Food Technology Assistant

Location: Melbourne | Southern Metropolitan
Job type: Full time / From 28/01/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1439970
Job posted: 01/10/2024
Closes: 14/10/2024
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 ability to actively promote the safety and wellbeing of all students in line with the Child Safe Standards.

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 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.

Responsibilities Stock procurement and management Prepare ingredients for classes – 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 maintenance issues Manage laundry 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.

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 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.

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 Clyde Secondary College opened January 2022.
2025 will see the inclusion of Year 10, adding a year level each year thereafter.

The College is committed to creating a learning environment that is built on high expectations for all, where every student is exposed to a rich, diverse, and challenging curriculum, while ensuring they are valued, and that each student enjoys the caring and supportive environment in which they learn every day.
Our school values reflect our vision of "Excelling together, valuing the individual", which can be summarised by REACH; Respect, Excellence, Aspiration, Curiosity and Honesty.

The College Leadership team highly values and actively promotes staff wellbeing, offering a supportive culture for all staff.

We're dedicated to supplementing students' learning with a wide range of co-curricular programs.
These include extensive student leadership development, performing arts and sporting opportunities.
Every student is encouraged to get involved with the wider community, and we're here to help them build on the necessary skills to do so, ensuring all students leave the College as highly productive and successful global citizens.

We are committed to meeting the learning needs of every student, promoting excellence in learning growth for all.
Students will be exposed to a diverse and challenging curriculum following the standard Victorian Curriculum, offering English, Mathematics, Science, Humanities, Languages, Physical Education, Technology, Art, Drama, ICT, with a whole range of extra-curricular activities.
As the College grows, we will offer a range of other subjects, including Music, Food Studies, as well as offering extension opportunities such as Advanced Maths, Literature, Physics, Chemistry, Systems.
STEM will also feature strongly in our program from Year 7, providing the building blocks for our student's success in future years.

We offer a select entry High Achiever Program that challenges and supports high achievers to excel and provide them with a unique accelerated opportunity in VCE, as they approach their senior education years of study.

As a supported inclusion school, Clyde Secondary College has been designed to support a higher number of students with a disability than a typical mainstream school.
Included in the school design are facilities that provide additional amenities to support and enhance learning.

The College has the following facilities:
An administration and learning resource center building Two learning neighborhood buildings A Science, Technology, Engineering and Mathematics building A visual arts building A Performing Arts and Physical Education building including an indoor multi-court Landscaped outdoor play and learning areas The school has an initial capacity for 575 students with up to 50 students who meet the requirements for the specialist enrolment policy, approximately 8% of the whole school student population.
Upon the completion of stage two, the school will have the capacity of 1300 students and in any given year level around 8% of places will be reserved for students who meet the specialist enrolment policy.

To apply for this role, you will be redirected to the Schools (Government) job application system.

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