Stats Perform are looking for reliable and enthusiastic people with Soccer knowledge to attend Soccer games to collect statistical data in Devonport and Launceston.

We offer full paid training of our software that we use on match day and reimburse up to $100 a game when fully trained. All of our match reporters have media accreditation to access venues. We also reimburse travel costs to the stadium. You will be required to have high levels of communication with contact during the week with before games via Email/SMS/Skype and also be reliable and trustworthy.

Essential skills and requirements

• Soccer rules and knowledge is a must for this position
• Saturday - Sunday availability is a necessity. Please do not apply if you are unavailable on any of these days
• Ability to work remotely
• High levels of communication
• Speak and write in fluent English
• Be motivated and flexible to cover Soccer matches and ideally to have your own transport or access to reliable public transport
• You must also be over 18 years of age to be considered for this position

PLEASE ONLY APPLY FOR THIS ROLE IF YOU ARE PREPARED TO COMPLETE 15-20 HOURS OF TRAINING WITHIN A 3 WEEK TIME FRAME DUE TO THE TEMPORARY SUSPENSION OF SOCCER WE NEED THE SUCCESSFUL APPLICATION TO BE READY FOR THE RETURN.

A stable ADSL Internet connection and a Windows based PC at home is also required as all training is completed online viewing soccer training videos.If you have a keen interest in watching Soccer and want to get paid for attending live games, please feel free to apply via the link below.

Only applications via the following link will be reviewed: https://performacademy.csod.com/ux/ats/careersite/3/home/requisition/2025?c=performacademy

Job Types: Part-time, Casual

Work Remotely:

• No

ARE YOU PASSIONATE ABOUT SPORT?

RELIABLE?

DEDICATED?

In preparation for the recommencement of Term 3 school sport, Brisbane Sports Institute is seeking experienced and passionate Sports coaches and umpires for casual positions in schools and clubs across Brisbane. Join our winning team!

Brisbane Sports Institute is the leading supplier of sports coaches and umpires to schools and clubs in Brisbane.

WHY WORK WITH THE BRISBANE SPORTS INSTITUTE?

- Most competitive coaching and umpiring rates
- You create your own roster
- Work available across all levels (Primary Schools, Secondary Schools & Clubs)
- Extensive range of sports available
- Greatest range of schools and locations to choose from
- An opportunity to get paid for doing what you love and imparting your knowledge on the next generation of sportspeople
- Payroll run every day to ensure payments are paid promptly and regularly every fortnight
- Full Insurance in the case of accident
- Umpiring & Refereeing work is Tax Free

We are seeking expert staff in the following sports:

- Soccer
- Touch Rugby
- Basketball
- AFL
- Baseball
- Athletics
- Cricket
- European Handball
- Diving
- Gymnastics
- Hockey
- Softball
- Table Tennis
- Tennis
- Volleyball
- And more!

SUCCESSFUL APPLICANTS WILL HAVE THE FOLLOWING:

- High level of knowledge and experience in your sport as a coach, umpire, referee or player
- An interest in working with children
- High level communication skills
- Working with Children Check (if you do not have this, it must be obtained prior to employment)
- Eligibility to work in Australia

Job Types: Part-time, Casual

Salary: $30.00 to $80.00 /hour

KSC 1 Demonstrated knowledge of the Health and Physical Education curriculum, including the ability to incorporate the teaching of English and Mathematics skills. Demonstrated experience in responding to student learning needs.

KSC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of Health and Physical Education programs for student skill attainment and learning growth.

KSC3 Demonstrated experience in monitoring and assessing student learning in Health and Physical Education. Demonstrated experience in using data to inform teaching practice and providing feedback for student skill attainment and learning growth and achievement to students and parents.

KSC4 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.

KSC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

SC6 Demonstrated capacity to deliver an engaging Health and Physical Education program incorporating student voice and agency.

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

• 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

Tennis Court Contruction

Landscaping Experience Preferred

Sector
Trades & services
Salary type
Hourlyrate
Job type
Full time
Sub sector
Building trades

Job Type: Full-time

Ouyen P-12 College

Ouyen P-12 College was formed in 2009, combining the former Ouyen Primary and Secondary Schools. Both schools brought with them a proud history of achievement and pride in the academic, sporting and extra-curricular programs.

