Hospitality Assistant

Overview

Work Type: Fixed-term - Full-time

Salary: Salary not specified

Grade: Education Support - Level 1, Range 2

Occupation: Education and training

Location: Melbourne - CBD and Inner Metro suburbs

Reference:

Selection Criteria

SC1 Demonstrate an ability to organise and support an effective Hospitality program that supports young people.

SC2 Provide high-level Hospitality support to students with varying knowledge and ability.

SC3 Demonstrate ability to provide expert advice in student management within a custodial setting.

SC4 Demonstrate the ability to manage work priorities, schedule time, and support an effective Hospitality program.

SC5 Parkville College is guided by an evidence based culturally responsive pedagogy. Provide an example from your experience that demonstrates your understanding and implementation of Culturally Responsive Practice in an educational setting.

Role

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.

Responsibilities

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.

Responsibilities may include but are not limited to the following:

• Carry out allocated activities and tasks determined by the school consistent with role description.
• Participate in planning and preparation with teachers on a regular basis.
• Participate in professional learning activities provided through this initiative.
• Participate in the ongoing evaluation of this initiative.

In conjunction with the above requirements outlined the in VGSA, Parkville College also sees the below as key responsibilities of the Teacher Aid VET Role:

• Completing tasks designated by the hospitality teachers/leadership.
• Assisting with food preparation and organisation.
• Assisting with the ordering of food items and utensils.
• Cleaning equipment that has been used in class
• Supporting Young People with their cooking skills.
• Supporting Young People with their understanding.
• Ensuring tools and utensils are accounted for before and following class.
• Supporting with planning recipes.
• Place online orders, collect and collate materials for practical classes.
• Prepare kitchens for practical classes.
• Collate food orders and order stock.
• Rotate stock and ensure foods are within required use by dates.
• Carry out stock control and maintain equipment inventory to ensure the performance of the equipment within the kitchens.
• Check refrigerators daily/weekly and clean, organise and defrost as necessary.
• Regular checks of stored equipment
• Collect, wash, dry fold tea towels
• Support other college operations that require laundry support as needed.
• Clean and keep orderly student work benches after each days classes; including stoves, ovens, microwaves and sinks.
• Balance team and individual responsibilities; by ensuring that practice is underpinned by and supports the Parkville College model;
• Display behaviours that reflect the Parkville College ethos and contribute to the strategic direction of the College;
• Comply with legislation and College policies, processes, and instructions, including those relating to non-discrimination, safety, and duty of care;
• Undertake and comply with mandatory training and regulatory requirements as determined by the College;
• Maintain accurate and complete records of students' progress and development.

Who May Apply

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

EEO AND OHS Commitment

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

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 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:

Other Information

Due to the unique nature of our environment and the distinctive work we undertake at Parkville College, we strongly encourage individuals considering applying for this position to contact the number provided below and arrange a visit to the school.

This visit offers invaluable insight into our school, our students, and how we create the best environments possible.

Parkville College is guided by the Department of Justice and Community Safety (DJCS) and the Department of Families, Fairness and Housing (DHHS) operating policies and procedures.

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

Location Profile

Parkville College is a multi-campus school that delivers education at Cherry Creek and Parkville Youth Justice Precincts, and Secure Care Units. Parkville College is a registered specialist school that delivers high quality educational programs to meet the needs of young people aged 10-21 years in custody with the Department of Justice and Community Safety and secure services with the Department of Families, Fairness and Housing.

Parkville College delivers education to some of Victoria's most vulnerable, yet inspiring young people, who are filled with enormous potential. The Parkville College education model follows a culturally responsive pedagogy that supports the development and growth of all students, incorporates strong local partnerships to deliver a flexible range of educational options including the Victorian Curriculum (Foundation-10), Senior Secondary Certificates (VCE, VM and VPC) and vocational studies.

Teachers at Parkville College are required to be flexible and adaptable to changing circumstances. This may include working in classrooms or on units to support the delivery of an educational program, working across a number of units and engaging in outreach.

Applications close Tuesday 2 September 2025 at 11.59pm

Posted

21 August 2025

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