Address Job Description
Location: North West Region | Bendigo
Job type: Full time / From 12/03/2024
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1401846
Selection Criteria
SC1. Demonstrated capacity to work and collaborate with others and the ability to work independently to meet deadlines.
SC2. Demonstrated commitment to professional learning and growth for both self and others in the area of Information Technology.
SC3. Demonstrated experience and skills in coordinating ICT in a school or similar setting.
SC4. Experience with a range of software, hardware and operations systems (Google Suite, Windows, Mac, IOS, etc).
SC5. Demonstrated capacity to provide advice and support to management in respect to ICT.
Role
Monday to Friday.
Hours of attendance and start date can be negotiated.
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 employees 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
The ICT Leader in the school will be responsible for the efficient use and management of ICT Administration; Hardware/software support and maintenance; Effective operations; Cloud service management; and System and networking administration.
ICT Administration
Installation and configuration of new hardware and software systems.
Maintain network and server documentation.
Maintain Server room environment control and monitoring.
Administration and maintenance of all ICT hardware, software, networking and printing devices.
Maintain PRISM Central including IT asset management and IT planning.
Support staff with ICT delivery within classrooms and across the college.
Manage the rollout and maintenance of student netbooks.
Monitor the use of classroom ICT equipment.
Support students in the BYOD program.
Purchasing and procurement of new hardware and devices.
Writing technical documentation and user guides.
Managing the Staff Notebook program.
Provide Business Manager and Principal advice on various hardware / software agreements
Hardware / Software Support & Maintenance
Complete Netbook repairs ( hardware and software)
Maintain the fleet of desktop computers to maximise availability of devices for staff and students of the college
Provide staff with support in using eduSTAR; COMPASS and EdVal.
Operational Responsibilities
Proactively detect and communicate incidents or performance concerns which may require escalation to the Business Manager or Principal.
Maintain the security and confidentiality of data and password.
Together with the Business Manager, monitor the ICT Operations budget.
Review hardware and software acquisition and maintenance contracts as required.
Maintain knowledge of latest technology, equipment and terms of service agreements.
Evaluate alternatives, perform appropriate cost benefit analysis and recommend solutions, as required.
Oversee relationships with vendors for service and support of all information systems and technologies.
Being involved in the creation of an eLearning and ICT implementation plan at the college
AV assistance at school events when required.
Cloud Service Management
Office 365 Administration.
Support & manage staff in o365 services including: Teams, OneDrive, OneNote, Compass, Google Classroom and Sharepoint.
iPad configuration, deployment and management.
Systems & Networking Administration
Manage, maintain and deploy servers and systems, including management of VMware hosts, SANs and all networking infrastructure.
Administration of all Windows services including: Active Directory, DNS, DHCP, WSUS, SCCM image deployment.
Administration network, desktop & cases support.
Management of college¿s phone system.
Management of college¿s firewall and filtering system.
Management of college¿s CCTV system.
Data management and support in transferring between Compass to CASES21; and adherence to Department of Education reporting requirements.
Assistance in the setup and support of NAPLAN testing.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
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 marrung@education.vic.gov.au
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
OUR COLLEGE
Eaglehawk Secondary College (ESC) is a Year 7 - 10 college, which focuses on the needs of students in preparation for senior school pathways, further study and the workforce. Students from the college progress on to undertake the VCE or equivalent at Bendigo Senior Secondary College, with which ESC have a very strong partnership as a member of the Bendigo Education Plan cluster schools.
The college has a student population of 570 students drawn from Eaglehawk, Bendigo and the adjacent rural areas, with projected growth to 700. The college was completely rebuilt in 2012 with outstanding facilities including four Learning Communities; Design and Technology building; Performing Arts Centre; Library; Food Technology areas; Gymnasium; a purpose-built Innovation Learning Centre for STEAM and an onsite reengagement facility that hosts the college¿s Connect Program.
STUDENT ENGAGEMENT
A wide range of teaching and learning strategies are employed by teachers to actively involve students in their learning and respond to the different skills, abilities, and interests of all students.