The school has an enrolment in 2019 of 211 students. The school boasts not only a strong record of student achievement, but also high levels of student engagement and satisfaction.

Ouyen P-12 College provides a comprehensive curriculum aimed at preparing students for the 21st Century, allowing students to develop academically, socially and emotionally to meet the needs of a changing society.

The school has an exemplary record in regards to student leaving the college to attend tertiary education, gain apprenticeships or engage in meaningful employment. There has been significant work done to ensure students have adequate pathways to achieve their aspirations, with a wide range of VCE, VCAL & VET subjects available.

Ouyen P-12 College prides itself on being a showcase for other rural and remote schools catering for students from Foundation to Year 12.

Ouyen P-12 has a thorough Sports program that allows students opportunities to represent the school at regional and state level. Lunchtime and after-school training sessions, funded transport to representative carnivals and designated Physical Education, Health & Sports programs, support this program.

We have a structured public speaking and debating curriculum that allows our students opportunities to participate in competitions across the state.

Teacher Employment

Ouyen is situated in the North-West of Victoria, close to the South Australian and New South Wales borders. The township has a population of around 1,000 people, with the district housing around 2,000. We have highly affordable teacher houses and a range of Health and Community services available in town.

The town has also recently built a lake on the outskirts of town, perfect for fishing and skiing. We also have access to a range of sports, with local teams competing in football, netball, cricket, tennis, basketball and lawn bowls.

Working in a rural school allows greater opportunities to gain experience across a wide range of areas. Our students are friendly and respectful, with high standards of student behaviour that allow more time to be spent teaching, and less with student management.

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

Senior Recreation Project Officer

• Full time, fixed term 12 months
• Secondment opportunity
• Circa $96k plus superannuation
• Based in Doncaster East

About Manningham

At Manningham Council, we have a big responsibility to deliver over 100 different services to our vibrant and diverse community. With parks, galleries and shopping hubs at our doorstep, we are focused on Manningham being a liveable and harmonious place to reside, work and visit. We provide challenging and rewarding employment opportunities to innovative, passionate, and driven people. We offer a positive and friendly working environment, a range of benefits, including flexible work options, opportunities for career development, and health and wellbeing initiatives.

About the role

This position will be focused on planning and development of the sport and recreation elements of the North East Link project. The position will be working closely with North East Link to plan and develop sport and recreation facilities associated with the construction of North East Link, with the aim to continue sport and recreation participation throughout this period and beyond.

Click here to view the position description.

The ideal candidate will have:

• A tertiary qualification relevant to the recreation, leisure or other related field.
• Significant relevant experience in a similar role delivering sport and recreation planning and facility development, ideally with green field sites, that meet the needs of the community.
• A high level of experience in project management and delivery, with demonstrated project management and project delivery skills.
• Experience in contracting and supervision of consultants or contractors.
• A high level of interpersonal skills and ability to negotiate and advocate for organisational outcomes.
• Excellent written and verbal communication skills and demonstrated ability to prepare concise and accurate reports.

Culture

Staff at Manningham enjoy the unique blend of city and country. We shape positive outcomes for our community by being inclusive and passionate about what we do. We live our values everyday: Working Together, Excellence, Accountable, Respectful, Empowered. Be part of something great – it’s an exciting time to work at Manningham.

Benefits

• Flexible working arrangements within a supportive team
• Great location with onsite parking
• Positive and engaging workplace culture

How to Apply

Click APPLY to submit your application or contact Peter Brabender on 9846 0513 for a confidential discussion. Applications close at 5pm on Thursday 11 June 2020.

Our vision of “Inspire, Believe, Achieve” along with our values of respect and working together to meet challenges, defines and guides students and teachers alike.

We are a single campus, 7 – 12 co-educational school with an enrolment of approximately 450 students.

Our community is rich and vibrant and diversity is a celebrated feature of College life.

Our programs nurture and value academic success and also provide many outstanding opportunities for those students whose talents and interests lie in Science, Arts, Technology and/or Music.

