Department of Education Victoria – Kalkallo VIC
8d ago, from Department of Education & Training Victoria
Ngayuk College is a new co-educational government secondary school located in the heart of Kalkallo, Victoria. Opened in **** with a foundation cohort of Year 7 students, the school will grow by one year level each year, eventually catering for up to **** students from Years 7 to 12 in ****.
Established in response to the rapid population growth in Melbourne's northern corridor, Ngayuk College serves as a vibrant educational hub for families across Kalkallo, Donnybrook, and surrounding communities. Situated within the North-Western Victoria Region, the school offers an inclusive, future-focused learning environment designed to meet the needs of today's adolescents and nurture the leaders of tomorrow.
Positioned just 50km north of Melbourne, Kalkallo is a fast-growing and culturally diverse community. 58% of residents speak a language other than English (LOTE) with the largest LOTE group being Punjabi. Rich in potential and united by a shared aspiration for high-quality, local education, Ngayuk College is designed not just as a place for learning, but as a central part of the community where students, families, and educators come together to shape a better future.
The school's state-of-the-art facilities include modern learning spaces, a well-resourced library, dedicated science and creative arts areas, outdoor learning terraces, landscaped grounds, and community-oriented spaces, including a sports field and a future community hub. These facilities support an engaging, adaptable, and connected learning experience for all students.
Ngayuk College delivers a comprehensive curriculum in line with the Victorian Curriculum FY10, inclusive of Levels A-D. The learning programme is structured around the eight key learning areas: English, Mathematics, Science, Humanities (including History, Geography, Civics and Citizenship, Economics and Business), Health and Physical Education, The Arts, Technologies and Languages. Japanese will be offered as the core language, and all students will participate in a dedicated well-being and personal development programme, MyBeing, which supports identity development, well-being literacy and personal agency.
Selection Criteria
SC 1
Demonstrated experience providing technical support across a school environment, ensuring the reliable and secure operation of devices, networks, and classroom technologies that support teaching and learning.
SC 2
Demonstrated ability to assist and advise staff in the effective and secure use of school IT systems, including email, Compass, Google Workspace, Microsoft 365, and wireless networks.
SC 3
Strong interpersonal and communication skills, with the ability to explain technical information clearly and work collaboratively with staff, students, and members of the IT team.
SC 4
Strong organisational and problem-solving skills, with the ability to manage time effectively, prioritise competing demands and maintain accurate records of assets and support events.
SC 5
Capacity to work as part of a foundation team to create an inclusive, high-expectation learning environment aligned with the school's vision and values.
Role
3 days per week (negotiable)
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 programmes.
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 programme and is unlikely to impact substantially on whole-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 **** (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.
Responsibilities
Undertake systems design, programme design and specification and direct programming changes necessary to enhance, modify or maintain a computer system.
Evaluate and report on the operational efficiency of computer systems in production, making recommendations for improvement where appropriate.
Examine and report on the efficiency and effectiveness of hardware configurations, software operating systems, data transmission networks and generalised software packages.
Develop and conduct training programmes for computer systems users.
Modify and adapt accepted methods and guidelines and interpret and analyse complex data across several sub-disciplines.
Develop techniques and procedures that will affect work practices beyond the workplace.
Manage a technical programme with a broad scope across the school.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfil the specific requirements of the position.
Diversity and Inclusion
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms – culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability.
Child Safe Standards
Victorian government schools are child-safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child-safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at .
DE Values
The department's employees commit to upholding the department's values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools.
Other Information
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 programmes provided.
Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at .
Conditions of Employment
All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
A probationary period may apply during the first year of employment and induction and support programmes provided.
Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at .
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