Product Design Technology Assistant

Product Design Technology Assistant - Essendon West Area Department of Education Victoria – Essendon West VIC 8 days ago, from Department of Education & Training Victoria Rosehill Secondary College sits on a spacious, attractive site with views over the Maribyrnong River Valley and is part of the Moonee Valley Network of schools in the Southwest Region. As a 7‑12 single campus, co‑educational school, we pride ourselves on providing outstanding educational opportunities for all students, delivered by passionate teachers through our comprehensive tailored curriculum. The college values of Respect, Initiative and Learning are underpinned by behaviours that are explicitly taught through the School Wide Positive Behaviours in Schools programme. As a lead SWPBS school we are recognised for our exceptional work in this area. Rosehill Secondary College is a school with a strong academic focus and a history of consistently high academic results. At Years 7 and 8, in addition to core English, Mathematics, Science and elective subjects, students undertake additional Literacy and Numeracy classes. A selective talent and enrichment program (STEP) is designed to cater for intellectually and academically capable students and this is further enhanced by our Advanced Mathematics (RAMP) and English Programs (REAP) at Years 7‑9. The Year 10 level is structured as an introductory year to VCE, with many students embracing the opportunity to undertake advanced studies. Programs such as MYLNS and tutoring have also become embedded within our structure. Rosehill Secondary College has excellent VCE results and is committed to supporting a broad range of careers and further education pathways by also offering the VCE VM programme and on‑site VET. Rosehill Secondary College is committed to child safety. Our calm and nurturing environment is reinforced by consistent and effective student management and teaching teams and is further supported by an outstanding and committed workforce consisting of a balance of highly experienced and graduate teachers, a visible Principal Class and committed education support staff. Our inclusive college embraces both social and cultural diversity and we are committed to continuing to effectively implement the Respectful Relationships programme. Rosehill provides excellent facilities for our students with a designated Year 11 Study Centre, and a purpose‑built Year 12 Study Centre. An EAL and international student collaboration space complements our International Student Programme. As a multicultural community we understand the benefits of globalisation and exposing local students to other perspectives and experiences. We enjoy bespoke science rooms, renovated visual arts spaces and a well‑resourced library. A new STEM Centre was completed in 2020 and hosts our Virtual Reality experience. In 2021 the school oval was fully refurbished and together with basketball and tennis courts, weights room and a gymnasium, students have ample space and high‑quality facilities at their disposal. Significant passive recreational areas are also available throughout the school grounds. The current capital works programme has delivered a state‑of‑the‑art Auditorium and learning facilities including a purpose‑built fashion/designer area; media room, ceramics room and music complex. The refurbishment of A Wing was completed at the end of 2024, further enhancing the teaching and learning environment of the college. The College is in the third year of its Strategic Plan and looks forward to continuing celebrating its strong successes in Literacy and Numeracy, whilst further enhancing student outcomes by providing opportunities through Diversity Inclusion Funding, access to the Mental Health Menu and its strong focus on student agency. 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, communicate and collaborate effectively with others in a team environment, including high level oral and written communication skills. SC3 Possess the technical knowledge and expertise relevant to the position. SC4 Commitment to and understanding of Occupational Health and Safety Practises. SC5 Demonstrated capacity to provide advice and support to teachers and students in the classroom in respect to the work area. SC6 A commitment to professional learning and growth for both self and others. Role (Attendance requirement for this position) 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 programme. 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 programme, 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 Position Objective The Product Design Technology Assistant plays a key role in maintaining a safe, well‑organised, productive, efficient and effective learning environment within the Technology department. This role supports both staff and students by ensuring equipment is maintained to required safety standards, materials are prepared for classes and the workshop area operates smoothly. Key Responsibilities Teacher & Program Support Support teachers with set‑ups for practical lessons and specialised project work. Provide advice and assistance to staff regarding safe equipment operation and workshop systems. Prepare/cut wood, metal and other resources for class tasks under the direction of Materials Technology staff. Student Support & Safety Supervision Assist students in the safe and correct use of specialised woodwork and metalwork machinery and tools. Support the teacher to monitor student behaviour and workflow to maintain a safe and productive workshop environment. Machinery Maintenance & Safety Conduct routine maintenance and safety checks on all woodwork and metalwork machinery. Ensure the dust extraction is regularly cleaned and checked for functionality. Ensure machinery is stored, serviced and operated in accordance with safety guidelines and manufacturer instructions. Identify and report faults or hazards promptly and organise repairs as required. Workshop Environment Management Ensure the facility is maintained in a safe, clean and hazard‑free condition. Any issues pertaining to safety of equipment and machinery should be referred to the Materials Technology staff and the Facilities Manager. Maintain workshop facilities such as benches, tool racks, student project storage racks and ensure all areas are clear of excess dust and waste materials. Manage storage and organisation of tools, equipment and consumables: Sharpen blades. Service and set hand tools. Repair or replace basic serviceable items such as vices. Log all plant and equipment maintenance and apply lock‑out devices where equipment is deemed unsafe. Undertake material stocktakes, assessments and ordering in accordance with subject requirements and budgeting parameters/guidelines. Receive and stow or rack goods as they are delivered to the Materials Technology Centre. General Duties Provide service, support and assistance to the College in accordance with the various College policies and procedures. Contribute to a healthy and safe work environment for self and others and comply with all safe work policies and procedures. Demonstrate professional and collegiate relationships with colleagues. Other duties as directed by the principal. Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position. Diversity and Inclusion The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms – culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability. 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: 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: Education and Experience Desirable Tertiary qualification or relevant trades certificate. A minimum of Certificate 2 in First Aid is essential (the College will provide this training if necessary). Experience in the use of carpentry/wood working and metal working tools and machinery. Experience in use of 3D printers, laser cutter and associated software such as Fusion 360, CAD etc. A carpentry/building background. Experience working in a school environment is desirable. 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 programmes provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at #J-18808-Ljbffr