We are an accredited school enrolling international students and we are pleased with their success.

We have high expectations of all our students and staff and encourage a sense of pride in themselves and the College. A range of electives, in addition to the compulsory core subjects, enables broader and more in-depth studies in areas of special interest. The Curriculum offers flexibility to cater for the needs of individual students, differentiating instructional strategies in order to ensure students can succeed and progress through the academic requirements of Secondary College. In Years 11 and 12 students choose individual programs form a wide range of traditional academic and vocational subjects and programs in VCE and VCAL. We encourage our students to pursue their dreams and goals and provide many opportunities to cultivate their interests and aspirations.

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

Taylors Lakes Secondary College commenced classes in 1992. The 2020 enrolment is approximately 1450 students across years 7-12. The College is single campus and is situated on approximately 8 hectares, adjacent to Taylors Lakes Primary School and the Taylors Lakes Recreation Club. The school is located approximately 22 km north west of Melbourne G.P.O. The College is part of a multi-cultural community. There is a small percentage of students born overseas, however many parents of students were born in countries where English is not the main language.

During 2017, we completed a Peer School Review. Our Strategic Plan for the period 2018-2021 has been developed, and the major strategic directions will continue to focus on student achievement, student growth and student health and wellbeing. Curriculum development, instructional practice and assessment is a crucial element to further drive improvement and the College has begun implementing a whole school model to support these strategies including a major focus on differentiation and student voice and with an emphasis on with an emphasis on authentic learning, deep learning, and feedback. As part of this model, there will be an ongoing focus on improvement in student literacy and numeracy and VCE/VCAL. A changed VCAL program commenced in recent years with very positive results and further refinement in its curriculum structure has commenced in 2018. Our Learning Enhancement and Advancement Program (LEAP) is now operating in its sixth year. We continue to place continued emphasis on student connectedness to school, particularly looking at attendance, development of student management procedures and the provision of a broad range of student wellbeing and pathways options for students. Digital (BYOD) learning is a major direction with all students from years 7-12 using 24/7 netbook computers, accompanied by an expectation of teachers that they will use ICT to enhance teaching and student learning. Our leadership profile is designed to support the accountability framework associated with the Strategic Plan. Accountabilities of Leading Teachers within their roles align closely to key improvement foci within the Strategic Plan and Annual Improvement Plans.

The College is committed to a common documented curriculum, based on teachers planning and evaluating together. There is a history of curriculum innovation and a strong culture of promoting and expecting professional learning to enhance student-learning outcomes. Professional Learning Teams support the professional development of staff. We use some teacher coaches to work alongside other teachers and have developed a flexible learning centre (the SPACE) where teachers work together in developing and sharing innovative approaches to teaching and student learning at Years 7 and 8, particularly, but not limited to English and Mathematics.

Our assessment and reporting policy is consistent across all learning areas. A continuous reporting model has been introduced whereby parents receive progress reports every 6 weeks across the semester as well as an end of semester report. In addition to assessing students against the Victorian Curriculum standards, graded assessment tasks are set in all subjects. A Learning Support Program has targeted students experiencing literacy and numeracy deficits. This operates at both an individual and group level, depending on the work to be done. There is a strongly supported Program for Students with Disabilities and access to Psychologists and Social Workers from DET and allied health staff from other agencies.

The co-curricular program is strong across the College with many camps (subject and level based) operating at different levels. There is a strong instrumental music and dance program that utilises the Performing Arts facility. The Interschool Sport program is both diverse and comprehensive. An extensive student leadership program operates at all levels along with a school production, student debating and a large lunchtime activities program. Afterschool homework clubs (VCE and Junior) attract high participation. The College has exchange programs with sister schools in Japan and Italy which sees wide College community involvement.

