Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Administration
Location: Melbourne - Western suburbs
Reference: 1506454
SC1 Demonstrated capacity to effectively coordinate the administrative demands associated with the role of Daily Organiser.
SC2 Demonstrated high level organisational, oral and written communication skills and the ability to build and maintain effective relationships with staff and students.
SC3 Demonstrated capacity to utilise programs such as Cases21, Microsoft Excel, Timetabling Solutions and Compass to coordinate the effective delivery of the schools learning program.
SC4 Demonstrated capacity to provide advice and support to management including providing financial and administrative reports to the executive team.
SC5 Demonstrated commitment to professional learning and growth for both self and others.
This position may require up to 10 days attendance during the vacation period
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.
Daily Organiser/Timetabler Responsibilities including PCT Administration
Support the administration of School Local Payroll in conjunction with the Business Manager.
Administration Support 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
Kurunjang Primary School was opened in 1989 and is located 35 kilometers northwest of Melbourne, in the northern area of Melton, in the Kurunjang estate, adjacent to Kurunjang Secondary College.
The school¿s strategic direction was centered on improving student outcomes in literacy and numeracy, improving students¿ confidence and engagement in learning and their connectedness with their peers, their teachers, the school and the community. We focused on establishing a safe, calm and orderly learning environment; and maximizing all aspects of school operations resource allocations to achieve the best possible outcomes for students.
Our prioritized initiatives within the Framework for Improving Student Outcomes (FISO 2.0) are Building Leadership Teams, Building Practice Excellence, Curriculum Planning and Assessment, and Setting Expectations and Promoting Inclusion.
The leadership structure in 2024 consisted of a substantive Principal and two substantive Assistant Principals: one overseeing Years F-2 / Wellbeing, and the other managing Years 3-6 / Teaching and Learning.
The school also had five Leading Teachers (DI, Engagement, Numeracy, Literacy, EAL), two Learning Specialists focusing on Inquiry and ICT, alongside a team of classroom teachers and Education Support staff.
In 2025, the school was home to 26 classes. The specialist curriculum offerings included Physical Education, Visual and Performing Arts, Science, Kitchen Garden, and Auslan (as the Language Other Than English). Each classroom, as well as specialist areas, were equipped with Apple TVs and iPads, facilitating the seamless integration of eLearning within the curriculum rather than treating it as a standalone resource.
School Facilities also include a visual arts and music rooms, and library. The Out of School Hours (OSH Club) program is situated in a single room in the main building with secure access for caregivers and operates both a before and after school program. All classrooms and learning spaces are well equipped and have heating and air conditioning.
The school has extensive play spaces for the students including an external oval, synthetic turf athletic track and soccer field, hard court areas, playgrounds and sandpits (Foundation, Year 1, Year 2, 3/4 and 5/6) and a double basketball court. The well landscaped, maintained and resourced grounds provide a most attractive school environment well suited to recreation, developmental play and outdoor learning and leadership.