ICT Technician

The Grange P-12 College is a multi-campus school located in Hoppers Crossing in the outer Western Suburbs of Melbourne in the growth corridor of the City of Wyndham.  The College is culturally diverse, with our students coming from 58 countries and speaking over 60 languages.

The College has successfully implemented the School Wide Positive Behaviours Framework (SWPB) and the values of Respect, Learning and Working Together are embedded in our practice.  We have embedded Marzano¿s High Reliability Schools¿ Teaching and Learning Framework across P-12, which provides a highly structured and explicit approach to Teaching and Learning.  All staff utilise the Four-Part Lesson Plan, High Impact Teaching Practices and differentiated teaching plans.

 All teaching staff are members of a Professional Learning Community who work collectively to develop curriculum and analyse data to ensure work is at an appropriate level for all students.  Our focus is to ensure each student is successful at school and is able to complete Year 12, progressing to their chosen pathway in either tertiary study, training or full-time work. 

We have a Sports Science Academy Program specialising in Rugby, Netball, Volleyball, Cricket and Gymnastics.  This program operates from Year 4 onwards with pathway partnerships around Sport Science and tertiary institutions.   We are currently completing Capital works program to provide extensive facilities for the Sports Science Program.  Similarly, building works are completed to support a developing Performing Arts Program.

The College offers Performing and Visual Arts, Music, Sport, Language (Hindi) and ICT (Virtual Reality facility), There is also a High Achievers Program from Year 7 to 12 and we continue with a Voice coach for both Callistemon and Deloraine Campuses.  This will further strengthen our Performing Arts development.

The Grange P-12 College offers smooth transitions through the various stages of schooling: P-4; 5-8 and 9-12.  Students moving into Prep are immersed in a strong transition program, providing a seamless orientation program into school from kindergarten, day care or home.  All students have access to a well-resourced pathways program from Year 4.   A range of intervention programs also exist across the College to support student learning as well as individual learning plans for students in Year P-6.  All Year 6 students undertake a weekly elective program at the Secondary Campus to familiarise and establish highly supportive transition to Year 7

There are many options in the later years of schooling for VCE, VCAL and VET.  Students in Year 10 can access vocational and VCE programs and we are well resourced with a Trade Training Centre focused on automotive studies, as well as VET courses in Hospitality and Hairdressing.

The Grange P-12 College has a supportive and encouraging ethos enabling students to engage in a sense of belonging within our school community.  Similarly, staff are highly supported by well-resourced Sub School Teams, Wellbeing Teams and Professional Learning Communities. This year we will be introduced a Year 9 Inspire Program to develop student confidence, resilience and focused academic preparation for senior years of schooling. The program encourages active student participation via outdoor education camps, engagement with local community, a range guest and programs to develop positive relationships with community.  Similarly, the DET Marrung strategy strongly supports engagement, positive attendance and pathways planning for our Koorie students.

Our College is compliant with The Victorian Governments Child Safe Standards. The Grange P-12 College is committed to safety and wellbeing of all children and young people.  This is the primary focus of our care and decision making.  The Grange P-12 College has zero tolerance for child abuse. The Grange P-12 College is committed to providing a child safe environment where children and young people are safe and feel safe, and their voices are heard regarding decisions affecting their lives.  Particular attention is paid to the cultural safety of Aboriginal children and children from culturally and/or linguistically diverse backgrounds, as well as the safety of children with a disability. Every person involved in The Grange P-12 College has a responsibility to understand the importance and specific role  they play individually and collectively to ensure the wellbeing and safety of all children and young people is at the forefront of all they do and every decision they make.

At The Grange P ¿ 12 College our school community aims to provide all students with an educational setting that:

¿             Is engaging, challenging and caters for individual needs

¿             Is safe and promotes positive wellbeing

¿             Meets individual academic and pastoral needs and prepares students for higher education and/or employment

¿             Promotes participation and empowerment of children. Develops effective communication skills, promotes a sense of belonging to our community

¿             Is underpinned by our College Values of Respect, Learning and Working Together.

The following initiatives support our aims:

¿             A strong focus on building high-level skills in Literacy and Numeracy across The College P-12 and specialised classes to cater for individual learning needs, including MYLNS and TLI Programs.

.       PLC structures across the College P-12 support and drive common teacher practice.

.       Inclusive Support Program P-12 - Rainbow (P-2) Gold (3-6) Deloraine (7-12) that provide targeted individual learning and engagement programs for both PSDMs and unfunded students with additional needs

¿             An  innovative STEM (Science, Technology, Engineering and Maths) Program that encompasses students solving complex problems by working collaboratively on projects that utilises leading edge technologies such as

        coding, robotics, 3D printing etc. at our Callistemon Campus

¿             A specialised program focusing on Sports and Science. Students will experience highly individualised programs around Soccer, Volleyball and Rugby. These specialised programs will be supported via relationships with sports

       clubs and Deakin and Victoria Universities. Students are offered specialised electives tailored around: Exercise Science, Health and Wellbeing, Human Movement and Sports Science. All of these programs are designed to

       lead into VET, VCAL and VCE Study.

¿             We maintain strong partnerships with the National Rugby League and Rugby Victoria to develop an elite coaching program for students from Years 4-12 and this year developed a relationship with Western United Soccer

        Club.

¿             Students engage in our Athletes Development Program two mornings per week

¿             A highly effective ¿School Wide Positive Behaviour Program¿ across Preps to Year 12. School Counsellors are embedded across the College

¿             A comprehensive Information Technology program that has created a more dynamic learning environment.

¿             A High Achievers Program (HAP) Program from Year 7-10 is designed to enrich and extend students learning. This year, the College introduced a new program for Year 9 students focusing on increased engagement with

        school, as well as targeted literacy and numeracy strategies. In addition, the College continues to address the learning needs of students performing below expected levels, via literacy and numeracy interventions.

¿             A language program encompassing the Hindi culture at Years Prep ¿ 8

Technical Proficiency in Educational Software and Systems

SC1: Please provide specific examples demonstrating your experience with managing educational technology platforms such as Compass (including Reports and Analytics) and JAMF Software Management. How did you ensure these systems effectively met the educational and administrative needs of the institution?

SC2: Describe your experience in managing IT assets using systems like Disco Asset Manager. What methods have you employed to track and optimize the use of hardware and software resources within an educational or similar setting?

SC3: Detail your experience with managing network security systems, specifically mentioning any experience with Fortigate Firewall. How have you implemented and maintained these systems to ensure secure and reliable network operations?

SC4: Discuss your familiarity and experience with managing print services in an organizational context, particularly using PaperCut. What strategies have you implemented to manage costs, enhance security, and improve user accessibility?

SC5: With reference to your role in administering programs like the Teacher Notebook Program, how have you supported and trained staff to use technological tools effectively? Can you provide an example of how you've facilitated technology adoption among educators to enhance teaching and learning?

The successful applicant will be required to undertake duties for all of the 30 days additional paid leave period.

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.

• Undertake systems design, program 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 programs 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 work place.
• Compass Reports Management
• Compass Analytics Management
• Disco Asset Manager Management
• Fortigate FireWall Management
• PaperCut Management
• Teacher Notebook Program Administration
• JAMF Software Management

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

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.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au

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

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

• 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