Teachers are central to the provision of a high quality education. Good quality teaching programs are supported by the provision of quality education support staff. The College recognises it has a responsibility to induct, support, motivate and resource staff at a high level. The College maintains a very strong commitment to professional development of all staff, as evidenced by the financial commitment within the budget as well as support and encouragement given to staff to undertake professional learning. Staff who teach at Taylors Lakes Secondary College are required to participate in the performance review and development process as set by the department. This involves committing to the use of learning technology within classes (including use of the agreed learning management system) as well as a commitment to further develop teaching strategies with a view to continued improvement in student learning outcomes. All staff are expected to be computer literate and to promote and enhance learning technology in their teaching or other duties. Teachers are expected to support the BYOD learning program in their teaching, use their notebook within their classrooms and commit to ongoing professional learning guided by the ePotential framework. All staff will be expected to use the school nominated fully integrated electronic communication and management package (Compass).

With the expansion of the College, we have been in a position to complete a range of building projects over the last 12 years, including a new Library/IT and staff facility, a Flexible Learning Centre (the SPACE), an extension to the Canteen and shade areas, a Performing Arts area theatrette, an administration upgrade, a hard-court (Futsal) area, courtyard upgrades, car park extension and landscaping, a computer service centre upgrade and a major expansion of food technology, instrumental music teaching facilities and dance studio.

SC1 Demonstrated understanding of initiatives in student learning including the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement and evaluate learning and teaching programs in accordance with the Victorian curriculum.

SC2 Demonstrated high level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning.

SC3 Demonstrated ability to monitor and assess student learning data 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 the capacity to establish and maintain collaborative relationships with parents, other employees and the broader school community to focus on student learning, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values, including a commitment and capacity to actively contribute to and manage major curriculum or student activities and a commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning.

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

PEOPLE PRINCIPLES

We support the following people principles which provide a basis for working productively within the College. The principles apply to all of our people and everything that we do.

They require that we:

• Deliver quality results
• Work collaboratively
• Behave ethically
• Respect and value others
• Develop self and others

ADDITIONAL INFORMATION

Please ensure that your application includes: -

A resume including relevant experience as well as personal details (name, address and contact numbers business and home).

A section addressing the selection criteria (guideline - not more than 5 A4 pages)

Names and contact numbers (telephone and email if possible) of three referees who are able to attest to the claims made in your application.

Please note that the selection panel may seek additional referees beyond those you name. Consistent with our school policy, should we do this we shall advise you that we have done so.

Should it be necessary to make any enquiries regarding this position, please contact Jackie Scodella on 9390 3130 or scodella.jackie.j@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

Wantirna College is a single campus Year 7-12 School of approximately 1400 students, situated in the eastern suburbs of Melbourne, about 25 kilometres from the city centre. The College was founded in 1980 and consists of a core of well-maintained brick buildings, with additional portable buildings, in an attractive garden setting spread throughout the spacious grounds with panoramic views of the Dandenong Ranges. The College facilities include a state of the art theatre, university style cafeteria, new and refurbished buildings that incorporate flexible open learning spaces as well as landscaped courtyards.

Wantirna College draws students from both local and surrounding primary schools. Demand for places at the College has been consistently strong and as part of the enrolment strategy there is a Department of Education and Training approved enrolment ceiling of 1500 students. Most of our students walk to school or are transported by their parents or buses.

The school family occupations index (SFO) is 0.47 and has remained fairly consistent over the last four years. The Language Background Other than English (LBOTE) proportion is 0.13 and again has been consistent over a large number of years. The College also has an international student program. This program takes approximately 70 overseas fee paying students largely from China and Vietnam.

Our EFT (effective fulltime teachers) is approximately 90, although due to part time work this is over 100 teachers. There is a Principal Team of 4 (one Principal and three Assistant Principals) and 30 non-teaching staff who provide support to both the teaching staff and students. This support covers Administration, Library, Science, Integration, Learning Support, Quicksmart, Home Economics, Facilities, Gardening, School Nurses and ICT.

We operate two sub schools, the Middle Years 7-9 and the Later Years 10-12. Each sub school has its own administration, overseen by an Assistant Principal and Leaders of Sub school and operates within its own pedagogical guidelines. There is a strong and consistent whole school approach to welfare and discipline with an emphasis on emotional intelligence.

Students in Year 7 and 8 experience a core curriculum based around eight learning areas. The only choice in terms of subjects is LOTE where we offer Spanish and Chinese. This subject choice will be a factor in determining the student’s home group. In Year 9 and 10 students undertake a course that is half elective and half core. Again, it is structured around eight learning areas. Early start VCE is accessible for Year 10 students who are achieving well. In Year 11 and 12 we offer a wide range of VCE units, comprehensive VCAL and VET programs.

