Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: IT and telecommunications
Location: Melbourne - Southern suburbs
Reference: 1551760
SC1: Demonstrated technical knowledge in the support and maintenance of ICT systems, accounts, devices and networks within a school or similarly complex environment.
SC2: Demonstrated capacity to coordinate routine work with other ICT staff and manage competing priorities.
SC3: Demonstrated ability to liaise effectively with vendors, staff, students and management, with strong written and verbal communication skills.
SC4: Demonstrated capacity to work with a degree of independence within standard procedures, exercising sound judgement about when to escalate.
SC5: Demonstrated willingness and capacity to build broader technical knowledge and capability over time, including a commitment to cybersecurity, privacy and child-safety practice.
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You are required to perform preparatory duties during school holidays for a specified number of days, as negotiated with the Principal.Perform routine Active Directory and Microsoft Entra ID account tasks ¿ account creation/disabling, password resets, group membership changes ¿ within delegated permissions and documented procedures.
Support onboarding and offboarding processes for staff and student accounts.
Assist end users with basic single sign-on and MFA issues (e.g. re-registration, lockouts).
Work alongside the Systems Administrator on more complex identity tasks (e.g. reviewing group-based access, hybrid sync issues) to build familiarity with how these are diagnosed and resolved, without independently making changes.
Administer and monitor Microsoft 365 Services used by the school, including Entra, Exchange Online, Teams, SharePoint and Onedrive and perform routine maintenance and management tasks.
Design and deploy (with guidance) and manage Microsoft 365 Conditional Access policies and security settings to enforce Zero Trust access controls, multi-factor authentication, and device compliance.
Support Intune device enrolment, apply standard configuration profiles, and troubleshoot common compliance or enrolment issues.
Package and deploy approved applications to managed devices using existing tools and processes.
Support Autopilot (or equivalent) provisioning for new devices, following the school¿s standard build process.
Monitor basic device health (BitLocker, Defender alerts, update compliance) and follow escalation procedures.
Coordinate secure retirement and disposal of end-of-life devices.
Assist the Systems Administrator with more complex endpoint configuration and policy changes as opportunities arise, to build broader platform knowledge.
Provide first-line support for the school¿s Azure-hosted applications, monitoring for and reporting outages or user-reported faults.
Assist with production verification after a deployment (e.g. confirming a service works as expected for end users).
Help maintain the application register (usage notes, licensing, reported issues, support contacts) under the Systems Administrator¿s direction.
Support user acceptance testing for new or updated applications, testing standard workflows and reporting results clearly.
Shadow the Systems Administrator during deployments, database migrations and troubleshooting of application, server or infrastructure issues where practicable, to develop an understanding of how the school¿s Git repositories, deployment pipelines and Azure services fit together.
Assist with basic server-room housekeeping (checking backup job status, physical equipment checks) as directed.
This role does not hold independent production deployment access; all deployment, configuration, database, Key Vault, secrets, DNS and infrastructure changes remain with the Systems Administrator.
Perform basic first-line network troubleshooting (cabling, switch ports, wireless access points, IP connectivity issues) and describe faults accurately when escalating.
Support routine DNS/DHCP troubleshooting for end-user connectivity.
Monitor the schools network for any outages or performance degradation, including physical Switching, Wireless and Firewalls and their configuration.
Develop a working understanding of the school¿s overall network layout, VLAN structure and firewall arrangements by working alongside the Systems Administrator, to support informed triage and escalation.
Run and lightly adapt existing PowerShell scripts and automation for routine tasks (e.g. bulk account actions), following documented procedures.
Develop familiarity with the team¿s approach to version control, change control and testing by observing and assisting with the Systems Administrator¿s work.
Apply Department, school and legislative requirements for cybersecurity, privacy, records management and child safety in all day-to-day work.
Protect credentials, tokens and personal/student information in line with school policy.
Monitor for and immediately report suspected phishing, malware, unauthorised access or other security incidents to the Systems Administrator.
Assist with audits and access reviews by providing accurate records and information as requested, and observe incident response processes to build awareness of the school¿s approach.
Use only school-approved AI assistants for appropriate tasks such as documentation drafting, troubleshooting notes and technical research.
Independently review any AI-generated script, command or recommendation before acting on it, and seek Systems Administrator sign-off before applying anything with production or security impact.
Never provide passwords, secrets, access tokens, protected student information or other unauthorised data to an AI service.
Flag AI outputs that seem incorrect, outdated, unnecessarily complex or unsafe rather than acting on them.
Contribute to a positive, safety-conscious approach to AI use within the ICT team.
Coordinate routine day-to-day support tasks with other ICT/ES and DET Specialist Technician support staff.
Act as a point of escalation for standard-level support issues from junior support staff before referring to the Systems Administrator.
Liaise with external vendors and contractors on routine service calls, warranty claims and equipment procurement.
Communicate clearly with teaching staff, students and the school community on ICT matters, including planned maintenance and unplanned outages.
Maintain accurate records of ICT assets, licensing, warranties and support requests.
Work closely with the Systems Administrator to build a broad, practical understanding of the school¿s ICT operations, contributing this front-line perspective to team discussions on planning, procurement and lifecycle decisions.
