SC1 Demonstrated experience and skills in coordinating a specific function relevant to the position.
SC2 Demonstrated capacity to provide specialist advice and support to students, staff and management in respect to the work area, including the handling and use of materials and equipment.
SC3 Demonstrated high level oral and written communication skills.
SC4 Possess the technical knowledge and expertise relevant to the position.
SC5 Demonstrated commitment to professional learning and growth for both self and others.
SC6 Ability to actively promote the safety and wellbeing of all children in line with the Child Safe Standards.
The successful applicant can perform technical tasks that require an excellent knowledge of 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.
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.
Responsibilities for this role include, though are not limited to:
- Conduct routine scientific procedures and/or data collection, collation, and analysis
- Apply scientific principles to enable the performance of a variety of interrelated technical tasks
- Provide specialist knowledge that is relied upon to deliver support services, under direction
- Conduct training and/or instruction with respect to scientific processes
- Prepare experiments and/or use of equipment and conduct demonstrations, where required, under direct supervision
- Work with the teaching staff to ensure tasks and preparation is completed in time for student classes
- Undertake relevant occupational health and safety requirements and, where necessary, risk assessments within the work area
- Advise and assist staff and students in safety matters relating to the specific functional area (i.e. handling of chemicals)
- Develop, recommend and/or implement safety procedures within the work and/or teaching areas in accordance with college policy and relevant safety legislation
- Undetake low to medium risk tasks as defined by the Departmental Risk Matrix or its successor
- Any other tasks relevant to the role as instructed by the Principal Class team, the Leadership team or the Business Manager.
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
The Science Laboratory Technician role is fulltime (Mon - Fri) from 8:00am - 4:06pm daily. This role is advertised as a fixed term role tenured from 5 Oct 2026 to the end of the 2027 school year (17 Dec 2027). There is the potential for this end date to be extended for the right applicant. Remuneration is in line with the current VGSA2022 Education Support Salaries Level 1, Range 3 which commences at Step 1 $73,467 through to Step 6 $89,335.
Please provide a cover letter along with your resume outlining your experience and previous/current employment, your contact details, your responses to the Selection Criteria and at least two referees. Your references should include their full name, company, position held, email address and phone number. Please ensure email addresses are included as the selection panel will contact them via email. Do not list Referees on request as we will contact your referees if you are shortlisted for an interview.
This role requires you to hold (or be willing to obtain) a current Employee Working with Children Check (WWCC) registration card. If you currently hold one, please list the number and expiry date in your application.
For any further information, please contact the Human Resource Manager at the college on 03 9798 1877.
- 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
Keysborough Secondary College is a multi-campus school with one campus in Keysborough (Acacia Campus) and one in Springvale South (Banksia Campus). Both campuses offer programs for students in years 7-12 with an organisational structure arranged around Junior and Senior sub-schools.
Enrolments in the College stand at around 2300 and are growing. The College provides a broad range of VCE, VCE-VM and VET subjects for our students across the two campuses. The College also has a significant International Students Program with its own ELC.
Student achievement and engagement is generally above Like School groups and retention is high. Our student population is culturally and linguistically diverse and characterised by families of high SFOE as a result of which the college attracts significant Equity Funding. General Satisfaction with the College, as measured by the Parent Opinion Survey, is consistently high and in 2024 was 86%.
Our college Vision states that: At Keysborough College, we are a diverse learning community where every student thrives. Our RED values (Respect, Excellence, and Diversity) are at the heart of our college. By prioritising wellbeing and fostering student agency, we empower students to take ownership of their learning through meaningful and individualised pathways. Through the promotion of the RED Values, implementation of the SWPBS framework, our students thrive.
At Keysborough Secondary College we promote teaching and learning that is collaborative, technology rich, reflective, purposeful and personalised that prepares students for our rapidly changing world. Our Teaching and Learning model employ evidence-based practices aligned with the VTLM 2.0 to create engaging learning environments that foster academic and personal growth. We have a strong emphasis on teaching teams through the Professional Learning Communities and Domain Teams, which enables staff to work collaboratively to provide an engaging and rigorous curriculum. Provision of opportunities for targeted intervention, and extension and enrichment are included in the learning program to ensure that students are supported at the point of need.
Keysborough Secondary College has undergone an extensive renewal program with the construction of two Junior Village neighbourhoods, a Senior Village neighbourhood, and a purpose-built STEM Centre on each Campus. Construction or refurbishment of a Food Technology, The Arts and Technology Centre on each campus has also been completed. The final stage has been completed for the new Administration Centre on the Banksia Campus and the refurbishment of the Music area at the Acacia Campus.
