Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Administration
Location: Hume - Wodonga
Reference: 1527713
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.
This role is full time 38 hours. Monday to Friday - 8am - 4pm.
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.
This role is full time 38 hours. Monday to Friday - 8am - 4pm.
Responsibilities include, but are not limited to:
Management of our weekly school newsletter and community news
Manage our school publications and promotions, including our school Facebook page and school website
Coordination of school enrolment communications to new families, including welcome packs, log on details for families and students.
Managing the sorting and filing of school documents, including subpoenas, annual reports, school policies, communication staffing profiles of the school.
Support with publication and communication on whole school events including awards ceremonies, assemblies, graduations etc.
Coordinating and managing of facilities hire and school resource bookings
School Council Agenda & Minute preparation/distribution/organisation of elections
Management of compliance and coordination of external service requests for onsite visits.
Reception duties ¿ answering calls, front window service, late students, parent-student
Update School Calendar with dates of importance, visitor appointments and communication with all stakeholders.
General tasks at the request of the Principal and leadership team
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
Wodonga Primary School recorded an enrolment of 840 students on the February 2026 census day. In response to ongoing community enrolment pressures, the school continues to actively implement its Enrolment Management Plan. The Department of Education and Training (DET) has identified the school as operating above the 85 per cent enrolment pressure threshold. The school¿s demographic profile places it within the medium Student Family Occupation and Education (SFOE) index. The student population comprised 446 female and 423 male students, with 7 per cent identifying as coming from non-English speaking backgrounds and 10 per cent identifying as Aboriginal and/or Torres Strait Islander. The school¿s equity funded students maintained a steady rate of 29%.
In 2026, the school operated 37 generalist classrooms supported by seven specialist learning areas: Art, Physical Education, Music, STEM, TEAMs (formerly Japanese), Computer Studies, and Respectful Relationships. Following the commencement of family leave by the Japanese language teacher in Term 2 and multiple unsuccessful recruitment campaigns, the school introduced TEAMs. This program integrates the principles of The Resilience Project with the school¿s School-Wide Positive Behaviour Support (SWPBS) framework, strengthening student wellbeing, engagement, and social capability.
The school¿s classroom support structures are deliberately designed to promote calm, purposeful learning environments that enable students to actively engage in high-quality learning. Wodonga Primary School is supported by a strong leadership structure comprising four Principal Class officers: one Principal and three Assistant Principals. Each member of the Principal team is aligned to specific year levels and designated FISO 2.0 priority areas, ensuring strategic leadership is focused, transparent, and responsive. Six Leading Teachers further support student wellbeing, engagement, and learning outcomes. Two Wellbeing and Engagement Leaders drive the school¿s tiered approach to student engagement and lead innovative initiatives targeting attendance and student connectedness, reflecting the school¿s strong commitment to inclusion and support for all learners. Additionally, two Literacy Leaders and two Mathematics Leaders work to build teacher capacity and ensure equitable student progress through high-quality instructional practice. This leadership structure is further strengthened by the inclusion of a Mental Health in Primary Schools (MHIPS) Leader, a Guidance Counsellor, and a Child Psychologist.
The school actively engages with regional and DET support services to ensure inclusive education for all students, regardless of background, disability, ethnicity, or sexuality. Targeted supports include an English as an Additional Language (EAL) teacher for culturally and linguistically diverse learners, a Koorie Engagement Support Officer (KESO) working weekly with Aboriginal and Torres Strait Islander students, a Defence School Mentor (DSM) supporting transitioning Defence families, and additional support accessed through the Visiting Teacher Program. Additionally, the school ran a comprehensive TLI (Tutor Learning Initiative) program across the school. The TLI was targeting students who required additional targeted learning support in the areas of Literacy and Numeracy.
Wodonga Primary School is guided by its motto, Engage Learning - Expand Minds. All executive decision-making and strategic planning are anchored in these principles, with a clear focus on ensuring learning programs, experiences, and opportunities meaningfully engage students and broaden their thinking. The school¿s vision is underpinned by five guiding principles - Curiosity, Culture, Community, Collaboration, and Challenge - which collectively shape the development of independent, lifelong learners.
The administration team consists of a full time First Aid Officer, Enrolments and Student management officer, Finance officer, Business manager, Facilities and grounds manager and Publications and Communications officer. The team work collaboratively together, whilst also having autonomy within their own roles and responsisliblities.