction, Business, Engineering, Automotive, Interactive Digital Media, Music Tech Production, Equine Studies, and Electrical Industry.
• A strong careers development and pathways program
• A Double-court Gymnasium, in joint use with the Macedon Ranges Shire Council, valued at $4m
• The 216-seat Barcham Theatre housed within the new performing arts complex, refurbished at a cost of $1.3m.
• The use of sophisticated Learning and Student Management Software to track student learning, student wellbeing and engagement and student pathways.
• A 1:1 ‘Bring Your Own Device’ Computer program that provides for computer connectivity for all students across all year levels.

Staff work together in Professional Learning Teams dedicated to building teacher capacity and improving student outcomes at all levels.

SC1 Demonstrated experience and skills in coordinating careers development, transitions and managed individual pathways (MIPS).

Sc2 Demonstrated capacity to supervise the work of other support staff and to develop procedures and guidelines relating careers development, transitions and managed individual pathways (MIPS).

SC3 Demonstrated high level oral and written communication skills.

SC4 Possess the technical knowledge and expertise relevant to careers development, transitions and managed individual pathways (MIPS).

SC5 Demonstrated capacity to provide advice and support to management in respect to careers development, transitions and managed individual pathways (MIPS).

SC6 Demonstrated commitment to professional learning and growth for both self and others.

Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.

Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.

The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.

This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.

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

The successful applicant will work in partnership with the current Careers/Pathways Leader in delivering the Careers and Pathways Program

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

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

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

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

- 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

• Candidates are advised that the key selection criteria must be addressed. Visit http://www.careers.vic.gov.au/vacancies/tips-for-applying for guidelines and tips for applying for government positions and addressing key selection criteria.
• Applicants wishing to find out more specific information about the role please contact Jon Morley, Principal, through the College email address: gisborne.sc@edumail.vic.gov.au.

• 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

Gisborne Secondary College is a large, stand alone, Year 7-12 College with an enrolment of approximately 1100 students. Our large catchment area covers the Macedon Ranges, north-west of Melbourne. Over 70% of our students travel to school by bus and the College is an important social focal point for students from different towns of the region.

Our school has an incredibly strong pathways and transition program, supporting close to 70 VCE units of study each year, over 50 School-based Apprenticeship and Traineeships, and numerous VETiS programs. A comprehensive VCAL program operates, with excellent outcomes for the students involved.

We have also established an excellent reputation in the Performing Arts, a program is now supported by our superb Performing Arts Centre.

The College aims to ensure that individuals feel safe, secure and supported in their learning within a large cohort. We are seen by the community as having a strong focus on student welfare and we have firm links to local support agencies.

Other key features of the College in recent years include:

• A clear and well-developed teaching and learning framework that articulates sound pedagogical practice for all teachers.
• The development and full operation of two Learning Centres for our Year 7 and 8 students.
• A specific Year 9 Program designed to lift engagement and develop adult-like responsibilities
• A three-year Senior School Program that allows all students to accelerate across year levels, and ensures students are better prepared for the challenges of senior school qualifications.
• VCAL program for students in Year 11 and Year 12.
• An extensive VET program, including: Building & Construction, Business, Engineering, Automotive, Interactive Digital Media, Music Tech Production, Equine Studies, and Electrical Industry.
• A strong careers development and pathways program
• A Double-court Gymnasium, in joint use with the Macedon Ranges Shire Council, valued at $4m
• The 216-seat Barcham Theatre housed within the new performing arts complex, refurbished at a cost of $1.3m.
• The use of sophisticated Learning and Student Management Software to track student learning, student wellbeing and engagement and student pathways.
• A 1:1 ‘Bring Your Own Device’ Computer program that provides for computer connectivity for all students across all year levels.

Staff work together in Professional Learning Teams dedicated to building teacher capacity and improving student outcomes at all levels

SC1 Demonstrated understanding of initiatives in student learning, careers development, transitions and managed individual pathways (MIPS) including the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement curriculum programs in careers development, transitions and managed individual pathways (MIPS) consistent with their intent.

SC2 Demonstrated high level teaching skills in careers development, transitions and managed individual pathways (MIPS) and the capacity to work with colleagues to continually improve teaching and learning.

SC3 Demonstrated ability to monitor and assess student learning data in careers development, transitions and managed individual pathways (MIPS) and to use this data to inform teaching for improved student learning.

