Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Administration
Location: Melbourne - Southern suburbs
Reference: 1528644
SC1: Demonstrated experience in administration within a school or similar environment, including highly developed organisational skills, attention to detail and the ability to manage competing priorities.
SC2: Demonstrated ability to provide professional and welcoming front-of-house customer service, including building positive relationships with students, families, staff, visitors and external agencies.
SC3: Proven experience managing communication platforms including Compass, newsletters, websites and social media, with the ability to create engaging and accessible communication materials.
SC4: Experience using digital design tools such as Canva (or similar) to produce professional promotional and communication materials for a school or organisation.
SC5: Demonstrated ability to support community engagement initiatives, school events and promotional activities while contributing to a positive public image of the school.
SC6: Excellent written and verbal communication skills, including the ability to tailor communication for different audiences and maintain confidentiality, professionalism and discretion in a school setting.
The Front of House & Community Engagement Officer provides high-level administrative support while leading positive engagement and communication with families, staff, visitors and the wider school community.
This role is responsible for maintaining a professional, welcoming and responsive front-of-house environment and supporting the coordination of school communications, community events and promotional activities. The position plays an important role in strengthening school-community partnerships and promoting the positive culture, values and achievements of the school.
Front of House & Reception
Communications & Promotion
Community Engagement
Administration Support
Individuals with the aptitude, experience and/or qualifications to fulfil the specific requirements of the position.
Previous experience in the following is desirable but not essential:
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
Monash Special Developmental School is a government school located in the North Eastern Victorian Region in the City of Monash. Monash SDS provides an educational program for children with a moderate to profound intellectual disability and multiple disabilities including autism spectrum disorder from the age of 2.8 to 18 years old. Currently student enrolments numbers are around 155. It has been on the current site for 11 years in a well-resourced purpose built facility. In addition to the general classrooms the school also features specialist areas, outdoor learning environments, a multi-purpose gym, a hydrotherapy complex, a bike path and specialised indoor and outdoor sensory areas.
Monash SDS is platinum accredited in School Wide Positive Behaviour Support (SWPBS), AMAZE accredited and e-Smart accredited.
Students across the school at Monash SDS are taught using the Victorian Curriculum. Curriculum based individual learning plans are developed for each student and are taught using a variety of high impact teaching strategies and specialised curriculum supports including the STAR (Strategies for Teaching Based on Autism Research) and Links Program. The STAR and Links Program is research and evidence based and uses the principles of Applied Behaviour Analysis. It provides a framework and the necessary tools to teach the Victorian Curriculum through the implementation of Discrete Trial Training (DT), Pivotal Response Training (PRT) and Functional Routines instruction. A school wide Structured Teaching Framework provides every student with a highly visually based structured environment that promotes an understanding of schedules, activities and expectations.
Our schools philosophy is reflected in its programs and based on the belief of Enriching Individual Potential. To do this, we require a committed principal, who is able to see the special characteristics of all our students and will strive to ensure each individual feels safe, is confident and valued as a person.
Additional Role Attributes
The successful applicant will demonstrate: