Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Melbourne - Northern suburbs
Reference: 1551529
SC1 ¿ Reception and customer service
Demonstrated capacity to coordinate a welcoming and efficient school reception service, manage telephone and front-counter enquiries, and respond professionally and sensitively to students, families, staff and visitors while maintaining confidentiality and managing competing demands.
SC2 ¿ School administration and organisation
Demonstrated experience and skills in coordinating school administrative functions, including organising workflows, prioritising competing demands and completing tasks accurately within required timelines.
SC3 ¿ Teamwork and office procedures
Demonstrated capacity to work collaboratively within an office team, support colleagues and contribute to the development and implementation of effective administrative procedures.
SC4 ¿ Communication and interpersonal skills
Demonstrated high-level oral and written communication skills, including the ability to communicate professionally and sensitively with students, families, staff and the wider school community while maintaining confidentiality.
SC5 ¿ Technology and financial administration
Demonstrated technical knowledge and skills relevant to school office administration, including proficiency in CASES21, Compass and Microsoft Office, and experience undertaking financial processes and maintaining accurate records.
SC6 ¿ Initiative and support to management
Demonstrated capacity to provide accurate advice and administrative support to the Business Manager, Principal and staff, exercise initiative within established guidelines and contribute to improvements in office operations.
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.
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
Lalor Primary School was established in 1954 in a quiet residential area in Maxwell Street, Lalor, on 2.5 hectares. The enrolment trend is stable with around 230 students currently enrolled. Lalor Primary School aims to develop students as self-motivated and independent learners.
Our school provides opportunities for every student to develop academically, physically, socially and creatively. We have a strong commitment to teaching literacy and numeracy with a focus on `student growth¿ in these areas. As we have a large number of students with English as an Additional Language (EAL) language support is a feature of our school. At Lalor Primary School we believe in a team approach. Our open and flexible learning spaces, ensure that we provide opportunities for engaging and stimulating teaching and learning.
Lalor PS is committed to improving the achievement of all students through the provision of a challenging academic program and reflecting worldwide best practice for 21st century learners. Staff, students and parents have a strong commitment to the use of digital technologies. We have a whole school approach to Student Engagement and Wellbeing basing our school attributes of Co-operation, Respect, Responsibility, Learning and a Safe and Friendly Environment.
Visitors often comment on the attractive and well-kept gardens and grounds of our school which also offers a variety of learning and play spaces.