Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Administration
Location: Melbourne - Northern suburbs
Reference: 1493552
SC1: Demonstrated ability to work independently, collaboratively, and proactively in a team environment, ensuring the continuous and efficient operation of the workplace while creatively contributing to the improvement of systems, practices, and relationships.
SC2: Proven proficiency in the use of office systems relevant to the position, including Cases21; accounts receivable/payable, enrolment procedures, Compass, and other systems used by the Department of Education and Training.
SC3: Strong written and oral communication skills, with high-level interpersonal abilities to effectively engage with teaching and support staff, students, parents, external providers, and the wider school community.
SC4: Excellent organisational skills, with a demonstrated ability to manage time effectively and efficiently handle multiple tasks and responsibilities.
SC5: A commitment to professional learning and growth. Self-paced learning through the Department of Education online system.
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.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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]
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
Diamond Valley Special Developmental School is recognised as an innovative specialist school that strives for sustainable school improvement. As a dual campus school, we are located in Greensborough and Whittlesea catering for a school population of approximately 141 students. Students who attend have a primary diagnosis of intellectual disability; many students also have additional disabilities such as a physical disability or autism spectrum disorder.
Our values are Respect, Integrity and Responsibility. We are committed to ensuring everyone¿s world becomes a better place by enhancing life opportunities. We strive to confidently promote a vibrant learning community; an inclusive and supportive educational experience. We will foster a community in which we live, laugh and learn together.
The school has several offsite classrooms at two satellite schools including Briar Hill Primary School and Greensborough Secondary College. Groups and programs are organised after consultation and consideration of the student¿s age, capabilities and compatibility.
With our commitment to child-centred learning, we have developed a physical environment that caters for the individual needs of all our students. With an on-site horse riding program, hydro pool and spa, gymnasium, liberty swing and beautiful grounds and play spaces for children, our environment is one conducive for maximising learning opportunities.
The school consists of a multi-disciplinary team of teachers, educational support staff, occupational therapists, speech pathologists and physiotherapists who work in consultation with families and students to set goals and implement programs to address the learning needs of each student. Groups and staffing are organised to maximise benefits to communication, student learning and welfare.
Diamond Valley SDS is a school that strives towards our students being able to say `whatever they want, to whoever they want,(Gayle Porter.) As a result, we ensure that every student has a communication system that supports their communication needs. All staff encourage and celebrate student voice and agency, and we take pride in being leaders in this space.