Our Purpose:
At TC our purpose is to challenge the status quo so that everyone is empowered to learn.
We Believe:
Learning is more than just acquiring knowledge. It is a personal, exciting, lifelong journey. School is a place to discover and pursue your passions which contribute to the greater good.
High quality teaching and learning is student-centred and relationship driven, where support and challenge empower all to be the best that they can be.
Success comes in many forms and growth and achievement are to be recognised and celebrated.
Our Values - Empowered Learners
The elements we value that lead to empowered learners are:
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Agency - having the ability to be involved in setting the parameters of your own learning
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Relationships - having meaningful interactions with your peers and all other members of the Community
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Understanding - knowing that your individual needs and circumstances are considered when designing your learning
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Success - being challenged by the learning to experience personal growth
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Authenticity - doing real things that matter
How we do what we do
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Creating opportunities
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Embracing new ideas
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Supporting and empowering people
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Fostering an inclusive and supportive community
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Thinking outside of the box and remaining flexible
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Valuing everyone equally
School profile
TC is a leader in innovative and progressive education. Having transformed the school from a school of last resort to a thriving community, we now have approximately 1250 students and demand outstrips supply. We continue to improve and innovate by having a clear focus on both ¿core¿ work and explore work. In 2023, TC was named Australian Government Secondary School of the Year, and one of our staff members was named the Australian Government Secondary School Teacher of the Year. In the same year, the school was shortlisted as a finalist in the Victorian Education Excellence Awards in the Provision for High Ability Students category.
The learning environment is not one where education is done `"to" students. Rather, learners take increasing responsibility to drive their own educational decisions and directions as they grow in age and maturity. This is done in consultation with their parents and a supportive staff community that guide the learner keep them accountable.
To acknowledge the amazing work and growth of students TC has developed a new model of assessment where students are assessed and recognised according to Expanded Measures of Success, beyond traditional measures. Students can measure their progress across a range of transferable skills.
The school is fully compliant with the F-10 Victorian Curriculum Guidelines and the school was reviewed as having met the VRQA requirements as part of the School Review Process.
Candidates are encouraged to visit our website at www.tc.vic.edu.au for further information on TC.
SC1 Demonstrated capacity to perform duties consistent with established guidelines, timeframes 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, including high level oral and written communication skills.
SC3 Ability to follow Occupational Health and Safety (OHS) procedures, including the safe handling, storage and disposal of chemicals and laboratory equipment.
SC4 Possess the technical knowledge and expertise relevant to the position.
SC5 A commitment to professional learning and growth for both self and others.
Hours of attendance are 8:00am to 4:00pm
The Science Technician plays a vital role in supporting the effective delivery of the science curriculum. This position involves specialised training and technical expertise to ensure the safe preparation, maintenance, and operation of laboratory equipment and materials, while adhering to safety protocols, school policies, and relevant legislation.
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:
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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.
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Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
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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.
Key Responsibilities:
Technical Support:
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Develop a working understanding of the school science curriculum and related practical requirements.
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Identify, operate, and maintain science laboratory equipment safely and efficiently.
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Prepare, collate, and set up materials and equipment for practical lessons as directed by teaching staff.
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Identify and report equipment requiring repairs or maintenance.
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Demonstrate practical activities and provide technical support during lessons where appropriate.
Safety and Compliance:
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Maintain a safe working environment by adhering to Standard Operating Procedures (SOPs).
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Read and implement guidelines from Safety Data Sheets (SDSs).
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Complete and maintain risk assessments relevant to laboratory activities.
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Assist in conducting safety audits and ensure compliance with safety legislation and licensing requirements.
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Convey science safety instructions to co-workers, teachers, and students as needed.
Resource and Inventory Management:
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Maintain and update stock control databases for laboratory resources.
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Manage the chemical inventory system, ensuring proper storage and disposal.
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Implement basic purchasing procedures, including sourcing and ordering materials.
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Coordinate with the science team to manage the science booking system and access timetables.
Collaboration and Professional Development:
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Develop professional relationships with colleagues, students, and external stakeholders.
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Actively participate in science department meetings and contribute to discussions.
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Assist students with practical work as appropriate, under teacher supervision.
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Participate in school science technician networks and professional associations.
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Engage in relevant professional learning to enhance technical and safety skills.
Skills and Attributes:
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Fundamental technical knowledge of science laboratory equipment and materials.
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Strong organizational skills for inventory and resource management.
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Excellent communication and interpersonal skills.
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Commitment to fostering a safe, inclusive, and engaging learning environment.
Qualifications and Experience:
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Relevant qualifications or experience in laboratory technology, science, or a related field.
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Understanding of workplace safety and chemical handling procedures.
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Prior experience in a school setting (preferred but not essential).
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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 (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via
[email protected]
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.
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
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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
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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
