Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: IT and telecommunications
Location: Melbourne - Southern suburbs
Reference: 1544886
KSC 1: Demonstrated experience installing, configuring, and supporting ICT systems and services in a complex educational or organisational environment, with the ability to align day-to-day ICT operations with school priorities and Department of Education requirements.
KSC 2: High-level knowledge of contemporary ICT infrastructure, cloud-based services (including Google Workspace and Microsoft 365), and educational information and learning systems, together with the capacity to establish reliable, secure, and scalable technology operations in a new school setting.
KSC 3: Demonstrated ability to identify and manage ICT risks, cyber security requirements, incidents, and business continuity, applying relevant Department of Education policies and contributing to the development of foundational ICT procedures and documentation as the school opens.
KSC 4: Proven capability to support and evolve technology in line with the changing needs of a specialist school community, including evaluating, trialling, and integrating tools and workflows that enhance differentiated instruction, assistive and adaptive technologies, and specialist program delivery across diverse learner profiles.
KSC 5: Highly developed communication, problem-solving, and interpersonal skills, with the ability to provide practical ICT advice, coordinate competing priorities and projects, and build effective working relationships with staff, students, external providers, and key stakeholders.
[Attendance requirement for this position]
Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.
Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.
Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.
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.
School priorities and IT support: Work closely with the Principal and Leadership Team to understand and respond to the school¿s IT priorities and operational needs, providing practical advice and recommendations to support decision-making and implementing agreed IT priorities, projects and improvements as directed.
IT operations and infrastructure: Maintain and support the school¿s IT infrastructure, networks, devices, systems and software, including computer networks, servers, Microsoft 365/Google Workspace, user accounts, wireless networks, end¿user devices and digital learning technologies; monitor performance and reliability, manage user access in line with Department of Education requirements, and maintain accurate records of equipment, systems and configurations.
Establishing systems and procedures in a new school: Contribute to the establishment of foundational ICT procedures, documentation and workflows as the school opens, including developing clear processes for incident management, asset management, device deployment and imaging, software licensing, backups, routine maintenance and technology upgrades.
Cyber security and risk: Support the implementation of Department of Education cyber security requirements and processes, ensure devices, systems and accounts are appropriately secured, identify and report potential IT security risks or incidents, and support appropriate backup, recovery and business continuity processes.
Projects, change and external providers: Support the planning and implementation of IT projects and system upgrades, coordinate with Department of Education IT teams, contractors and external service providers, monitor external services and follow up outstanding issues, and ensure IT projects and changes are communicated effectively and tested before rollout.
Digital technologies, specialist programs and innovation: Prepare, configure, maintain and support digital learning technologies used in specialist programs (e.g., interactive displays, AV in classrooms, robotics, coding equipment, VR systems, 3D printers and makerspace tools), assist teachers and students in their effective and safe use, and identify and trial technology solutions that improve teaching, learning and administrative processes in a specialist school context.
Staff support, training and communication: Provide clear, professional and timely support to teachers, education support and administrative staff; assist staff to effectively use school IT systems, devices and software; communicate technical information in an accessible manner; and develop positive working relationships with staff, students and service providers.
Continuous improvement and evolution of technology: Regularly review IT processes and identify opportunities for improvement, maintain a responsive and service¿focused approach to IT support, ensure agreed improvements are implemented and followed through, and proactively evaluate and integrate new tools and workflows that allow technology to evolve with the changing needs of the school community.
Accountability and other duties: Be accountable for performance of allocated tasks, prepare recommendations on operational issues for the Principal and school council as required, keep abreast of DET initiatives through appropriate professional development, and undertake other duties within this range as directed by the Principal.
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
Wayart School is currently being built and will open from Day 1, Term 1, 2027. Wayart is a Boonwurrung word meaning young eucalyptus tree. It is pronounced "WHY-art".
Located on Pioneer Way in Officer, the school has been designed to meet increasing enrolment demand within Melbourne's growing south-east corridor and will provide educational programs for students with mild to profound intellectual disability. When fully operational, the school will cater for up to 144 students.
The school has been purpose-built to provide a safe, inclusive and engaging learning environment that supports communication, regulation, independence and meaningful participation for every student.
When the school opens in Term 1, 2027, facilities will include:
Two learning neighbourhoods
Administration and library building
A multi-purpose building including specialist spaces for music, drama, food technology and fitness, as well as a canteen
Outdoor hard courts and car parking
Junior and senior playgrounds
An adventure playground
Productive garden and active green space
Wayart School is being established with a strong focus on evidence-informed practice, inclusive education and collaborative teamwork. Staff will work together to create structured, engaging and supportive learning environments that promote positive outcomes in learning and wellbeing.
Guided by our motto, "Belonging first. Connection always. Growth for all.", we are committed to creating a school culture where every student, staff member and family feels welcomed, valued and supported to thrive.
Vision
We deliver high-quality teaching within an inclusive and predictable learning environment, supporting every student through tailored adjustments to achieve meaningful progress in learning and wellbeing.
Mission
We provide a structured, responsive learning program tailored to each student¿s strengths, needs and goals. Through collaborative practice, evidence-informed teaching and targeted supports, we ensure every student can access learning, participate meaningfully and make ongoing progress in their education.
Values
Belong - Everyone feels safe, included and valued.
Connect - Strong relationships guide learning and wellbeing.
Grow - Learning and progress for all.
"Belonging first. Connection always. Growth for all."
Our Commitment
At Wayart School, we are committed to:
Delivering evidence-informed, trauma-informed and differentiated teaching for students with intellectual disability and complex learning needs.
Using explicit teaching, ongoing assessment and allied health collaboration to support communication, access and student growth.
Embedding the Victorian Curriculum, Berry Street Education Model and SWPBS within a cohesive approach to learning and wellbeing.
Creating structured and supportive learning environments that promote regulation and readiness to learn.
Maintaining a culture of unconditional positive regard where every student feels valued, included and supported to thrive.
Building strong partnerships with families, carers and external professionals to support student success.
We are seeking passionate and collaborative staff who are excited by the opportunity to help establish Wayart School from its very first day. Successful applicants will play an active role in building a positive and inclusive school culture grounded in high expectations, strong relationships and continuous growth for students, staff and families alike.