• Sort, arrange, file and catalogue incoming/outgoing material according to type and appropriate categories.
• Prepare descriptive lists of material and undertake accessioning procedures, box, label, shelve material and maintain daily records of loans.
• Under direction perform basic duties with regard to the general library including retrieving, shelving and maintaining books and periodicals.
• Shelve library materials and maintain the order of the collection.
• Assist with the circulation of loan items and accounting for stock.
• Gather information and resources to support clients' needs.
• Direct clients to resources.
• Assist with the care and operation of equipment and prepare class sets for faculty use.
• Assist users with school equipment such as photocopier and audio-visual equipment.
• Maintain records of overdue loans of school resource material and equipment and issue overdue notices as required.
• Assist in the preparation of displays and exhibitions.
• Minor cleaning and maintenance of equipment.
• Ensure storage areas are in a clean, safe and orderly condition.
• Catalogue and record details of reference material.
• Label, cover, assemble, sort or mark resources in accordance with manufacturer's instructions and school procedures.
• Assist with the security of equipment and buildings.

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

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).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: brett.west@education.vic.gov.au

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

This is a part time position with the following hours -

Monday to Friday - 9:30am to 2:30pm (5 hours/day)

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 program. As a lead SWPBS school we are recognised for our exceptional work in this area, with a Bronze Award.

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.  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 program that has been well established previously as VCAL.  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. In recent years support programs such as MYLNS and tutoring have also become embedded within our structure.

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 program.

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 Program.  As a multicultural community we understand the benefits of globalization 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 state-of-the-art Virtual Reality experience.  In 2021 the school oval was fully refurbished and together with basketball and tennis courts, cricket nets, 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 college enrolment is over 1100 and a planned $11.555m capital works program will further enhance the learning facilities with a specific focus on a new Performing Arts complex and a purpose-built fashion/design area over the next 12 months, ensuring the learning environment continues to provide the best opportunities for students well into the future.

The College recently completed its School Review in Term 4 2022 and looks forward to celebrating its successes over the past four years and further enhancing student outcomes and opportunities for improvement through the development of a new Strategic Plan.

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.