Education Support - Food Technology Assistant

Selection Criteria

SC1  Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.

SC2  Demonstrated capacity to work and collaborate with others in a team environment.

SC3  Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.

SC4  Possess the technical knowledge and expertise relevant to the position.

SC5  Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.

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

Role

[Attendance requirement for this position]

An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.

An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.

Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).

A role at this range may include:

• Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
• Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
• Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
• Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.

An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.

Responsibilities

Responsibilities may include:

• Provides routine support for teachers including assisting with planning of student routines
• Supports communication between teachers and parents
• Communicates with teachers on routine matters related to students and/or other responsibilities
• Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
• Communicating with student/s to support comprehension of basic tasks and information
• Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
• Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
• Supports teachers in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly defined support needs and resources, assisting teachers with the communication of student outcomes and educational programs
• Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
• Provides specialised communication support for students and teachers in areas such as AUSLAN and braille

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 marrung@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 safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:

 https://www2.education.vic.gov.au/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://www2.education.vic.gov.au/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://www.education.vic.gov.au/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://www.education.vic.gov.au/hrweb/Pages/default.aspx

Location Profile

2026 LOCATION PROFILE

Officer Secondary College was founded in 2015 and has experienced rapid growth, with a current student population of approximately 1,010 students. Located in Melbourne¿s South-East, the College offers convenient access to the M1 freeway and the Pakenham train line. The College has a Student Family Occupation and Education (SFOE) index of 0.3643.

Officer Secondary College shares a clear and collective vision for a thriving learning community, where student growth is prioritised and the College is the school of choice for families in the Officer community. This vision is realised through a strong focus on building staff capacity and professional practice, maintaining high expectations and a culture of excellence, and fostering strong partnerships with families and the broader community.

The College workforce includes one Principal, three Assistant Principals, 75 teaching staff and 42 Education Support staff. Officer Secondary College accepts international students each year and offers a broad range of study pathways to meet the diverse academic needs of its students. High-quality relationships are central to our approach, supported through our Learning Community structure, which provides students with a rewarding social and cultural experience throughout their secondary schooling.

Teaching and Learning at Officer Secondary College

Officer Secondary College is a contemporary, future-focused learning community built on strong partnerships between students, staff, families and the wider community. Our educational philosophy is centered on learning and relationships and is underpinned by the values of Respect, Inclusion, Leadership, Excellence and Global Citizenship.

Teaching and learning practice is guided by our INSPIRE instructional model, which brings together the three key elements of effective teaching: the student, the curriculum and pedagogy. Grounded in cognitive science and aligned with the Victorian Teaching and Learning Model (VTLM 2.0), INSPIRE clearly articulates our approach to who we teach, what we teach and how we teach. Significant meeting and professional learning time is dedicated to building teacher expertise in each of these areas, ensuring continuous improvement in student engagement and learning outcomes.

Learning Communities

Officer Secondary College is organised into six Learning Communities, newly re-branded following consultation with students, staff and the Bunurong Land Council. The Bunjil, Murrumbula, Dorrong, Willum, Wongim and Now¿weenth Learning Communities foster a welcoming, inclusive and supportive environment where students are known, valued and supported to succeed.

Each Learning Community is led by a Subschool Team, comprising a Subschool Leader and a Learning Community Leader, whose primary role is to support students¿ academic progress and wellbeing. This includes closely monitoring student growth, providing targeted support and maintaining regular communication with families. Students typically remain in the same Learning Community throughout their time at the College, enabling strong, trusting relationships to develop and ensuring each student¿s individual needs are well understood.

Student Wellbeing and Positive Behaviour (SWPBS)

Officer Secondary College has achieved Gold recognition for School-Wide Positive Behaviour Support (SWPBS). This reflects the collective efforts of our staff, students and community in building a positive school climate, a culture of student competence and a responsive, supportive management system.

Our SWPBS framework is clearly communicated and consistently applied across the College, providing a shared understanding of expectations and a proactive approach to supporting students to achieve their best, both academically and behaviourally.

For further information about the school, please visit: https://officersc.vic.edu.au/

Applicants must include the following in their application:

• a resume including relevant experience as well as personal details (name, address, email address and contact numbers, business and home)
• a section addressing the selection criteria and the requirements for application under the Who May Apply section
• proof of residency, citizenship or naturalisation
• names and contact numbers (telephone and email if possible) of at least two referees
• VIT/WWCC copy

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.

PLEASE ENSURE THAT YOU INCLUDE YOUR WWCC DETAIL IN YOUR APPLICATION