Food Technology Assistant Es 1-2

Location: Melbourne | Southern Metropolitan
Job type: Full time / From 28/10/2024
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1441084
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 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 Efficient stock procurement and management Prepare ingredients for classes ie.
cut, weigh, measure, storage Prepare classroom support resources Manage food hygiene and cleanliness in food tech prep area and classrooms and school kitchen areas.
Report safety and maintenance issues General hospitality support as required Innovative approach to grow the department 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 ).

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:
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:
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 Location Profile Western Port Secondary College is conveniently located at 215 High Street, Hastings.
Getting here is a breeze: just a 15-minute drive from Pearcedale, Somerville, and Tyabb, a 20-minute commute down the Western Port highway from Cranbourne, or Langwarrin.
Peninsula link (toll free) makes the commute from Frankston and surrounding suburbs of Seaford, Carrum and Patterson Lakes a smooth 25-minute drive making your way to Western Port Secondary College is a stress-free journey each day!

Imagine joining a school where the Principal, Leaders and staff are deeply involved in daily life, actively supporting each other to foster an environment that reflects our Western Port Way.
Are you seeking a school with an amazing staff who collectively support and build each other up, and who truly get along and enjoy working together, making the workplace one where no one wants to leave?
With a hands-on approach, you'll find the Principal Class actively engaged in the college community, visible daily at the school gate, in and around classrooms, on yard duty, supporting School Wide Positive Behaviour Support (SWPBS) processes and interacting with the students.
With an open-door policy, they warmly welcome any staff member seeking support or a conversation, or any student seeking advice or counsel.
They wholeheartedly foster a collaborative environment, where every staff member¿s voice is not only heard but also valued.

Are you looking for a school who has high standards where students are respectful and well behaved, displaying positive attitudes and a strong eagerness to learn.
Our college ensures from the moment students walk in they are one time, ready to learn and equipped to enthusiastically engage in a harmonious and productive classroom atmosphere, where both teaching and learning are highly effective and enjoyable.
This positive environment fosters academic and personal growth, making our college a wonderful place to work and learn.
For times when our students are not ready to learn or exhibiting behaviours that are not reflective of our college values of Community, Achievement, Respect and Engagement (CARE) we have arguably the most effective and well-resourced support system in the network.
We have a strong SWPBS model that is resourced with a full time Rover (youth worker or teacher) who monitors a live call-out system through Compass when teachers need support in their classroom.
The average wait time for support to reach a classroom is 2 mins, where the Rover works with the teacher to either rectify the situation or remove the student if necessary.
Students removed attend a supervised space staffed by Leaders and the Principal Team who follow up and deal with student issues while attempting to return them to their learning program the following period where possible.

In line with our supportive and well-resourced school, our college has experienced significant growth.
By 2025, we anticipate our student enrolment numbers to range between 700 and 800 students, making us a beautifully sized secondary college.
Big enough to offer the full suite of VCE subjects, but small enough to know every student by name and build relationships with families.
Year 7 enrolments have doubled in recent years, as we have become the school of choice in our community and a place where students love to learn, and staff love to teach.

Our staff bring together a mixture of skills and expertise, but all demonstrate our values and work together to support one another.
Our staff take immense pride in this welcoming, inclusive, and enjoyable atmosphere, where we all work harmoniously towards our common goals.

At Western Port Secondary College, we strongly encourage and model work/life balance.
We aim to promote a focus on other important things, like self and family.

Our meetings are set around school priorities, with Curriculum and Instructional Practice the focus, and not deviated from, to allow staff to maximise their time and undertake collaborative work and learning together.
Year Level team time and staff wellbeing are also priorities within our term planners.

We have brand-new, modern facilities, including a 12 million dollar architecturally designed Senior and Junior Hub and dedicated Wellbeing Wing, domestic and industrial kitchens, science labs, visual arts, and performing arts spaces, a gymnasium as well as expansive, manicured grounds.
We sit on over 7 hectares with loads of space for students to enjoy with 3 ovals, outdoor courts and an amazing new Dream Court space for Ready to Learn plans and lunchtime recreation.

If you have doubts about the Staff Opinion Survey or Student Attitudes to School survey results, we encourage you look over our social media profile and read through the comments from staff members and our families or reach out and speak to any staff at the college.
You can find us at
If after reading our profile, if you are interested in this opportunity, we urge you to reach out to our Principal, Chris Quinn or HR Manager, Sharon Spencer.

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