Role Purpose
The Technical and Reporting Specialist provides advanced technical expertise to support the effective operation of the Helpdesk within the Assessment and Reporting division. The role ensures continuity, accuracy, and quality in the management of core systems, databases and reporting functions, enabling the delivery of high quality assistance to schools, stakeholders and VCAA management throughout the assessment cycle.
Role Responsibilities
The main components of this role include but are not limited to:
- Manage, maintain and administer the Salesforce CRM database, including user access, data imports, updates to school records, and system configurations.
- Develop and maintain interactive dashboards and performance reports in Power BI to provide insights into Helpdesk activity, school readiness, and program milestones.
- Provide data quality assurance, ensuring accuracy and integrity of information across systems to support decision making and service delivery.
- Collaborate with the Data Management and Platforms team to align cross-platform data integration, reporting structures, and system interoperability.
- Support the implementation, maintenance and ongoing use of Asana as a workflow and milestone tracking tool for Helpdesk operations.
- Analyse operational data and produce reports that support planning, resourcing, and escalation processes across the Helpdesk.
- Document and improve data related processes, contributing to the development of standard operating procedures, training materials, and knowledge sharing practices.
- Act as a subject matter expert for data and technical systems used within the Helpdesk, providing guidance, training, and mentoring to colleagues.
Capabilities
Personal Attributes
- Flexibility and Adaptability: Adapts systems and processes quickly to changed priorities and situations
Enabling Delivery
- Digital and Technological Literacy: Integrates improved capabilities into service delivery processes. Assumes the role of solution architect or project manager where there's a balanced focus between technology focus and strategy focus.
- Project Delivery: Translates strategies into programs or projects that enables achievement of outcomes require; Defines governance (e.g. success measures, roles and responsibilities, progress monitoring) required to manage risks and maximise probability of success.
- Data Literacy: Considers data volume, variety, velocity, and veracity to establish data collection (e.g. data parameters, data structure) and analysis (e.g. analysis equations, data visualisation) approach; Derives value from data sets to enable immediate and/or future decision making (predictive). May have expertise in formulation basic data models or algorithms
Meaningful Outcomes
- Innovation & Continuous Improvement: Uses understanding of clients or stakeholders¿ context to design and implement systems for continuous improvement within team or organisation; Reviews and analyses internal and external information to improve effectiveness and quality of work; Creates team environments where innovation and creativity are fostered and rewarded
- Systems Thinking: Diagnoses trends, obstacles and opportunities in the internal and external environment that connect to own work and teams work; Coaches others in using systems thinking to solve problems and create solutions; Understands the linkages between systems and communities to inform policy; Conceptualises and defines the systems working within the organisation
Authentic Relationships
- Customer focus: Identifies and responds to customer requirements; Use understanding of the customers context to tailor services and ensure outcomes are delivered; Effectively manages risks to service delivery
People Leadership
- Develop Capability: Actively seeks to improve others skills and talents by providing knowledge, constructive feedback, coaching and learning opportunities; Consistently develops team capability; Recognise and develop potential in others.
Key Selection Criteria
Criteria 1 : 'Victorian Public Sector Values' as detailed in Organisational Values section.
Criteria 2: `Data Literacy please refer to the Capabilities section above for more detail.
Criteria 3: `Digital and Technical Literacy please refer to the Capabilities section above for more detail.
Criteria 4: `Project Delivery please refer to the Capabilities section above for more detail.
Conditions of Appointment
- All staff employed by the VCAA 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 VCAA's Human Resources website at Letter of Offer of Employment - Terms and Conditions
- Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
Prerequisite:
- Extensive experience administering or maintaining Salesforce environments in a complex, multi-user setting including custom object management, data import/export processes, user permission controls, and automation (e.g. Flows, validation rules).
- Advanced proficiency in Power BI, including building interactive dashboards, managing data refresh schedules, and optimising data models for performance.
- Proven ability to manage data integrity across multiple operational systems, including cleansing, transformation and reconciliation of large datasets.
Organisational Values
The VCAA employees commit to upholding the public sector values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The VCAAs 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 VCAA values is available at: https://www.vpsc.vic.gov.au/ethics-behaviours-culture/public-sector-values/
- The incumbent must declare any close relations and associations with a student or teacher (spouse/partner, sibling, child, grandchild, niece/nephew) either teaching the study or enrolled as a VCE and/or VET student in 2025.
