SC1    Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment.

SC2    Demonstrated capacity to communicate effectively with members of the school community including students and the capacity to provide support and/or attendant care to students where necessary.

SC3    Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to the position.

SC4    Capacity to work cooperatively with a range of people including teachers, education support, students and parents.

SC5    A commitment to professional learning and growth.

• To support the delivery of relevant curriculum programs within the Food Technology area.
• To work under the direction of the Food and Technology Teacher/Manager, using established routines, methods and procedures.
• To solve work problems by reference to established procedures and practices through liaison with supervisory staff.  Refer problems of a more complex nature to appropriate personnel, (Business Manager, Technology Area Manager, Administration team).
• To assist colleagues, both teaching and non-teaching in the tasks being undertaken in the Food Technology area and provide assistance to students as directed.
• The Food Technology Assistant requires a broad knowledge of safe food handling DET and associated health regulations.
• To maintain confidentiality, ie able to be trusted with private and sensitive information and be accountable for quality, accuracy and timelines of tasks undertaken, using initiative and effective and efficient work practices.
• Assist teaching staff with enforcement of appropriate safety procedures.
• Assist students in relation to their equipment and materials needs in the classroom
• Assist with security of equipment and buildings.
• Support College activities requiring the use of food and the food department resources.
• Liaise with Business Manager to undertake relevant staff professional development and training.
• Maintain a healthy and safe working environment.

Weekly

• Wipe over aprons and placemats.
• Wipe out refrigerators and check contents.
• Clean microwaves and stoves including underneath.

End of Term

• Wipe benchtops, shelves and drawers.
• Clean all stove tops, ovens, oven rungs and grillers.
• Clean sinks and brush containers.  Soak brushes in bleach and clean.  Replace scourers and brushes if needed.
• Defrost refrigerators. Check and tidy fridges and freezers.
• Wash and disinfect rubbish bins.
• Lift all furniture onto bench tops so floors can be cleaned and polished.
• Dust walls with wall broom.
• Soak and scrub white chopping boards.
• Move stoves and sweep and clean sides of stoves and benches.
• Make sure pantry doors are unlocked for floor cleaning.

End of Year

Same as End of Term plus:

• Reline cupboards and drawers with white paper if needed.
• Wash pantry shelves and jars.  Ensure food is properly stored to avoid spoilage.
• Wash curtains and inside of windows.
• Complete equipment inventory.

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

The Department of Education and Training 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET 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

This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.

A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.

Oberon High School is located in the Geelong growth corridor of Armstrong Creek, after being relocated from Belmont for the beginning of the 2021 school year.  Oberon High School is a co-educational secondary school with an enrolment of 830 students, however there is expected to be significant increase in student enrolments for the foreseeable future.

The SFOE of the school is 0.37 rating the school as medium in terms of the socio-economic background of our students and families. 

The Oberon High School student population is from the southern suburbs of Geelong, the Surf Coast areas and rural locations.  All students are encouraged to build on their talents, expand their horizons and develop a culture of learning through participation in a variety of academic, applied learning, sporting, artistic and social programs.  This is reflected in the school mantra of ‘Shape Your Future….Go One Better’.

Oberon High School provides a learning environment in which students strive for and respect high achievement, and they develop social skills based on the principles of tolerance and understanding. 

The school has a belief that all students have the ability to learn and should be progressed in their learning at a faster rate than which is occurring across the state, no matter what their socio-economic background or their educational capability.  This philosophy is also reflected in the school mantra.  

To support this philosophy and ensure greater consistency in teaching practice the school has an effective learning framework ‘The Oberon Good Lesson’.  This  framework is based on the Professor David Hopkins ‘Powerful Learning Framework’ and incorporates elements of John Hattie’s research including teaching strategies that have proven to achieve large effect sizes on student learning outcomes.  

Reflection of the implementation of this framework occurs through once a term classroom observations and also from being a pivotal point in teacher performance reviews.  To monitor student learning outcomes and to ensure that differentiation of student learning is occurring in all classes for all students, staff are expected to use an approach called ‘Target 3’.  This approach involves staff members identifying three students within each of their classes, one who is below the expected level, one at the expected level and one above the expected level with a focus on ensuring that the work/tasks that are being set are challenging all students no matter what their ability level.

This approach to learning has resulted in above average growth in NAPLAN from Years 7-9 and very good results/outcomes in VCE (well above the state and regional results).  The teacher quality variables in the student attitude to school survey reflect high quality teaching occurring within the school.  

Whilst academic results are a priority of the school and are always emphasised within the school community, the development of social skills including communication, tolerance, empathy, fundraising for social disadvantage and positive interactions is also a priority.  

The school has a very positive culture which exists between staff, students and parents.  This is reflected in the student attitude to school results, parent opinion and the staff opinion survey.  All results are above the state average, whilst staff opinion survey is in the top quartile in all areas, indicating the importance of ongoing staff professional learning for teachers, underpinned by the ability to learn from each other and regularly observe implementation strategies associated with the learning framework.