PLEASE NOTE: SELECTION CRITERIA MUST BE ADDRESSED TO BE CONSIDERED FOR THIS POSITION
KSC1 Demonstrated experience in collaborating to deliver STEM education experiences to primary and/or secondary students
KSC2 Ability to contribute to the development of STEM education resources, including digital and print media, in a team environment.
KSC3 Demonstrated knowledge and experience in integrating current and emerging life sciences technologies into STEM education experiences.
KSC4 A demonstrated ability to improve self and colleagues through seeking feedback and pursuing and sharing professional growth initiatives
KSC5 Demonstrated high level communication and interpersonal skills including a capacity to develop constructive relationships with teachers, students, STEM industry and education networks, and work colleagues.
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee¿s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
Key Responsibilities
At GTAC our Education Officers collaborate and share expertise to implement high impact Science, Technology, Engineering and Mathematics (STEM) programs. We are looking for an innovative thinker with excellent interpersonal and communication skills who thrives in an energetic and collaborative atmosphere with a growth mindset.
This position has a focus on supporting the delivery of onsite and outreach programs. This includes
¿ supporting teaching class education officers and strategic partners to develop and deliver programs,
¿ developing protocols and training colleagues to deliver programs utilising emerging life science technologies,
¿ coordinating sending STEM resources to schools,
¿ supporting the Laboratory Manager to maintain and upgrade STEM technologies and prepare materials for programs,
¿ supporting the Digital Learning Coordinator to administer and develop the GTAC website, and social media program
¿ supporting STEM coaches in delivering GTAC programs.
Specific duties and responsibilities include and are not limited to:
1. Contributes to the achievement of key performance indicators and strategic goals of GTAC through the co-development and team delivery of onsite and outreach education programs.
2. Assists the GTAC Education team with program development and delivery through integration of current and emerging practices and technologies in the life sciences, design of protocols and staff technical training.
3. Assists the Laboratory Manager in resourcing GTAC programs.
4. Coordinates the preparation and delivery of STEM outreach packages to Victorian schools
5. Assists the Digital Learning Coordinator to administer the GTAC website and social media program including developing graphics, building interactives, uploading web content, and other administrative duties.
6. Supports GTAC STEM Coaches in program delivery including developing instructional and safety media clips and supporting mentors during program delivery.
7. Develops media clips to showcase the careers and expertise of STEM experts.
8. Builds networks and collaborates with STEM and education experts to enhance the opportunity for students and teachers to practice skills in molecular biology and be exposed to careers in STEM.
9. Coordinates the storage of equipment in collaboration with the Laboratory Manager, the ICT Manager and Administrative Officer.
10. Participates in the GTAC Professional Learning Community for continuous improvement of learning outcomes for Victorian students.
11. Collaborates with the Director and Deputy Director to administer financial, physical and human resources for GTAC programs.
12. Promotes the innovations emerging from the Centre at all times to Centre visitors, at meetings and conferences, and through preparing reports and funding submissions as required.
A relevant tertiary qualification in one or more of the following:
¿ Science, Technology, Engineering or Mathematics (STEM)
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 (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Please ensure that your application includes:
¿ A written response to each selection criteria (no more than one A4 page per criteria) should be submitted, along with a cover letter, resume and the names and contact details of at least three referees. Please note that the school will want to contact your current or former Principal and/or immediate past employer: please arrange for them to be available as a referee.
¿ A resume including relevant experience as well as personal details (name, address, email address and contact number)
¿ 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
- 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
University High School is a large inner-city secondary school, catering to the local area including Parkville, Carlton and the Melbourne CBD. The school has a long and proud history of providing outstanding educational opportunities to its diverse local community. Our students, and our families, are the heart and soul of our school. In 2024 we have approximately 1900 students enrolled, approximately 150 of whom are in the specialist science program for Year 11 and 12 students, Elizabeth Blackburn Sciences. This is a select-entry program, but UHS itself is a neighbourhood, not a select-entry, school. In 2024, the school is in the third year of a new Strategic Plan and a new leadership structure, with a strong focus on student relationships and connection to school; and on emphasising student learning growth through responsive teaching.
The school¿s values have recently been redefined. They are:
¿ Curiosity: We are open to new ideas about the world and each other. We seek to learn, explore and understand.
¿ Kindness: We treat each other and our world with respect, humanity and empathy.
¿ Excellence: We uphold high standards, challenging ourselves to grow in all we do. We persevere and show resilience to be our best.
¿ Connection: We know that we are stronger together. We work to ensure that all belong equally in our community.
Students are expected to engage with all aspects of the formal curriculum and recognition is given to both outstanding achievement and to positive participation. The co-curricular program caters for a wide range of student interests and abilities and student participation at all levels is fostered. Student voice and leadership is embraced within the school and at all levels through a variety of forums.
The school¿s curriculum encompasses the breadth of Domain learning areas with students undertaking a wide choice of subjects. A focus on breadth of experience permeates Years 7-9 whilst individual pathways and choice are the core at the senior level. Year 9 students participate in The Galileo Program, an enquiry-based program that encourages the development of life-long learning skills through a rich inquiry and community-based curriculum for one term of the year. Year 8 students participate in a Renaissance Program with the principles of ethical, creative and critical thinking at its core. Strong community links are an essential part of all of the programs that exist within the school.
Staff work in collaborative teams through domains, program areas and Professional Learning Communities (PLCs). A wide range of professional development opportunities, in both internal and external contexts, are available to all staff.
Organisation Environment
GTAC ¿ The Gene Technology Access Centre is one of six science and mathematics specialist centres operated by the Victorian Department of Education. It is located at The University High School in Parkville.
GTAC's focus is to promote a scientifically literate community inspired by experiencing authentic investigations in the life sciences. We provide an innovative and collaborative educational environment in which Victorian students and Educators access life sciences expertise through engagement with practicing scientists and contemporary knowledge and technology.
GTAC showcases life science research and careers, and our programs support schools to deliver the Victorian curriculum capabilities and the learning areas of science, mathematics, digital technologies and design technologies.
GTAC has a staff of 11 individuals: director, deputy director, 7 education officers, laboratory manager, IT manager and administration officer. This is complemented by casual employment of approximately 60 post graduate students who assume the role of STEM coaches.
GTAC differs from the usual school environment as teachers and students book into our programs from across the state. Every day new groups of students and teachers arrive at GTAC and are excited at the opportunity to use research grade technologies guided by STEM coaches. We are very proud of our reputation as leaders in life science education.