SC4 Demonstrated high level written and verbal communication skills and high level interpersonal skills including a capacity to develop constructive relationships with students, parents and other staff.

SC5 Demonstrated commitment and capacity to actively contribute to a broad range of school activities and a commitment to ongoing professional learning to enable further development of skills, expertise and teaching capacity.

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

Candidates are advised that the key selection criteria must be addressed. Visit http://www.careers.vic.gov.au/vacancies/tips-for-applying for guidelines and tips for applying for government positions and addressing key selection criteria.

• Applicants wishing to find out more specific information about the role please contact Jon Morley, Principal, through the College email address: gisborne.sc@edumail.vic.gov.au.

• 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

[

SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.

SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

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.

Core responsibilities include:

- Planning and implementing a range of teaching programs or
courses of study

- Teaching an area of the curriculum or a general curriculum to a
year level

- Monitoring, evaluating and reporting student progress in key
learning areas

- Implementing strategies to achieve targets related to student
learning outcomes

- Maintaining records of class attendance and recording student
progress

- Implementing effective student management consistent with the
school charter.

- Working with a mentor to participate in professional development
planning, implementation and reflection developing a professional
portfolio

Additional responsibilities may include but are not limited to:

- Supervising a range of student activities including support and
welfare programs

- Contributing to a range of co-curricular programs

For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy. Applicants must also be 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

• 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

Bob Jane T-Marts has a great opportunity available for an experienced Tyre Fitter to join Sunbury's fast paced team.

ABOUT THE ROLE:
We are looking for people who have mechanical aptitude and genuine interest in the industry who want to make a career within a family business.

In this role you will be responsible for:

• Removing and replacing tyres
• Diagnosing tyre damage & wear
• Diagnosing wheel balance problems and balancing wheels
• Performing puncture repairs conforming to relevant standards
• Selecting correct tyres tubes and rims and accessories
• Providing high standard of customer service in a professionally presented environment

ABOUT BOB JANE T-MARTS:
Founded in 1965, Bob Jane T-Marts has established itself as Australia’s leading independent tyre retailer and has a national network of franchised and company owned tyre retail stores that provide exceptional service across approximately 150 stores nationwide.

Embracing over 50 years of experience, Bob Jane T-Marts remains the most trusted name for tyres, wheels and batteries in Australia.

WHAT YOU WILL NEED:
We are looking for someone with the following skills, experience & attributes.

• A current manual driver’s licence - Essential
• Excellent customer service skills
• Honesty and integrity
• Have a cheerful "Can do" Attitude
• To be punctual & reliable
• To have good communication skills
• Previous tyre fitting, balancing and fault diagnosis experience preferred, but not essential
• Sound knowledge and adherence to OH&S practices
• Must be able to work on Saturdays
• Appropriate Australian working rights
• Have a genuine interest in the industry
• Willing to undertake ongoing training and development

In return you will be offered the opportunity to develop your technical skills through ongoing training and development, career progression and job security in an industry leader as well as other employee benefits.
 

Please include a cover letter and resume giving us a brief overview of your previous relevant experience and what interests you in this role.

If you're ready to join Australia's No. 1 team in tyres,

please apply now! 

Are you a sales professional who has a love affair with technology? Does working with high quality tech that truly delivers on its promise appeal to you? Interested in a role that truly helps business owners drive efficiency through their business?

Then keep reading!

Since 2011, Track My Ride has been helping Australian businesses and car enthusiasts secure, manage and track their vehicles with Australia's most advanced, affordable and easy to use real-time GPS tracking and Fleet Management platform. And right now they're looking for an experienced Inside Sales specialist to join them and take the lead in the sales department.

We're looking for a special person who will add to the Track My Ride culture. Would people generally describe you as:

• A quick learner
• Really articulate
• Business and tech savvy
• Goal-focused
• A natural diplomat
• Outgoing and sociable
• A lover of process - with a dash of 'think on your feet'
• Optimistic but not blindly so
• A considered decision-maker
• Customer-centric, yet comfortable to express a professional opinion
• A collaborative team member
• A lover of facts and data - yet 'listens to their gut' where appropriate

Yeah? Cool!

The gig

We are looking for someone who can build, mentor and lead the Track My Ride sales team who will all be selling GPS hardware and software. It's a leadership-by-example role so you'll be carrying a sales target too. You will also be actively engaging with existing sales leads and helping to generate new leads in their CRM. This role will be responsible for the initial training of new sales staff, ongoing B2B phone sales, in person sales meetings as well as live video demonstrations of the product via video meeting software to customers (over webcam). Your day will, initially, be 75% sales 25% sales team management.