Wantirna College is an ambitous school that seeks to continually improve students outcomes through innovative approaches.

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

Please ensure that your application includes:

• a resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
• a section addressing the selection criteria and the requirements for application under the Who May Apply section
• names and contact numbers (telephone and email if possible) of two referees

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

• 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

We live in a community that values individuality, diversity and free thinking as much as we do. Daylesford College offers purpose-designed collaborative learning spaces; teachers and technologies that encourage inquisitive learning; a curriculum that emphasises critical and creative thinking; and a culture of inclusion and support. Our goal is to guide the students in our care to become confident, responsible, resilient individuals ready to make their mark in an ever-changing world.

 Daylesford College is the sole provider of secondary education in the Shire of Hepburn and consists of 480 students, 40 teachers and 12 support staff. The school draws students from a wide region with 65% of students travelling to school by bus every day.

Our purpose is to provide an engaging, supportive and effective learning environment. Recognising the diversity of learning needs and aspirations of students both at school and beyond. We are committed to providing clear and effective learning pathways and programs for all students. Through these pathways and programs we will inspire and support each and every student to reach and extend his or her academic, practical and social potential. Equipped with these skills we believe our students will be well placed to meet future challenges and make the pivotal transition to optimistic, resourceful and resilient adults.

 Our goal is to create a vibrant and successful school which:

• Provides effective learning opportunities for all students through the delivery of robust and relevant learning pathways and programs. All pathways and programs will deliver best learning and teaching practices and will be based on appropriate elements of the Victorian Curriculum, Years 7-10 and student designs premised on the Victorian Certificate of Education (VCE), Victorian Certificate of Applied Education (VCAL) and Vocational Education and Training (VET).
• Provides high-quality current and innovative teaching in a collaborative and supportive school culture.
• Engages and empowers students in their learning by providing them with the skills to develop, evaluate and reflect on their own learning. Successful development of these skills will equip students with the means to meet the wide range of learning challenges throughout their secondary schooling and beyond.
• Supports students to develop and put into practice a variety of key learning skills including problem solving, effective communication, collaboration and critical and creative thinking.
• Prepares and encourages students to participate in further education, training and employment and become life-long learners.
• Provides a safe and inclusive learning environment that supports the social and emotional wellbeing of all students, helps them develop strong ethical and moral values, raises individual aspirations and develops a strong sense of self-belief, and provides opportunities to explore and develop leadership skills and experience.
• Actively engages parents in the learning process, providing up-to-date information on their child’s activities and progress and ensuring strong and open communication between parents, teaching staff and the school at all times.
• Develops and maintains strong links with the school and the broader communities through a program of academic, artistic and civic engagement.
• Reflects the diversity and strengths of the local and surrounding communities within its learning programs – for example, food and hospitality, sustainability and the arts – and engages with and involves the community in the delivery of these programs.

 Our College values are Community, Individuality, Determination and Resilience with a school motto of ‘Shape the Future’.

 The College has undergone significant change over the last few years and it is an exciting time to be part of Daylesford College.

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

This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.

ARE YOU PASSIONATE ABOUT SPORT?

RELIABLE?

DEDICATED?

In preparation for the recommencement of Term 3 school sport, Adelaide Sports Institute is seeking experienced and passionate Sports coaches and umpires for casual positions in schools and clubs across Adelaide. Join our winning team!

Adelaide Sports Institute is the leading supplier of sports coaches and umpires to schools and clubs in Adelaide.

WHY WORK WITH THE ADELAIDE SPORTS INSTITUTE?

- Most competitive coaching and umpiring rates
- You create your own roster
- Work available across all levels (Primary Schools, Secondary Schools & Clubs)
- Extensive range of sports available
- Greatest range of schools and locations to choose from
- An opportunity to get paid for doing what you love and imparting your knowledge on the next generation of sportspeople
- Payroll run every day to ensure payments are paid promptly and regularly every fortnight
- Full Insurance in the case of accident
- Umpiring & Refereeing work is Tax Free

We are seeking expert staff in the following sports:

- Soccer
- Touch Rugby
- Basketball
- AFL
- Baseball
- Athletics
- Cricket
- European Handball
- Diving
- Gymnastics
- Hockey
- Softball
- Table Tennis
- Tennis
- Volleyball
- And more!

