Selection Criteria
SC1 Provide evidence of high level organisational, written and communication skills in a team environment and the ability to prioritise tasks to work within specified timelines
SC2 Demonstrated ability to to prepare materials for scientific experiments in biology, chemistry and physics in accordance with curriculum requirements
SC3 Possess the technical knowledge and expertise relevant to the position
SC4 Demonstrated capacity to show initiative in the provision of a broad range of supports to teachers and students as required in accordance with guidelines and accepted practice
SC5 Demonstrated commitment to inclusive education and a capacity to work within the broader school community
Role
[Attendance requirement for this position]
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
* Preparation and setup of equipment for classes
* Clear away equipment and materials after use and check that they are maintained in a safe, clean and ready to use condition
* Maintaining supplies of PPE ¿and ensuring the regular washing/dry cleaning of lab coats
* Trialling of experiments when required
* Advise and assist teachers/student teachers when choosing and running practical activities
* Perform routine clerical and administration duties as required
* Liaise with service providers when necessary
* Maintain accurate records of stock
* Maintain equipment in and out of the classroom and advise the Science Domain Leader of equipment that is in need of maintenance
* Ordering and collection of materials and equipment from outside the College
* Assist with the cleaning and maintenance of the Science rooms, breakout room and preparation areas
* Participation in and assisting with whole school activities, including Science.
* Assistance with camps as required
* Organise laboratory equipment and materials for science classes, trialling experiments and suggesting alternative technical methods as appropriate.
* Maintain an equitable system of laboratory equipment and materials distribution across all science classes.
* Maintain science storage and preparation areas in an organised fashion and in accordance with Health and Safety Guidelines, ensuring that these areas are secure from unauthorised access.
* Maintain adequate supplies of chemicals, biological supplies and other equipment and materials.
* Prepare chemical solutions, dissection materials and other laboratory reagents in accordance with Health and Safety Guidelines.
* Provide assistance to teachers, in practical classes, as required.
* Provide care of animals and plants within the science area, and maintenance of their designated space.
* Collect and maintain living specimens (in accordance with regulations), collect off campus scientific and field samples as required
* Assist with the Science Domain budget and submissions preparation and liaise with Domain Leader to ensure records are up to date.
* Provide support to primary school science and technology promotion initiatives including preparation of rooms for orientation days and major science events
* Assist with Science curriculum planning and excursions
* Maintain, service and repair laboratory apparatus and equipment.
* Carry out regular chemical and equipment checks and assist with annual science stocktake.
* Prepare solutions, stain & media for use in the laboratory
* Liaise with organisations & industries for the purpose of acquiring resources
* Liaise with local schools to share resources
* Be an active member of a professional association relevant to the duties of the profession
* Undertake cleaning tasks within the Science area
* Encourage effective implementation of experiments in the classroom, through experimental preparation that is structured specifically to suit the type of experiment and the number of students working in each group
* Provide teacher assistance and where necessary instruction for use of electronic equipment such as TV¿s
* Liaise with Domain Leader to ensure the materials and equipment register is up to date
* Liaise with Domain Leader to ensure that records are up to date
* Label chemicals for storage and classroom use
* Liaison with Teachers and Students
* Other tasks as directed by the Principal
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 *******@
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 safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https:///pal/child-safe-standards/policy
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:
https:///pal/values-department-vps-school-employees/overview
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 programs provided.
* Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http:///hrweb/Pages/default.aspx
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 http:///hrweb/Pages/default.aspx
Location Profile
Oberon High School is located in the Geelong growth corridor of Armstrong Creek, we are a co-educational secondary school with an enrolment of 1080 students, however there is expected to be significant increase in student enrolments for the foreseeable future.
The SFOE of the school is 0.37 rating the school as medium in terms of the socio-economic background of our students and families.
The Oberon High School student population is from the southern suburbs of Geelong, the Surf Coast and Armstrong Creek. All students are encouraged to build on their talents, expand their horizons and develop a culture of learning through participation in a variety of academic, applied learning, sporting, artistic and social programs. This is reflected in the school mantra of `Shape Your Future Go One Better¿.
Oberon High School provides a learning environment in which students strive for and respect high achievement, and they develop social skills based on the principles of tolerance and understanding.
The school has a belief that all students have the ability to learn and should be progressed in their learning at a faster rate than which is occurring across the state, no matter what their socio-economic background or their educational capability. This philosophy is also reflected in the school mantra.
To support this philosophy and ensure greater consistency in teaching practice the school has an effective learning framework `The Oberon Good Lesson¿. This framework is based on the Professor David Hopkins `Powerful Learning Framework¿ and incorporates elements of John Hattie¿s research including teaching strategies that have proven to achieve large effect sizes on student learning outcomes.
Reflection of the implementation of this framework occurs through once a term classroom observations and also from being a pivotal point in teacher performance reviews. To monitor student learning outcomes and to ensure that differentiation of student learning is occurring in all classes for all students, staff are expected to use an approach called `Target 3¿. This approach involves staff members identifying three students within each of their classes, one who is below the expected level, one at the expected level and one above the expected level with a focus on ensuring that the work/tasks that are being set are challenging all students no matter what their ability level.
This approach to learning has resulted in above average growth in NAPLAN from Years 7-9 and very good results/outcomes in VCE and Vocational Major VCE (well above the state and regional results). The teacher quality variables in the student attitude to school survey reflect high quality teaching occurring within the school.
Whilst academic results are a priority of the school and are always emphasised within the school community, the development of social skills including communication, tolerance, empathy, fundraising for social disadvantage and positive interactions is also a priority.
The school has a very positive culture which exists between staff, students and parents. This is reflected in the student attitude to school results, parent opinion and the staff opinion survey. All results are above the state average, whilst staff opinion survey is in the top quartile in all areas, indicating the importance of ongoing staff professional learning for teachers, underpinned by the ability to learn from each other and regularly observe implementation strategies associated with the learning framework.