Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Administration
Location: Melbourne - Western suburbs
Reference: 1506701
Kolorer College is a brand-new secondary school being built 33km west of the Melbourne CBD in the suburb of Cobblebank. The school will serve the diverse and growing communities of Strathtulloh, Cobblebank and Thornhill Park and will open for Year 7 students only on Day 1, Term 1, 2026, growing to a Year 7-12 school by 2031. Anticipated enrolments for 2026 are 150-175 students, with a Stage 1 built capacity for 865 students.
Our School
Kolorer College will be a supported inclusion school and will feature outstanding facilities including:
These facilities will enable our school to offer high-quality learning to our students and a modern work environment to our staff.
Kolorer, a Wurundjeri word meaning lava flow, embodies the powerful transformation and enduring impact we foster in every young person we serve.
At Kolorer College, we know that inclusion creates better outcomes for everyone. We are unashamedly ambitious for our students and committed to excellence, learning and growth for all students and staff.
Guided by our conviction that learning matters, our mission is clear:
We live our values every day by being our B.E.S.T.:
Our motto, Excellence Together, reflects this mission and we are strongly committed to the use of evidence-based best practice in teaching, learning and wellbeing to make this a reality. This is an exciting opportunity for you to be part of shaping a learning community where all students - and staff - are known, challenged to grow, and inspired to thrive.
We are now seeking applications from passionate, committed educators and school administration and support staff who are ready to build a school to be proud of.
Please note that, as a progressive and modern workplace, part-time and flexible work opportunities in line with DE policies will be available to all staff members, including those in the Leadership team. Feel free to contact the Principal, Ciar Foster, to discuss these possibilities.
Please provide a written response to each written criteria of no more than 1 page.
Preferred documentation format in a single PDF document.
Selection Criteria - *time fraction negotiable 0.6-1.0
SC1 Demonstrated qualifications, training and/or experience relevant to the role.
SC2 Demonstrated capacity to build and manage a school Library, including text selection, cataloguing, management of resources and creation of a calm, inviting and welcoming environment which fosters a love of reading and literature.
SC3 Demonstrated technical knowledge and capability including proficiency in the use of Microsoft Office Suite, Canva or other design programs and library management systems.
SC4 Demonstrated capacity to provide small group or individual literacy support to students, utilising evidence-based programs and practices.
SC5 Demonstrated high level interpersonal and communication skills, including the capacity to build and maintain positive relationships with students and staff.
SC6 A commitment to professional learning and growth for both self and others.
48/52
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.
Position overview
Manages and maintains the school Library inventory and operations, including building a culture of reading and a love of literature. Provides literacy intervention support in a small group or 1:1 context.
Responsibilities
Library
Development and maintenance of the Library stock, including fiction and non-fiction collections and resources for students and staff
Manage the library catalogue, borrowing systems, digital databases and ClickView service
Collate or recommend library resources for teachers to support curriculum delivery
With the supervision of the classroom teacher, support visiting classes to find and use books and library resources
Maintain the Library as a calm, inviting and welcoming space for students
Plan activities and celebrations to promote reading, literature and special events
Support the use of the Library for various clubs and activities
Literacy intervention
Provide structured Tier 2 and Tier 3 literacy intervention to small groups of students or to individual students
Conduct diagnostic and progress assessments to inform literacy interventions
Record progress and assessment data for students receiving interventions
Liaise with the Disability Inclusion Coordinator, other intervention staff, classroom teachers and other staff as relevant to ensure coherent supports for students receiving literacy intervention
General expectations
Comply with the College¿s policies and procedures
Maintain a healthy and safe working environment in accordance with DE OH&S requirements.
Promote the safety and wellbeing of all students and demonstrate commitment to protecting students from abuse or harm at Kolorer College, in accordance with legal obligations including child safe standards.
Liaise with the Principal and Assistant Principal to undertake relevant staff professional development and training.
Undertake other duties relevant to the field of responsibility as requested by the Principal
Professional expectations
Work within relevant OH&S guidelines and policies
Develop positive, respectful relationships with staff, parents and students
Take pride in the quality of work
Be punctual and reliable
Ability to work alone without direct supervision where required
Follow direction and complete requests from the Executive Team and relevant line manager
Use school and DE software programs as required by the role
Requirements
Current Working with Children Check - Employee
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