Address
Form of workPhoenix P-12 Community College is a large coeducational school, located in Sebastopol, which is a suburb of Ballarat. We service a wide geographical area including the suburbs of Delacombe, Redan and Sebastopol and rural townships within the Golden Plains.
We are proud to be a community school which delivers learning programs for students from foundation through to the completion of year 12. Our College community includes a diverse range of families from various socio-economic backgrounds. The College prides itself on delivering outstanding academic and co-curricular educational opportunities for all students. Our goal is to develop respectful and responsible global citizens, who are empowered to strive for the pathways of their dreams, whether that be university, TAFE or work. At Phoenix we believe all students can learn and every child has a right to be literate, numerate and curious about the world they live in. To ensure that our students are encouraged to be active global citizens we create an ICT rich learning platform where every child has access to a high quality device with contemporary functionality.
At Phoenix P-12 Community College we have a commitment to ongoing instructional improvement. We understand the importance of explicit teaching, most especially in the domains of literacy and numeracy. We intentionally build teacher capacity through PLC cycles, regular coaching, observation and feedback. Student engagement is developed through purposeful, student centred learning that is grounded in an agreed instructional model. At Phoenix we are committed to building individual and collective efficacy as a key strategy for ensuring that all students have the opportunity to achieve optimal learning growth.
Phoenix P-12 Community College is committed to implementing FISO 2.0 and has a clear focus on nurturing Learning and Wellbeing. To ensure that every child has a point of connection and belonging we have established smaller communities within our school known as Learning Villages. Our Villages are organised in the following way:
· Foundation to Year 4 - located on the Redan Campus
· Year 5 to Year 6 - Located on the Sebastopol Campus
· Year 7 to 10 - Located on the Sebastopol Campus
· Year 11 to 12 - Located on the Sebastopol Campus
· DOTS (Developing Other Talents and Skills) ¿ Grant St Campus
The College values of Respect, Responsibility, Integrity, Cooperation and Excellence are at the core of all relationships at Phoenix and guide every daily interaction. We know that quality relationships which are based on mutual respect are the key to us achieving our purpose. We are committed to strengthening the partnerships between parents, teachers and students.
In alignment with FISO 2.0 at Phoenix we place a high priority on the development of wellbeing and inclusion both for students and staff. In addition to the integration of SWPBS and Respectful Relationships we are proud to be a TRP school. A comprehensive student wellbeing team is in place to ensure that we meet every individual at their point of need. This diverse team includes, Dr's In Schools, Youth Workers, Social Workers and other allied health members. This expert team delivers a comprehensive suite of programs and services that build student wellbeing, connection and identity. The College transitioned effectively to DET's DIP process and supports student diversity through a comprehensive range of intervention programs.
At Phoenix we strive to provide our students with a complete learning experience that extends beyond the classroom. We offer an extensive co-curricular program that includes sport, drama, music, public speaking, student leadership and the arts. We actively encourage our staff to engage with the myriad of clubs and community activities offered to students.
At Phoenix P-12 Community College we are proud to cater for all students, we excel in the provision of broad, flexible and inclusive educational pathways. Our Senior School structure has embraced the implementation of the new VCE and we are proud to offer a wide range of VCE and VET subjects both at school and through the cluster. Our Managed Individual Pathway (MIP's) Team has expert knowledge and skills and our ability to support the transition to university, TAFE or work is exceptional. Senior students are supported by our designated VCE study centre, complete with a study centre manager, tutors and individually selected mentors.
SC1 Demonstrated experience and skills in coordinating specific education support functions within the Kitchen environment.
SC2 Demonstrated capacity to supervise the work of other support staff and to develop procedures and guidelines relating to the work area.
SC3 Demonstrated 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 in respect to the work area.
SC6 Demonstrated commitment to professional learning and growth for both self and others.
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.
The Kitchen /Domestic Aide duties include :
- Preparation for classes
- Prepare food and equipment ready for use in Food Technology and VET classes.
- Cleaning and maintenance
- Clean the Food Technology rooms and equipment after practical classes and replace equipment in storage.
- Clean tables and work areas K20, K24, K40 & K60
- Launder tea-towels, dishcloths etc as required
- Undertake cleaning tasks according to roster- daily, weekly and on an annual basis
- Ensure that the equipment in the kitchen area is maintained to appropriate standards and notify the Head of Technology of any issues
- Ordering/Supply
- Order food and other supplies as required for the Food Technology and VET areas
- Check continually on stocks of food and other requisites to ensure that they are in adequate supply.
- Catering
- Preparing, cooking and serving catering for College events as required.
- Safety/Risk Management
- Ensure that appropriate food storage and handling practises are followed at all times. (eg.products are dated correctly and fridge temperatures recorded))
- Undertake regular checks of equipment to ensure it is in safe condition
- Continue to rotate stock to ensure earliest use by date products are utilised first in fridges, freezers and dry areas
Other
Liaison with staff members
Other duties relevant to the Foods Area
Undertake PD for role of Food Technology Assistant
Cooking and freezing products where necessary
Trialling recipes for food products as requested by Food Technology staff
Other duties as requested by the Principal
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 *** or email on: **********@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:
Child Safe Standards: Policy | education.vic.gov.au
The Department’s employees commit to upholding DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:
http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.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
