Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Administration
Location: Melbourne - Eastern suburbs
Reference: 1491874
Demonstrated initiative and organisational skills including high attention to detail, and the ability to determine priorities and meet deadlines using a solution focused approach
Demonstrated high level skills with computer-based programs including Excel and Compass and the capability to develop and deliver changes to a school daily operations timetable
Demonstrated ability to work individually and as a member of a team to deliver advice and solutions to support the changing requirements of the College.
Demonstrated professional communication and interpersonal skills with the ability to liaise with all stakeholders and members of the community
Demonstrated commitment to professional learning and growth for both self and others
Arrive and open the school at 6:30 am in order to organise CRTs in a timely manner. Hours are 6.30am to 3.30pm. A leave purchase allowance will be paid for additional attendance
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 organisation of all school activities including ensuring that all classes and yard duties are covered where applicable
Work with AP and leaders to prepare coverage for exams, special events, camps, PPDs
Plan by analysing requirements ahead to prepare for upcoming events, taking into account any request teachers have for their coverage, if possible
Managing the communication pathways between the different computer and manual systems required for efficient running of Daily Organiser
Maintaining a `big picture' focus on all the different activities running within the school on a daily basis
Complete SAL reports for excursions, sports and afterschool activities
Prepare end of day reports at the end of each day. Communicate with AP Operations when timesheet and payments are due
During evacuations (and drills), account for all staff available on that day
Regularly discuss different scenarios with AP Operations in a confidential manner to improve the effectiveness of Daily Organiser provision in school
Provide administrative support to Assistant Principals in a confidential and efficient manner
Replace absent staff. Ensuring all classes and yard duties are appropriately covered for absent staff by using extras/DRTs/hiring of CRTs and ensuring appropriately qualified replacements are used where possible, eg subject specific
Allocating extras, in-lieus and under-allotted periods in a fair manner
Pro-active and available for daily emergencies as they come up. Work efficiently to resolve problems, minimising the impact they have on student and teachers
Communicate with staff when issues such as `double booking themselves' come up
Publish and distribute daily extra details and ensure effective distribution of work left by teachers to staff taking extras
Liaise with the office staff keeping them informed on events and details as they come up as they are often missed out of the communication loop
Publish and distribute daily extra details and ensure effective distribution of work left by teachers to staff taking extras
Record events and PL when they have gone through the approval process
Collate requests for new staff to local CRT position, contact and discuss employment and processes to gain employment.
Supply contract paperwork to CRTs and introduce them to appropriate staff.
Collect and photocopy all CRT VIT cards to be passed onto the business manager and keep a register of Child Safe compliance.
Liaise with employment agency about employing CRT through the agency
Meet and greet new CRTs to the college.
Supply new CRTs with a brief induction of the school¿s routine. Supply CRTs with an information booklet explaining the daily running of the school, maps, bell times, emergency evacuation details.
Supplying /CRTs with computers and password to enable them to log on to Compass. With the help of the technician's supply CRTs with the technology they need to run classes effectively
Prepare the excel file for ES and teaching staff TiL records.
Enter TiL accrual for ES and teaching staff
Send out regular updates of staff TiL individualised worksheet.
Respond to staff TiL request for updated TiL individualised worksheet
Facilitate the acquittal process for TiL in conjunction with the Assistant Principal (HR and Operations).
Record TiL acquittal in the DORG book.
Be a member of the HR team.
Perform HR duties as requested by the Assistant Principal (HR and Operations)
Meet preservice teachers on arrival and provide a lanyard and school information booklet, as per CRTs above. Complete a quick induction of the basic school administration required, before introducing them to their supervising teacher.
Collect and photocopy all preservice teachers WWCC cards and record Child Safe compliance.
Liaise with several tertiary institutions regarding the placement of preservice teachers in all teaching methods
Liaise with staff members willing to supervise preservice teachers in their areas, ensuring that teaching rounds are a positive experience for the preservice teachers, Mentor Teacher and students
Liaise with the preservice teachers once a teacher has agreed to except the placement and provide contact details
Act as the main point of contact between teachers and tertiary institutions
Collate end of placement reports and send them to the tertiary institutions
Issue preservice teachers placement invoices to tertiary institutions
Many LAMs request support in copying exams, SACs and other bulky class materials
Support LAMs by ensuring that these are copied most cost effectively
Work closely with AP Operations in the running of the whole school photo day
Distribute ID cards
Throughout the year take photos and order ID cards for new staff and new students
Liaise with photo company to replace lost cards.
Prepare booklets with HG photos for each staff room to use to identify students
Prepare booklet with photos with no names for MY, LY, Principal team, Welfare team
Keep a record of Child Safe compliance for all temporary staff and volunteers.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
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 ensure that your application includes:
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
Wantirna College is a single campus Year 7-12 School of approximately 1490 students, situated in the eastern suburbs of Melbourne, about 25 kilometres from the city centre. The College was founded in 1980 and consists of a core of well-maintained brick buildings, with additional portable buildings, in an attractive garden setting spread throughout the spacious grounds with panoramic views of the Dandenong Ranges. The College facilities include a new state of the art theatre, university style cafeteria, new and refurbished buildings that incorporate flexible open learning spaces as well as landscaped courtyards.
Wantirna College draws students from both local and surrounding primary schools. Demand for places at the College has been consistently strong and as part of the enrolment strategy there is a Department of Education and Training approved enrolment ceiling of 1500 students. Most of our students walk to school or are transported by their parents or buses.
The school family occupations index (SFO) is 0.35 and has remained fairly consistent over the last four years. The Language Background Other than English (LBOTE) proportion is 0.13 and again has been consistent over a large number of years. The College also has an international student program. This program takes approximately 20 overseas fee paying students largely from China and Vietnam.
Our EFT (effective fulltime teachers) is approximately 111 teachers. There is a Principal Team of 5 (one Principal and four Assistant Principals) and 72 non-teaching staff who provide support to both the teaching staff and students. This support covers Administration, Library, Science, Integration, Learning Support, Quick smart, Food Technology, Facilities, Gardening, School Nurses and ICT.
We operate two sub schools, the Middle School 7-8 and Senior School 9-12. Each sub school has its own administration, overseen by an Assistant Principal and Leaders of Sub school and operates within its own pedagogical guidelines. There is a strong and consistent whole school approach to welfare and discipline with an emphasis on emotional intelligence.
Students in Year 7 and 8 experience a core curriculum based around eight learning areas. The only choice in terms of subjects is LOTE where we offer Spanish and Chinese. This subject choice will be a factor in determining the student¿s home group. In Year 9 and 10 students undertake a course that is half elective and half core. Again, it is structured around eight learning areas. Early start VCE is accessible for Year 10 students who are achieving well. In Year 11 and 12 we offer a wide range of VCE units, comprehensive VM and VET programs.
The Wellbeing Team at the College is well supported through a range of Education Support Staff, including 1.5 Mental Health Practitioners, two Student Wellbeing Social Workers, two First Aid Officers, along with several placement students undertaking social worker work experience. The team support and run a number of key areas within the school including breakfast club, targeted student wellbeing interventions, counselling services for students and liaising with external services including DFS, Orange Door and Navigator, to ensure our students receive the best possible support to be successful.