SUCCESSFUL APPLICANTS WILL HAVE THE FOLLOWING:

- High level of knowledge and experience in your sport as a coach, umpire, referee or player
- An interest in working with children
- High level communication skills
- Working with Children Check (if you do not have this, it must be obtained prior to employment)
- Eligibility to work in Australia

Job Types: Part-time, Casual

Salary: $30.00 to $80.00 /hour

Adelaide Sports Institute is seeking experienced and passionate casual Netball Umpires for inter-school sports programs in private schools across Adelaide.

Game times vary through the afternoon commencing at times such as 1.30pm, 2.30pm and 4.00pm and are played Monday through to Saturday at a variety of locations from Adelaide's outer suburbs to inner suburbs.

Umpires may choose the most appropriate locations and days that best suit them.

There is no fixed commitment to participate for the entire season, umpires can simply select dates that suit them. Umpires are paid per game and rates increase depending on experience, qualifications and the level of the match.

Having the largest number of client schools means the Adelaide Sports Institute can offer umpires:

- Umpiring throughout the entire school year

- Umpiring in locations of your choice

- Umpiring at a variety of schools

- Umpiring multiple days throughout the week

- Up to 10 hours Umpiring work per week

Successful applicants will have the following:

- Umpiring Experience (C Badge+ preferred)

- High level communication skills

- Eligibility to work in Australia

- Working with Children Check

This position is ideal for someone who has flexible working hours.

Job Types: Part-time, Casual

Salary: $30.00 to $80.00 /hour

Work Remotely:

• No

In preparation for the recommencement of Term 3 sport, Adelaide Sports Institute is seeking experienced and passionate casual Basketball Referees for interschool sports programs in private schools across all areas of Adelaide.

Our inter-school games involve a wide range of Basketball proficiency, from Junior to Senior First teams.Game times vary through the afternoon commencing at times such as 1.00pm, 2.30pm and 4.00pm and are played Monday through to Friday at a variety of locations across Adelaide.

Referees may choose the most appropriate locations and days that best suit them.There is no fixed commitment to participate for the entire season, referees can simply select dates that suit them. Referees are paid per game and rates increase depending on experience, qualifications and the level of the match.

Having the largest number of client schools means the Adelaide Sports Institute can offer referees:

- Refereeing throughout the entire school year

- Refereeing in locations of your choice

- Refereeing multiple days throughout the week

- Tax Free

- Up to 10 hours Refereeing work per week

- Attractive payment rates

A minimum Basketball SA referee qualification is essential. This position is ideal for someone who has flexible working hours.

Job Types: Part-time, Casual

Salary: $30.00 to $80.00 /hour

In preparation for the recommencement of Term 3 sport, Adelaide Sports Institute is seeking experienced and passionate casual Football Referees for inter-school sports programs in private schools across all areas of Adelaide.

Our inter-school games involve a wide range of proficiency, from Junior to Senior First teams. Game times vary through the afternoon commencing at times such as 1.00pm, 2.30pm and 4.00pm and are played Monday through to Friday at a variety of locations across Adelaide.

Referees may choose the most appropriate locations and days that best suit them. There is no fixed commitment to participate for the entire season, referees can simply select dates that suit them. Referees are paid per game and rates increase depending on experience, qualifications and the level of the match.

Having the largest number of client schools means the Adelaide Sports Institute can offer referees:

- Refereeing throughout the entire school year

- Refereeing in locations of your choice

- Refereeing multiple days throughout the week

- Tax Free

- Up to 10 hours Refereeing work per week

- Attractive payment rates

A minimum Football SA Level 4 qualification is preferred but not essential. This position is ideal for someone who has flexible working hours.

Job Types: Part-time, Casual

Salary: $30.00 to $80.00 /hour

Work Remotely:

• No