Laboratory Technician

Role

To provide support to all teaching staff in the Science Domain in relation to the preparation and delivery of practical work in classes including the preparation of chemicals and resources, accompanied by MSDS documentation and return and safe storage of same following the class. To maintain regular communication with the Science Domain Leader in relation to any issues, needs, trends or practices needing review or discussion in relation to the laboratories. To manage and maintain all laboratories and storage areas in a safe and tidy manner, with appropriate and current signage and record storage, including records of the purchase, maintenance and disposal of chemicals. To ensure chemicals are stored according to manufacturer specifications, to not exceed required storage quantities, with appropriate decanting and to ensure chemicals are stored in required zones. To ensure all registers of chemicals and MSDS sheets are maintained electronically and available to staff as required. To complete an annual training/update session for al Science teaching staff on safe chemical use in the laboratory and maintain records of such. To induct all new science teaching staff within their first two weeks of appointment on same. To ensure all OHS guidance and compliance regulations are followed with appropriate record keeping to support compliance. To maintain a record of all practical work completed and supported in every class. To organise the ordering and purchase of resources/chemicals with approval of the Domain Leader. To work at the direction of the Science Domain Leader in relation to duties within the role and be responsible to the Business Manager in relation to personnel issues and human resource issues.

Responsibilities

Provides coordination support to teachers through rostering and the organisation of the work of a team of aides, including supervision and guidance. Conducts routine presentations to parents to assist teachers in communicating objectives and outcomes relating to educational programs and/or students. Liaise with external providers of support services. Provide medical intervention support that involves a specific medical condition approved by the Department, requires specialised training/instruction that requires regular updating and has clearly defined responsibility for the administration of such support.

Who May Apply

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

EEO AND OHS Commitment

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.

Child Safe Standards

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

DE Values

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

Other Information

PEOPLE PRINCIPLES

We support the following people principles which provide a basis for working productively within the College. The principles apply to all of our people and everything that we do.

They require that we:

Deliver quality results

Work collaboratively

Behave ethically

Respect and value others

Develop self and others

ADDITIONAL INFORMATION

Please ensure that your application includes: -

A resume including relevant experience as well as personal details (name, address and contact numbers business and home).

A section addressing the selection criteria.

Names and contact numbers (telephone and email if possible) of three referees who are able to attest to the claims made in your application.

Please note that the selection panel may seek additional referees beyond those you name. Consistent with our school policy, should we do this we shall advise you that we have done so.

Should it be necessary to make any enquiries regarding this position, please call Jackie Scodella on 9390 3130 or

Conditions of Employment

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

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

Location Profile

Taylors Lakes Secondary College commenced classes in 1992. The 2024 enrolment is expected to be at approximately 1350 students across years 7-12. The College is single campus and is situated on approximately 8 hectares, adjacent to Taylors Lakes Primary School and the Taylors Lakes Recreation Club. The school is located approximately 22 km north west of Melbourne The College is part of a multi-cultural community. There is a small percentage of students born overseas, however many parents of students were born in countries where English is not the main language.

During 2021, we completed our School Review. Our Strategic Plan for the period 2022-2025 has been developed, and the major strategic directions continue to focus on student achievement, student engagement and connectedness and student health and wellbeing. Curriculum and assessment development, together with effective instruction and feedback is a crucial element to further drive improvement and the College has begun implementing a whole school model to support these strategies including a major focus on differentiation and student voice and agency and a culture embedded with academic rigour and growth, effort and high expectations.

As part of this model, there will be an ongoing focus on improvement in student literacy and numeracy and VCE. Our Learning Enhancement and Advancement Program (LEAP) is now operating in its tenth year. We continue to place continued emphasis on student connectedness to school, particularly looking at attendance, development of student management procedures and the provision of a broad range of student wellbeing and pathways options for students. Digital (BYOD) learning is embedded across the college using netbook computers, accompanied by an expectation of teachers that they will use ICT to enhance teaching and student learning. Our leadership profile is designed to support the accountability framework associated with the Strategic Plan. Accountabilities of Leading Teachers and Learning Specialists within their roles align closely to key improvement foci within the Strategic Plan and Annual Improvement Plans.

The College is committed to a common documented curriculum, based on teachers planning and evaluating together. There is a history of curriculum innovation and a strong culture of promoting and expecting professional learning to enhance student-learning outcomes. Professional Learning Teams support the building of staff capacity. Teacher coaches work alongside other teachers and we have developed a flexible learning centre (the SPACE) where teachers work together in developing and sharing innovative approaches to teaching and learning at Years 7 and 8, particularly, but not limited to English and Mathematics.

Our assessment and reporting policy is consistent across all learning areas. A continuous reporting model is utilised whereby parents receive progress reports every 6 weeks across the semester as well as an end of semester report. In addition to assessing students against the Victorian Curriculum standards, graded assessment tasks are set in all subjects. A Learning Support Program has targeted students experiencing literacy and numeracy deficits. This operates at both an individual and group level, depending on the work to be done. There is a strongly supported Inclusive Program for students with disabilities and access to psychologists, social workers from the department and allied health staff from other agencies.

The co-curricular program is strong across the College with many camps (subject and level based) operating at different levels. There is a strong instrumental music and dance program that utilises the Performing Arts facility as well a strong Football Academy incorporating both AFL and Soccer. The Interschool Sport program is both diverse and comprehensive. An extensive student leadership program operates at all levels along with a school production and a large lunchtime activities program. Applied learning programs have commenced and will be a continued focus over the next few years. Afterschool homework clubs (VCE and Junior) attract high participation. The College has exchange programs with sister schools in Japan and Italy which sees wide College community involvement.

Teachers are central to the provision of a high-quality education. Good quality teaching programs are supported by the provision of quality education support staff. The College recognises it has a responsibility to induct, support, motivate and resource staff at a high level. The College maintains a very strong commitment to the professional development of all staff, as evidenced by the financial commitment within the budget as well as support and encouragement given to staff to undertake professional learning. Staff who teach at Taylors Lakes Secondary College are required to participate in the performance development process as set by the department. This involves a commitment to further develop teaching strategies with a view to continued improvement in student learning outcomes. All staff are expected to be computer literate and to enhance learning technology in their teaching or other duties. Teachers are expected to support the BYOD learning program in their teaching, use their notebook within their classrooms both onsite and online and commitment to ongoing professional learning. All staff will be expected to use the school nominated fully integrated electronic communication and management package (Compass).

The College has been in a position over the last 10 years to complete a range of building projects over the last 10 years, including upgrades to the administration area, staff facilities, and computer service centre. Our Performing Arts area has been expanded with additional instrumental music teaching and facilities as well as a major upgrade to our food technology and library areas. Our school grounds continue to be developed with landscaping, student seating and shade areas as well as an upgrade to all student toilets and change rooms. In 2022, the college had an upgrade to its sporting facilities, including the gymnasium, hardcourts, futsal courts, oval and surrounding areas.

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