- The incumbent must not have accepted a voluntary resignation or career transition package, e.g. Voluntary Departure Package (VDP), Voluntary Separation Package (VSP), Resignation Incentive Scheme (RIS) from a Victorian Government agency or department within the last three years.
- The incumbent can expect to be allocated duties, not specifically mentioned in this document, but within the capacity, qualifications and experience normally expected from persons occupying positions at this level. The incumbent will be based at a primary location of work at the VCAA Assessment Centre, Coburg, with opportunities to work remotely.
- The incumbent shall carry out duties in accordance with legislation and governance requirements, policies and procedures, safety principles, code of conduct for Victorian public sector employees, and Victorian Public Sector Values
- All employees of the VCAA are required to have a current and satisfactory DE NCHRC, WWC or current VIT registration before they commence working with the VCAA
Child Safe Standards:
The VCAA actively promotes the safety and wellbeing of all students, and all VCAA staff are committed to protecting students from abuse or harm in the school and corporate environment, in accordance with their legal obligations including child safe standards. VCAA Policy:
Child safe policy: https://www.vcaa.vic.edu.au/sites/default/files/Documents/corppolicies/VCAA_Child_Safe_Policy.docx
Child safe code: https://www.vcaa.vic.edu.au/sites/default/files/Documents/corppolicies/VCAAChildSafeCodeofConduct.docx
Criminal History Record Check (CHRC) and Working with Children's Check (WWC) requirement:
All employees of the Victorian Curriculum and Assessment Authority are required to have a current
and satisfactory Criminal History Record Check (CHRC) or current VIT registration before they commence working for the VCAA. The forms will be sent to you if you are appointed to this role.
Your VIT registration/CHRC/WWC must cover the period you are working the VCAA.
EEO AND OHS Commitment:
Applicants seeking part-time employment are encouraged to apply for any 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 VCAA.
We are 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 VCAA. The VCAA 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 our workplaces. It is our policy to provide reasonable adjustments for persons with a disability. Workplace adjustment guidelines
All casual employees employed by the VCAA will operate under the Ministerial Order 1451 (MO) which specifies the terms and conditions for all VCAA employees. All rates and conditions of employment are set out in the stated Ministerial Order.
Location Profile
The Victorian Curriculum and Assessment Authority (VCAA) is a statutory body established under the repealed Victorian Curriculum and Assessment Authority Act 2000 which continues to operate under the Education and Training Reform Act 2006 (the Act).
About the Division
The Assessment and Reporting Division is responsible for:
- the delivery, assessment and reporting of all VCE examinations and the implementation of the National Assessment Program Literacy and Numeracy (NAPLAN) tests
- the development, delivery and marking of the General Achievement Test (GAT)
- the recruitment and training of sessional staff appointed to support F-12 assessment programs
- the marking of NAPLAN writing tests and all VCE examinations, including written, performance and Languages oral examinations
- managing the quality assurance and statistical moderation programs for VCE school-based assessments
- the operation of VCAA online assessment and marking systems including the VCAA online scoring system (VOSS), Insight and Digital Assessment Library
- collecting, maintaining and processing student enrolment data and assessment results for Senior Secondary level qualifications and NAPLAN
- issuing Senior Secondary level certification to students under delegation from the VRQA
- managing the Victorian Student Register and the issuing of Victorian Student Numbers
- providing technical and professional support for assessment and reporting matters to the VCAA Board, internal and external stakeholders
- liaising with national and international bodies on assessment and reporting matters
- management of the VCAA Assessment Centre which provides facilities to support Division operations including training meetings and central marking
About the Area
The Assessment Programs unit manages the implementation of the National Assessment Program Literacy and Numeracy (NAPLAN) for all schools and sectors across Victoria. Based at the VCAA's Coburg Assessment Centre, the unit provides comprehensive service support to all stakeholders and oversees all operational aspects of the program, including planning, school support, data management, and coordination with national agencies and service providers. It ensures that assessment processes are delivered consistently, efficiently, and in accordance with national and VCAA standards.