Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Administration
Location: Melbourne - Eastern suburbs
Reference: 1500571
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.
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:
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.
The successful applicant will be experienced and professional in managing a busy front office as well as general administration duties. Experienced and adept with CASES21, Student Insight and a high level of proficiency with our third-party school management software, Compass.
Key Responsibilities:
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]
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.
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
Our purpose is for children to achieve their potential in a safe, inclusive, collaborative and stimulating learning community. We support and challenge our students to be the best they can be. As engaged learners, they will be active local and global citizens destined to create a better and more peaceful world through intercultural understanding and respect. They are critical, creative thinkers who question and challenge the norms for the benefit of their own and others¿ learning. We support their intellectual risk-taking and empower them to face challenges with empathy and integrity.
Our innovative French English bilingual education is internationally recognised as a model of language learning excellence. Our educational philosophy encompasses explicit instruction incorporating meta-cognitive, met-linguistic skills combining with design thinking; it is child centred, with the firm belief that all students can learn and that all students have the right to be challenged to fulfil their potential.
We embrace the latest research to provide a holistic approach to learning where student achievement continually improves when underpinned by social, emotional and mental wellbeing. Teaching pedagogy focuses on the explicit teaching of skills and concepts with gradual release to prepare students to take ownership of their learning. Our students from Foundation to Year 6 are provided with a broad, rich and differentiated curriculum enabling the character strengths, talents and learning styles of each student to be harnessed, maximised and celebrated.
A rich range of subjects provide opportunities for every child to shine: students engage in four specialist areas - Visual Art, Science, Performing Arts and Physical Education. Students work in a digitally rich environment with a 1:1 iPad program from Year 2 to Year 6.
Our staff and parents support the provision of the best possible outcomes and learning environment for all. An ongoing partnership between home and school is established and nurtured for every child to foster their social, emotional, physical, intercultural and academic development as lifelong learners.
Our purpose is for children to achieve their potential in a safe, inclusive, collaborative and stimulating learning community. We support and challenge our students to be the best they can be. As engaged learners, they will be active local and global citizens destined to create a better and more peaceful world through intercultural understanding and respect. They are critical, creative thinkers who question and challenge the norms for the benefit of their own and others¿ learning. We support their intellectual risk-taking and empower them to face challenges with empathy and integrity.
Our innovative French English bilingual education is internationally recognised as a model of language learning excellence. Our educational philosophy encompasses explicit instruction incorporating meta-cognitive, met-linguistic skills combining with design thinking; it is child centred, with the firm belief that all students can learn and that all students have the right to be challenged to fulfil their potential.
We embrace the latest research to provide a holistic approach to learning where student achievement continually improves when underpinned by social, emotional and mental wellbeing. Teaching pedagogy focuses on the explicit teaching of skills and concepts with gradual release to prepare students to take ownership of their learning. Our students from Foundation to Year 6 are provided with a broad, rich and differentiated curriculum enabling the character strengths, talents and learning styles of each student to be harnessed, maximised and celebrated.
A rich range of subjects provide opportunities for every child to shine: students engage in four specialist areas - Visual Art, Science, Performing Arts and Physical Education. Students work in a digitally rich environment with a 1:1 iPad program from Year 2 to Year 6.
Our staff and parents support the provision of the best possible outcomes and learning environment for all. An ongoing partnership between home and school is established and nurtured for every child to foster their social, emotional, physical, intercultural and academic development as lifelong learners.