Your experience

First and foremost you need to be a black belt in phone-based and video-based sales. From lead gen' to 'discovery', demonstration, proposing and closing. 5 years would be good. 

Knowledge of GPS, vehicle tracking, asset management, fleet management or business-operations management is a good background to have as well.

Why would you?

• This is a business on the cusp of big things - be a part and build your future
• Two co-owners who will absolutely respect your expertise in sales
• A product that is world-class
• You'll be given the room to build a first-class sales function
• You'll be well rewarded - OTE >$110K on-target

Interested? You know you are! Click Apply Now, build your profile and then take a quick self-assessment that will give us insights into your nature. We don't want a CV but we do need you to put together a stand out Cover Letter that helps us get why you're the perfect person to lead sales at this very special tech business!

EVERY application will be acknowledged. EVERY applicant will be advised the outcome of their application.

Track My Ride is an equal opportunity employer and we encourage applications from all people who believe they have the right blend of experience and character.

Sunbury Downs College is a Year 7-12 co-educational Secondary College situated in the regional town of Sunbury, 37 kms North West of Melbourne. It is a growing co-educational secondary College with student’s numbers exceeding 800.

The College vision is:

‘The ongoing development of a learning community of staff, students and parents committed to a culture of participation and excellence based on mutual respect. This College culture promotes personal growth leading to meaningful citizenship and successful pathways to further studies and employment through students’ academic success’. Our school motto is ‘Confidence to Achieve’.

The College offers the very best in teaching and learning due to the calibre of its staff. Highly capable and professional teachers and education support staff support students to learn and grow in the classroom and beyond. Our teachers’ talents ensure that students are supported to reach their potential in a caring and yet structured orderly learning environment. We are known for setting the benchmark in outstanding teaching and learning, with excellent results for students in their final years of schooling.

We offer a rich program in an environment with strong student management, high expectations and educational outcomes. The College regards itself as an academic school with a wide range of programs. There is a strong emphasis on core subjects: English, Mathematics, Science and Humanities; complemented by programs in the Arts/Technology, Performing Arts, Physical Education/Health and Languages. We also offer a wide range of VCE subjects including some VET studies and a structured rigorous VCAL program.

The College is the only secondary school in the area that offers an Accelerated Curriculum and Enrichment (ACE) Program for academically able students; extending students through a challenging curriculum including early commencement of VCE. The ACE Program is a select entry course with enrolment from our feeder primary schools.

The College is also accredited as an International School Provider with some International students enrolled in the later years.

SDC offers a wide range of extra-curricular activities and an inter-school program. There are year level and specialised camps and excursions, including an overseas Italian Study Tour and Interstate Canberra Trip. The College has a well-established student leadership program. SDC offers instrumental music tuition and presents a highly acclaimed Musical Production, enabling student to excel in the Performing Arts in an environment that fosters participation, responsibility and teamwork outside the classroom.

The College has outstanding modern facilities. The College has specialised areas to support the learning of the sciences, technology, arts and sports. There is a modern Education Resource Centre, functional Technology Wing and also an on-site-Art-Design-Technology Exhibition space, enabling the display of high quality exemplary student work.

Our College is proud to be in partnership with its community and various organisations, so as to offer and provide the best for our students. Partnerships include our feeder schools, local businesses and many universities including Melbourne University. In recent time corporate partners such as the Beacon Foundation have extended their work into our classrooms. We acknowledge that it is the links with the outside world that extends the offerings for our students and community.

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

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

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

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

SC5 A commitment to professional learning and growth.

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

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

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

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

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

1. Provide customer service to students and staff
2. Assist with the circulation of loan items
3. Shelve library materials and maintain the order of the collection
4. Prepare displays
5. Assist with overdue loans and procedures
6. Perform minor book repairs
7. Assist users with library equipment such as printers and photocopiers
8. Perform end processing of library materials, including labelling and covering of books
9. Assist teachers with supervision of students during recess, lunch and afterschool
10. Maintain supplies of consumables eg paper for printers
11. Assist with planning and delivering of activities eg book week activities, customer surveys etc
12. Ensure the library spaces are clean and tidy
13. ensure storage areas are in a clean, safe and orderly condition
14. Minor cleaning and maintenance of equipment
15. Assist with stocktake

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

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

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

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

- 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

• 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