It Support - Technical Support

Western Port Secondary College is a dynamic learning community located in a beautiful rural setting on the Mornington Peninsula. It is a smaller sized secondary school with approximately 680 students.  The College has recently undergone a $11.6M major refurbishment which included a new Senior Hub, Yr 7 Hub and dedicated Wellbeing wing.

The College ethos is based upon the commitment of staff, students and parents working cooperatively to provide the best possible curriculum in a safe and welcoming environment. The College¿s Core Values are Community, Achievement, Respect, Engagement (CARE), which are embedded into programs and practices within the College community. Our College places a great emphasis on pastoral care and a very positive approach to student wellbeing. We believe the best environment for students to learn is one that is safe, inclusive, respectful, caring and purposeful, and one where personalised and individual learning programs can be achieved. Each and every student is known and has a place in our school.

The current strategic plan focusses on our core business of Teaching and Learning and Accountability. We have initiated a 21st Century Education approach which ensures our students complete their schooling and leave equipped with the skills and knowledge to be successful in their futures and careers. We have implemented a number of changes so all students are accurately mapped on the Victorian Continuum in all learning areas, and then explicitly taught at the level they are at in order to progress along the continuum. This growth is then measured, recorded and reported on. We have developed similar measures for our senior VCE and VM programs. We have shifted from solely relying on Teacher Judgments for assessment and instead using a range of tools to more accurately and independently measure and map students learning growth and academic outcomes. Teachers continue to work hard developing differentiated curriculum and associated assessment.

The College was selected as a Department of Education STEM (Science, Technology, Engineering and Maths) Catalyst school and our specially trained staff are delivering a core STEM program including digital technologies, coding and robotics to Year 7 and 8 students, elective program to year 9 and 10 and a cluster initiative project with students in Grade 5 and 6 from feeder primary schools.

The College is a partner school with the Mitchell Institute on the `Entrepreneurial Learning in Schools¿ project. The College is recognised for its excellence in pathway provision and is an Alumni member of Beacon, supporting young people in exposure to further education, training and employment.

The College is a Monash University SAM school and provides a program promoting and facilitating tertiary pathways. The VCAL and VET completion rates are now at or close to the state average, with these improving each year over the last 4 years and our retention at school is close to the state mean.

The College has implemented the Southern Youth Commitment policy and is involved in the Youth Partnerships Frankston Mornington Peninsula demonstration site. Through this involvement with the `Wrap Around Care¿ model, the school has been involved in implementing a number of projects and policies across the College that support vulnerable youth and keep young people retained and engaged in educational pathways. The College is working to reinstate its 5 Star Sustainability Accreditation, receiving numerous environmental awards over the last few years. This supports the work of the student led Environmental Action Group.

The school maintains a strong music and performing arts program and regularly holds concerts and productions.

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.

This position is 2 days per week. Attendance is required on some term breaks - a total of 4 days per 12 months. A leave purchase allowance will be paid. 

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.

• Conducts routine technical procedures and/or data collection, collation, and analysis
• Applies basic technical knowledge to diagnose and correct faults and problems with technical equipment
• Applies basic technical principles to enable the performance of a variety of interrelated technical tasks
• Contributes to a small project team providing Technical Support to a school/s
• Conducts training and/or instruction with respect to technical systems

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