Overview
Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Administration
Location: Hume - Alpine
Reference: 1490070
Selection Criteria
SC1 Demonstrated capacity to perform duties consistent with established guidelines 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.
SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
SC4 Possess the technical knowledge and expertise relevant to the position.
SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
SC6 A commitment to professional learning and growth for both self and others.
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
- Provide routine clerical or other administrative support responsibilities including general telephone, front office enquiries, mail deliveries, assisting with stock control, supporting organisation of meetings, receiving and initial processing of standard paperwork
- Maintain, enter and retrieve data from the schools IT systems, such as the school's records system, including computerised student, staff and school records
- Maintain and update office records, enrolment data, diary records, and basic written records
- Support or coordinate the preparation of standard routine internal and external communication according to school procedures (e.g. form letters, newsletters)
- Source basic data or factual information from given sources to support school administrative functions, e.g. books, reports, manuals, catalogues, tables, forms, etc.
- Coordinate the delivery of administrative services within the school
- In consultation with the principal, determine and manage work priorities within the school office
- Develop and implement strategies to ensure effective administration procedures
- Coordinate the implementation of requisitioning, purchasing and issuing procedures
- Manage client reception and office operations
- Liaise with school staff in regard to support requirements
- Coordinate staff timetabling
- Undertakes VASS and/or VET administration support
- Supports the first aid facilities and assists in delivering first aid to students
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 [email protected]
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Other Information
- 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
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 and the requirements for application under the Who May Apply section
- Names and contact numbers (telephone and email if possible) of two 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 policy, we shall advise you if we will take this action.
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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Location Profile
Bright P12 College
Including - Dinner Plain Campus (winter months only)
School Profile
Purpose Statement:
We exist to provide a stimulating learning environment that enables every student to build core skills and pursue opportunities for achievement and excellence in order to best prepare them for their individual life journeys.
The College, situated within a unique natural environment and bolstered by an inclusive, supportive community, continuously strives to nurture the health and wellbeing of each student and staff member while fostering creativity, inspiring growth and building capacity and character.
College Values:
Bright P-12 College is committed to providing a culture of inspiration, wellbeing and achievement amongst students and staff in their academic, creative, social, citizenship and sporting pursuits.
The College has adopted the School Wide Positive Behaviour model, and utilises a clearly defined Decision Matrix for Behaviour Management.
Location:
The College is set in 10 hectares of landscaped grounds in the tourist township of Bright, which is situated in the picturesque Ovens Valley, 310km north east of Melbourne. The nearest major city, Wangaratta is 80km to the west and Albury/Wodonga 110km north-west. Magnificent Alpine country and river valleys offer a wide variety of year-round activities including skiing, bush walking, bike riding and a wide range of sports.
The College's population comprises approximately 240 primary and 270 secondary students enrolled from the Bright township and the neighboring towns of Porepunkah, Harrietville and Wandiligong. The College and Primary schools in these towns form the Alpine Cluster, and work cooperatively on transition, sports programs and a range of common interests. The College also operates a campus at Dinner Plain during the winter ski season that caters for students living on the mountain during this time.
The College coordinates four buses, which transport students from the Buckland Valley, Ovens, Harrietville, Wandiligong and Porepunkah. Approximately 200 students (P-12) are transported on these school buses.
Demographics:
The College began as a primary school on its present site in 1865. The original handmade brick building constructed in 1876 is still utilised. The evolution to a P-12 College in the 1990s followed a long period as a primary school and Higher Elementary school.
The major industry in Bright is tourism, replacing tobacco and timber that were the major agricultural industries. Fruit, nuts and wine grapes are now established primary industries. Due to the changes in technology and work, has enabled many families to make a tree-change to Bright and often relocating their workspace to the area.
The college caters for students funded through the Students with Disabilities Program. These students range from Level 1 to Level 4.
Other Significant Factors:
- There is a strong commitment to providing a wide range of programs, including:
- An Arts & Technology program incorporating music, visual arts, visual communication, wood/metal technology, food and fabric and instrumental & classroom music
- Outdoor Education programs from Year 9 to Year 12.
- Opportunities to represent the school in various competitive sporting events.
- VCE programs are currently enhanced with VET Engineering, Hospitality, Beauty, Building & Construction, Music, Health Services and Sport & Recreation.
- Careers advice and support from Year 9.
- Skiing and snowboarding, including a Race Team which competes at State and National levels
- Strong parent and community support is evident in classrooms, through involvement in fundraising activities and membership of College Council and its sub-committees. This support is evidenced in the primary area for the delivery of Literacy programs. The College has developed strong relationships with many community groups within the local area.
- The College runs an extensive Languages program from Prep to Year 12:
- Japanese immersion program in lower Primary year levels, with Japanese being studied right through Primary school
- Japanese, German and Indigenous Studies in the Secondary area.
- Exchange programs to Japan and Germany by students, teachers and parents.
- 3 month German scholarship Program
- The engagement of language assistants to support delivery of programs
An Outside School and Vacation Care Program provides a valuable service to families and is managed by TheirCare.