The major features of ESC are:
A well-balanced curriculum that has breadth, depth, engagement, and challenge.
Personalised learning opportunities that increase agency and voice in learning.
Literacy and Numeracy programs catering for personalised learning.
Applied and practical learning experiences with VCE and VET opportunities utilising industry standard facilities and equipment.
1:1 Netbook Program.
Programs to support Indigenous students.
Tutor supported program for Karen students.
Opportunities for students to thrive in our onsitere engagement program ¿Connect¿ that support students who are at risk, therefore enabling them to remain connected to educational opportunities and the school community.
A Teacher Advisor Program committed to the learning, wellbeing, and engagement of students.
ICT
ESC maximises learning technologies through the 1:1 Netbook Program. Parents are kept informed of their child¿s learning and attendance via COMPASS platform. Every student in the College is resourced with a netbook computer and connected on-line for their learning and assessment.
RESPONSIVE & INNOVATIVE CURRICULUM
A wide range of teaching and learning strategies are employed to actively involve students in their learning and respond to the different skills, abilities, and interests of all students.
Curriculum initiatives include:
E-Learning across the curriculum
Pathways opportunities which include Work Experience and Head Start
VET and VCE provision at Year 10.
High needs transition program for at risk students Year 6 moving to Year 7
Year 10 transition program to Bendigo Senior Secondary College
Breadth of subject and elective offerings across the curriculum across years 7-10
Courses are designed and aligned with Victorian Curriculum in the areas of English, Mathematics, Humanities, Arts, Science, LOTE, Design and Technology and Health and Physical Education.
Opportunities to undertake specialist programs as part of the BEP cluster secondary schools initiative including the Athletic Development Program and STEAM
RACV Energy Breakthrough, Bendigo Instrumental Music Program (BIMP) and Marrung Performing Arts Program
PARENT ENGAGEMENT
Parents obtain regular feedback about student progress and competencies through:
Ready to Learn conferences and Parent / Teacher / Student interviews at the start of each semester.
Progressive student assessment and reporting information available through COMPASS for each units of work. The college is reporting using online technologies.
End of semester reports on Victorian Curriculum progress via COMPASS
Course Counselling for subject selection for years 8 ¿ 10.
COLLEGE FACILITIES
Our school has been built to cater for a long-term enrolment of 800 students. The school is designed on principles that have created modern school buildings capable of supporting a wide variety of new teaching and learning approaches.
The school design allows for:
Personalised learning for every student.
Curriculum that has breadth, depth, engagement and challenge.
Applied and practical learning experiences.
Each student having a Teacher Advisor for student wellbeing, mentoring and academic support.
Indoor-outdoor connections for learning. For example the GROW program and 3556 Magazine.
Student leadership opportunities. Student Executive Leadership Team (SELT)
Partnership programs with La Trobe University, Bendigo.
College Production.
SUPPORTING ALL STUDENTS
The facilities have a capacity to provide for a vast curriculum program including STEAM and Project Based Learning programs. The setting supports students to build effective relationships with their teachers and their fellow students.
LEARNING COMMUNITIES
Learning Communities accommodate up to 200 students. The community setting caters for their core curriculum classes and provides the base for their management and welfare as a group. Small teams of teachers provide home group (Teacher Advisor - TA) tutoring to small groups of students in each Learning Community, which will help develop a culture of high expectations, underpinned by a commitment to effort and hard work by all.
The flexible learning spaces, and network cabling, support the extensive use of Information Communication Technologies. The design of the neighbourhoods allow effective supervision of all students in the group and includes social spaces where personal relationships are formed.
Learning communities also include:
Studio classrooms for up to 25 students.
Interview spaces that can also be used as a workspace for three or four students.
Breakout spaces where a range of teaching and learning activities can occur.
Specialist Arts / Science studios and a link to specialist areas for Design and Technology Studies, Health and Physical Education and Performing Arts.
