Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Administration
Location: Melbourne - Southern suburbs
Reference: 1548248
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
Annual Leave
A full-time employee is entitled to 152 hours (20 days) annual leave in respect of each twelve months of service and accrues progressively during a year of service according to the employee's ordinary hours of work. Part-time employees receive annual leave entitlements on a pro rata basis calculated according to the time fraction worked.
Additional paid leave - education support class
A full-time education support class employee is entitled to 228 hours (30 days) additional paid leave in respect of each calendar year. Part-time employees receive additional paid leave entitlements on a pro rata basis calculated according to the time fraction worked.
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.
Role Purpose
The purpose of the role of Attendance Officer is the provision of administrative support to the House Leadership Team to ensure student absenteeism is monitored and investigated. The Attendance Officer provides guidance to the House Administration Officers, House Leadership, and Wellbeing team to improve attendance. The Attendance Officer liaises with the School¿s Attendance Officer in Southeast Region Office and external service providers when attendance remains poor.
The purpose of the role of Executive Class Assistant Principal¿s Personal Assistant is the provision of support to the Executive Class Assistant Principals with administrative tasks. This position involves an elevated level of support in the efficient management of the daily workflow of the Assistant Principals. Personal initiative, a prominent level of confidentiality and an ability to efficiently manage work priorities is essential.
As the Attendance Officer and Personal Assistant for the Executive Assistant Principal Class, the person in this role must at all times be pleasant and professional in collaborating with parents/guardians/caregivers, students, staff, and the wider community. Absence reporting and monitoring becomes a major priority, along with the maintenance of student records.
Hampton Park Secondary College School Council and Staff are committed to promote the safety, inclusion, and wellbeing of all young people. There is an expectation that the person in this position undertakes their role with the same commitment.
Key Responsibility Areas
1. Attendance Officer
Detects patterns and explanations for absenteeism
Arranges meetings with the Parents, Guardians, Carers for Head of House/Assistant Principals for students who have poor attendance
Updates Late Arrival data once a term through Compass
Extracts Attendance Data for Head of House/Assistant Principals when required
Meets with House Administrators on a fortnightly basis to discuss Absenteeisms and the attendance procedures
Attends Team Around Learner (TAL) meetings when required
Modifies existing DE templates within established guidelines
Monitors and adds chronicle entries in Student Records when required
Follows up Unmarked Rolls
Investigates historical inconsistencies
Creates Student Led Conference Events
Prepares documentation for House Administrators to assist with Student Led Conference bookings
Enters Student Led Conference attendance data
2. Executive Class Assistant Principals¿ Personal Assistant
Support Executive Class Assistant Principals as follows:
3. Other Duties
Support the Principal¿s Personal Assistant with the printing of Exams and Assessment Tasks as required
Clear the Absentee line voice messages each day
Liaise with parents/guardians/carers who visit and/or call the main office to discuss lengthy periods of absenteeism
Attend and participate in team meetings
Undertake other duties related to the role as directed
Participate in professional development and training to maintain the expected level of knowledge of current and best practice in the major areas of responsibility associated with the role
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
Please note that referees further to those listed by applicants may be contacted
Accountability, Authority and Decision Making
Applies sound knowledge and expertise
Hampton Park Secondary College is a large multi-cultural learning community situated in southeast Metropolitan Melbourne. We currently have over 1200 students, from over 60 cultural backgrounds. We have approximately 190 staff, comprising of Teaching and Educational Support staff. At Hampton Park Secondary College, we are rich in diversity and, by empowering and engaging students, wholehearted in our pursuit of excellence. Our vision of learning is underpinned by our values of Respect, Learning and Working Together. Through our values, we hope that our students manifest the qualities of understanding the world with a global view, engaging in life-long learning, and always being critical and creative problem solvers. Hampton Park Secondary College is committed to providing education that is both student-centred and focused upon personalised learning experiences. Several years ago, we redesigned our learning program to enable students to excel through a researched based, future focused model of student empowerment.
In 2022, we made structural changes to our Sub Schools. Following extensive collaboration and consultation with students and staff, our new House System was launched. Students and staff are now aligned with one of our four Houses: Hollows, Freeman, Mabo, and Walton. Each House comprises of students from Years 7-12 and includes staff from a range of positions and teaching areas. Our new House System has already created a stronger sense of connection amongst both staff and students, and we see Houses as being a powerful way to enhance student engagement and sense of belonging.
At Hampton Park Secondary College, we are deeply committed to improving student learning outcomes and supporting the wellbeing of our students. Building upon our already extensive and intensive interventions that sit within our MTSS Framework, we have bolstered and extended these supports through refining our Literacy and Numeracy programs. As always, the programs for our at-risk students are mirrored by the opportunities offered to our High Ability students.
In 2023, we achieved the best senior school results the College has seen since its establishment over 40 years ago. We achieved a median Study score of 29, which was maintained in 2024. In 2025 we achieved the strongest NAPLAN results the College has received across both Year 7 and 9. In 8 out of 10 categories we were ahead of similar schools across the state.
Our College is a rich and diverse community that supports the whole child. We encourage those keen to get to know Hampton Park Secondary College more to visit our website: https://hpsc.vic.edu.au/