Science Laboratory Technician

Wallan Secondary College (WSC) is a Year 7 – 12 Secondary College situated in Wallan, 50 kilometres north of Melbourne, in the Mitchell Shire one of the fastest growing areas outside of the Melbourne Central Business District (CBD).
Land in Wallan and the surrounding area is continuing to be developed, attracting many families to the area.
The College opened in 2006 with 110 students.
There has been strong enrolment growth in the past 12 months.
Numbers steadily increased throughout the 2022 school year, and current student numbers are in excess of 680.
The College currently has 4 Principal Class members, 4 Leading Teachers, 1 Learning Specialist position, 50 teaching staff, and 28 support staff.
Staff include classroom teachers, Educational Support (ES) administration, ES student support, and ancillary staff.
Staff of WSC, along with the community, have high expectations of our students.
Staff at all times engage students in their learning and have high academic expectations of their students.
WSC offers a wide range of programs for all ability levels.
There is a strong emphasis on core subjects: English, Mathematics, Science, and Humanities; complemented by programs in the Arts, Music, Health and Physical Education, Technology subjects, and Indonesian.
A wide range of Victorian Certificate of Education (VCE) and Vocational Education and Training (VET) subjects and a Victorian Certificate of Applied Learning (VCAL) program are offered in Year 10 to 12.
Tertiary and employment pathways are well established.
WSC offers a range of enrichment opportunities; performing arts, breakfast and homework club, inter-school sporting, and co-curricular activities.
A Learning for Life Program includes small group literacy and numeracy intervention.
An independent reading program has been integrated into the Pastoral Care curriculum with a focus on reading and comprehension across all other learning areas.
Our new lecture theatre has allowed us to hold our annual production and concerts in a state-of-the-art facility.
Students are encouraged to develop their leadership skills; opportunities are provided through a range of learning experiences.
All students of WSC should demonstrate and model our school values of Respect, Responsibility, and Resilience.
Our school is committed to student wellbeing, engagement, and achievement through four goals for continuous school improvement:
To provide for all students at WSC a challenging and differentiated curriculum that equips each and every student for successful future pathways and ensures that they are lifelong learners.To improve the learning growth of every student across all domains but particularly in literacy and numeracy.To improve student achievement and completion rates in VCE, VET, and VCAL programs.To provide a stimulating learning environment so that all students are actively engaged in all learning opportunities both inside and outside of the classroom and capable of achieving their full individual potential.To develop a positive, healthy, and safe learning environment that enhances student voice and empowers all students to achieve positive pathways in their own community and beyond.To build the capacity of all staff at WSC in order to develop an equitable, sustainable, and high-performing teaching and learning environment.Our College Motto is 'Learning for life', this is embodied in the actions of all key stakeholders who are jointly committed to improving the learning outcomes of students.
The College culture of participation and striving to achieve our best; always, is based on mutual respect.
We believe improving student outcomes is achieved through deep learning, outstanding teaching, supportive, and authentic relationships.
Selection CriteriaSC1 Proven experience preparing science experiments in a classroom setting
SC2 Ability to work safely within a science laboratory and awareness of current regulations
SC3 Proven ability to work with staff
SC4 Proven ability to maintain a science assets register and undertake stocktake.
RoleAn 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 coordination 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.
ResponsibilitiesConducts routine scientific procedures and/or data collection, collation, and analysisApplies basic scientific principles to enable the performance of a variety of interrelated technical tasksProvides specialised knowledge that is relied upon to deliver support services, under direction (e.g.
information technology and technical support in science laboratories, food technologies, and libraries)Contributes to a small project team providing technical support to a school/sConducts training and/or instruction with respect to scientific processesPrepares experiments or use of equipment and conducts demonstrations, where required, under direct supervisionUndertakes relevant occupational health and safety requirements and, where necessary, risk assessments within the relative work areaUndertakes low/medium risk tasks as defined by the Departmental Risk Matrix or its successorWho May ApplyIndividuals with the aptitude, experience, and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS CommitmentApplicants 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.
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via .
Child Safe StandardsVictorian 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.
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. #J-18808-Ljbffr