Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Administration
Location: Melbourne - Eastern suburbs
Reference: 1486849
SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
SC2 Demonstrated capacity to provide advice, collaboration and support to management and to develop procedures and guidelines relating to the work area. This includes the ability to navigate unexpected interruptions, quickly problem solve, demonstrating flexibility and resilience in a team environment that promotes a positive culture.
SC3 Demonstrated high level oral and written communication skills. This includes communicating effectively with a range of people including parents/carers, students, colleagues, members of the wider school community and key stakeholders.
SC4 Possess the technical knowledge and expertise relevant to the position, including Microsoft Office Suite and proficiency in the use of DE software programs and Compass School Management
[Attendance requirement for this position]
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.
Attendance: Hours of work: 1.0 FTE Monday to Friday from 8.30am to 4.30pm throughout the school term.
As the `face' of our school greeting families, visitors, and taking calls. It is vital that you represent our school culture, our values and always are kind, respectful and hold the school in the highest of standards, ensuring excellence.
Administration
Enrolments
Communication
Transitions
Attendance
First Aid
Resourcing
OH&S
GENERAL
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
ABOUT OUR SCHOOL
Dorset Primary School is located in Croydon in Melbourne¿s eastern suburbs. In 2024 our workforce consists of 25 equivalent full time teaching staff, a Principal, 1 Assistant Principal, 1 Leading Teacher and 2 Learning Specialists. There are 25 classroom teachers and 12 Educational Support Staff.
Specialist staff consist of a music teacher, physical education teacher, art teacher, LOTE teacher (Italian) and a fully trained chef to staff our kitchen as part of the Stephanie Alexander Kitchen Garden Program. This program is complimented by themed gardens, such as vegetable garden, sensory garden, peace garden, bush tucker garden, fruit trees and associated classroom gardens.
Our school community has worked extremely hard to provide a wonderful learning environment for our students. Our school consists of three main wings, incorporating 23 classrooms, administration centre, kitchen, library, STEAM room and indoor gym. A free-standing canteen and garage complete the facilities. The playground features include five separate adventure playgrounds, a basketball court, a synthetic grass football/soccer field, tennis/netball court and sanctuary playground.
The student population is drawn from the local area. The population of the school has been steadily increasing over recent years. At Census Day in 2024, there were 525 students. As a result of a very proactive transition program.
The vision for Dorset Primary School is that of a dynamic and supportive learning environment, which fosters each child¿s learning potential, whilst building their resilience and social competencies.
We build on the strengths of each of our students by celebrating their efforts and achievements.
The Dorset Primary School Community values:
Respect: Treating others the way you expect to be treated.
Integrity: Doing the right thing, even when nobody is watching.
Gratitude: Appreciating and valuing the positives around you.
Resilience: Bouncing back and moving on from challenges.
The student voice was promoted through the Junior School Council and leadership opportunities in school programs such as sustainability and sporting activities.
A variety of support programs and extra ¿ curricula opportunities were available in 2024 to cater for the needs of our students and also build on their strengths.
Support Programs
Whole School Transition Program, Foundation Transition Program, Foundation and Year 5 Buddies Program, Reading Support Program, Social Worker, Speech Pathologist, Psychologist, Out of School Hours Care Program, Whole School Leadership Program, Junior School Council, Intensive Swimming Program and Camping Program.