Department of Education Victoria – Geelong VIC
14d ago, from Department of Education & Training Victoria
MFG is a vibrant learning community that nurtures and serves the aspirations of girls. ¿We create lifelong learners who live the MFG traits as positive members of their communities.¿
In 2018 we consulted with the school community ¿ students, staff, and parents/carers - to develop a set of eleven traits, behaviours, and dispositions that we, as a school community, believe are important to foster in our students. These 11 traits are:
- Kind, compassionate and trustworthy
- Caring and respectful of others and themselves
- Knowledgeable about learning and self-aware
- Deep thinkers who are curious and creative
- Resilient, adaptable, and able to learn from mistakes
- Hard‑working, ambitious, and confident
- Able to respect and celebrate difference and diversity
- Optimistic about the future
- Responsible and active local and global citizens
- Versatile collaborators, leaders, and team members
- Surrounded by a supportive `sisterhood,¿ our young people aim to achieve excellent learning outcomes and develop qualities of character that will enrich their own lives and impact positively on the lives of others.
Matthew Flinders Girls (MFG) has a long and proud history. The original foundation stone was laid in 1856 when there were few other schools in Geelong. We are one of eight girls‑only state educational providers (since 1940) and the only girls‑only provider outside of the metropolitan area.
A group of ex‑students, currently aged in their 70s and 80s, meets twice a year. Some students in the school are third generation members of the school community. There is an ever‑growing Facebook presence of past student groups, and a College Alumni Facebook Page has been established to reconnect alumni and allows them to share stories. Our alumni are important to our school and return to share their learnings and stories.
Our school is centrally situated within the business, arts, and sporting precincts of Geelong. It has excellent access to public transport (buses and trains). A proportion of students are from the immediate locality, but a considerable number come from outside the City of Greater Geelong, from areas such as Colac, Barwon Heads, Indented Heads, Lara, Inverleigh, Bannockburn, Werribee, and Anakie. There are more than 50 feeder Primary schools from where the students have been drawn over the past 5 years.
Our student population incorporates a diverse range of cultures, socio‑economic backgrounds, and family blends.
In serving the aspirations of students, our curriculum provision and quality of teaching are fundamental. Curriculum in Years 7‑10 is based on the Victorian Curriculum and is framed by challenging and provocative `essential questions.¿ A balance of explicit teaching and Inquiry Based Learning to Teaching and Learning is at the heart of learning in Years 7 – 9. Our Teaching and Learning Model underpins the work and learning of our teachers with a distinct emphasis on differentiation, high‑impact teaching strategies, the power of formative assessment and the development of intellectual character.
A wide range of options is made available to Later Years students, including the opportunity to accelerate into VCE (Victorian Certificate of Education) studies. Our school offers a range of VCE units, access to some Vocational Education and Training Programs and Vocational Major.
MFG is an accredited member of The Academy of Select Entry Accelerated Learner Program (TAASS), the only one in the State which is in an all‑girls¿ setting. This program gives students the opportunity to be selected at Year 7 according to academic and leadership potential to undertake an alternative curriculum for Years 7 – 9.
All students in Years 7 – 12 participate in a Bring Your Own Device (BYOD) program. Students are encouraged to purchase the technology which best suits their needs for learning. The school outlines minimum specifications and recommended devices to support parents when making decisions.
Instrumental Music is a key component of our school¿s co‑curricular Program. Students can learn voice, percussion, drums, singing, woodwind, brass, guitar, and keyboard at school. MFG is also the educational home of the Sweethearts, an exceptionally talented and well‑known neo‑soul all-girls music group that performs frequently in professional contexts, nationally and internationally.
A community garden has been established and exemplifies our school¿s permaculture focus of ¿earth care, people care and fair share.¿ A key component of the garden is the construction of an urban agricultural garden where students can grow healthy organic food and share this with people in our local community. It has also been the focus of a few environmental engineering. In addition, we have also started constructing tiny houses using recycled products.
Selection Criteria
- Demonstrated capacity to provide high level support to teachers and students and prepare materials for Science experiments in a secondary college.
- Demonstrated knowledge and understanding of relevant legislation, guidelines and procedures relevant to safety practices in Science laboratories.
- Demonstrated high level oral, written and electronic communication skills.
- Demonstrated capacity to provide advice and support to management in respect to the work area.
- Demonstrated knowledge of OHS policy and procedures, including Dangerous Goods and Hazardous Substances regulations, risk assessments and chemical Material Safety Data Sheets.
- Demonstrated capacity to show initiative, contribute to a positive school culture and live by organisational values.
Role
Part‑time can be negotiated for successful candidate.
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.
Responsibilities
Student/Teacher Support
- Assist the Science teachers in the planning of classes where required and within the relevant dimensions of work (Years 7 to 12).
Administration/Operations
- Work and maintain effective systems for use, allocation and maintenance of Science rooms, materials and equipment, setting a priority system if necessary.
- Assist with security of Science rooms and equipment.
- Maintain an inventory of equipment and chemicals.
- Maintain an up‑to‑date MSDS file for all chemicals.
- Maintain an up‑to‑date Dangerous Goods and Hazardous Substances manifest.
- Oversee and implement effective systems for labelling, storage, stocktaking and ordering of equipment and chemicals.
- Manage the Science Class Materials budget.
- Other duties as required by the Principal.
Technical
- Maintain the science laboratory.
- Manage all chemicals according to safe practice regulations. Provide advice to others in regard to the correct handling, management and disposal procedures for chemicals.
- Prepare solutions and chemicals as requested by teaching staff.
- Arrange safe disposal of chemicals and other toxic substances across the College.
- Conduct and record regular stocktake of science laboratory equipment and chemicals.
- Ensure adequate stocks are maintained for science laboratory operations.
- Provide sound technical advice and provide assistance to staff and students on the correct use of scientific equipment and chemicals.
- Provide support to management staff to ensure OHS compliance within the College.
- Provide specialised instruction to staff and/or students on topics relevant to the work area. For example: the safe use of chemicals, the safe/ correct use of equipment.
- Maintain a clean and safe work area in conjunction with the area teaching staff. This includes cleaning, mopping up spills etc.
- Using specialised knowledge and understanding of the work area, assist the Learning Area Leader with the preparation and monitoring of an annual departmental budget.
- Use a device to maintain stock, place orders on eschools for practical and other materials required for college laboratory operations.
- Demonstrate skills in using computer software such as eschools, emails, Microsoft suite.
- Where necessary, instruct others on the safe use of equipment within the laboratory.
- Assists in the development and execution of specialist projects as directed by a senior member of staff, including but not limited to college OH&S; compliance.
- Provide assistance and advice to other departments within the college on safe use and storage of chemicals (for example: Technology, Grounds, and Art etc).
- Undertakes management responsibilities of the college science laboratory.
- Prepare equipment and materials ready for the commencement of practical classes.
- Set‑up and pack‑up all chemicals, materials and equipment for teacher demonstrations.
- Ensure safety equipment is maintained and accessible (for example: PPE, eyewash, spill kits etc.).
- Maintain a cleaning checklist in compliance with OH&S; regulations.
- Ensure all equipment complies with OH&S; regulations.
- Identify and report any safety hazards.
- Ensure hazardous substances are stored correctly and have a record of MSDS for all such substances.
- Maintain clean and hygienic benches, sinks, etc.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill 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 (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via*******@education.vic.gov.au.
Applicants seeking part‑time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case‑by‑case basis and will be subject to the operational requirements of the school.
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 protected 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. Information on the department values is available 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 programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
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