The incumbent exercises judgement in how routine, day-to-day objectives are achieved, within standard procedures, school policy and delegated authority. Deviation from standard procedure, and anything with security, privacy, budget, or service-continuity impact ¿ including any production change to Azure-hosted applications or core infrastructure ¿ must be referred to the Systems Administrator for guidance and approval.
Required knowledge and capabilitiesSolid working knowledge of Active Directory and Microsoft Entra ID account administration at a user-support level.
Solid working knowledge of Microsoft 365 administration and Intune-managed endpoints.
Basic understanding of local network fundamentals (IP addressing, DNS/DHCP, wireless, cabling) for first-line troubleshooting.
Willingness and aptitude to build broader knowledge of Azure application support, networking and cybersecurity practices over time, through working alongside senior ICT staff.
Demonstrated ability to coordinate routine work with other support staff and gain cooperation from colleagues.
Ability to follow documented procedures, exercising judgement about when to escalate.
Strong written and verbal communication skills across technical and non-technical audiences.
Basic scripting familiarity (e.g. running or lightly adapting existing PowerShell scripts) is desirable but not essential.
Sound understanding of cybersecurity, privacy and child-safety obligations relevant to a school environment, and safe, supervised use of AI tools.
Certificate III/IV or Diploma-level IT qualification, or 3+ years of hands-on practical experience.
Prior experience in a school or similarly complex organisation is desirable.
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
Nossal High School is committed to being an innovative, inclusive, and dynamic educational environment. We challenge ourselves to be creative and critical thinkers with good communication skills and the resilience necessary to succeed in an ever-changing world. We build skills, self-confidence, leadership abilities and community spirit through a rigorous, rich, and varied curricular and co-curricular program. We want our graduates to be ambitious, ethical, and responsible citizens who conduct themselves with humility and compassion.
Nossal High School Values
Nossal is a school that:
¿ Leads and develops leadership
¿ Creates and cultivates creativity
¿ Is respectful and fosters respectful citizenship
¿ Inspires and seeks inspiration
¿ Is ethical and develops ethical behaviours
¿ Pursues excellence and celebrates individual progress
¿ Develops resilience and independence and nurtures wellbeing
¿ Encourages a strong work ethic with an emphasis on personal growth
The Nossal High School logo consists of two books (representing academic study), forming a butterfly (emerging from a chrysalis), taking flight (signifying the future), and showing a link to the past (the school is built on the old Casey Airfield).
The Nossal High School Motto - ¿Embrace the Challenge¿
This was the original statement presented to the foundation cohort on their introduction to their new school. It is a phrase that instils the hope and high expectations we have for Nossal students to grow in intellectual, social, physical and leadership pursuits. They have been thrown the challenge to succeed in a global world and we want them to embrace it.
¿ To embrace: to hold closely, to accept with eagerness.
¿ To challenge: a call to demonstrate one¿s strength or ability. (Oxford, 2010)
Nossal High School was established in 2010 as the first co-educational fully academically selective Government school in Victoria. Along with the only other three academically selective schools, Melbourne High School, The Mac. Robertson Girls High School and Suzanne Cory High School, it forms the Victorian Select Entry Network of schools. Located in the urban growth corridor on the grounds of Federation University Berwick campus, the school draws enrolments from right across the Melbourne metropolitan area and into regional areas and offers programs for students in Years 9 - 12 only. Entry is competitive and via a common entry exam administered through VCAA and an independent testing company. Students in Year 8 or equivalent can apply to sit the exam for entry into Year 9 for the following year and can preference up to three of the schools. Enrolments are capped at 208 per year level for a school total of 832. Retention rates are very high with very few students leaving the school prior to year 12 completion and nearly all students exit to university. The 208 students offered places for Year 9 annually come from between 60 and 98 different schools; generally, around 50% from the non-government sector and a roughly 50:50 gender mix. Some students travel long distances to attend (ie. Craigieburn, Deer Park, Mernda, Traralgon etc.) and some families will move to the area once their child has secured a place at Nossal. A 4% cap on enrolments from anyone "feeder" school is applied across the 4 selective schools to limit the impact on individual schools. The cap is raised to 10% in the case of P-9 schools. 10% equity quota is applied, and testing fees are waived to encourage students from low SES families and ATSI to apply. 5% (10 students) annually are selected under the "Principal's Discretionary" category from the applicants who have sat the exam, and they are invited to submit an additional written application and attend an interview prior to selection.
On most comparative performance measures Nossal achieves very good results, and "traditional" improvement measures are more nuanced and incremental, requiring contextual understanding. Challenging and longer-term approaches to achieve cultural rather than transformative change is often required to enable such improvement.
The school leadership team has always sought to challenge the school community and has set broad, big picture goals relating to curriculum and pedagogy; assessment; student voice; ICT; school culture and ethos. The school undertook a self-Evaluation in late 2022 and developed a new Strategic Plan early in 2023 following an "Influencing" review process.
Nossal students (and their parents) are highly motivated, highly aspirational, and very committed to their academic education and VCE results and nearly all aspire to university entry.