Overview
Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Administration
Location: Melbourne - Eastern suburbs
Reference: 1550491
Selection Criteria
SC1 Demonstrated capacity to lead an office team, including capacity for directing the work of others.
SC2 Demonstrated knowledge and experience in respect to CASE21 Administration and CASES21 Family Finance records systems, including attendances, enrolments and transfers.
SC3 Sound knowledge of a school's office procedures, requirements and practices, including the capacity to produce reports and provide advice in respect to those reports.
SC4 High level organizational skills, including the capacity to prioritise work flows.
SC5 High level written and verbal communication skills.
Role
Attendance requirement for this position - is Monday to Friday 8am-4.10pm, in person.
The successful applicant will be a positive person with proven leadership skills, community minded and be a willing team player, ready to fill this 12 month position, with a possibility to a further period of employment.
Cases21 experience is required and Compass knowledge and Student Insights would be highly advantageous
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.
Responsibilities
- Ensure the provision of a range of administrative support functions for the Principal and teaching staff.
- Provide administrative support to external service providers as required.
- Manage the processing of student admissions, registrations, enrolments and transfers.
- Provide required level of administrative support for school events, functions and projects.
- Implement induction programs for new staff, volunteers and other workers to the school.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
Diversity and Inclusion
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.
Child Safe Standards
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
DE Values
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
Other Information
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at https://www2.education.vic.gov.au/pal
Conditions of Employment
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at https://www2.education.vic.gov.au/pal
Location Profile
Please add a response to every selection criteria.
Cranbourne South Primary Schools (CSPS) mission is to empower teachers, students and community members to embrace learning, achieve their personal best and strengthen emotional, social and physical wellbeing. We strive to assist students in taking ownership of their learning; to grow into responsible, happy, resilient and socially fulfilled individuals. The four values of Respectful, Responsible, Resilient and Safe are the cornerstone of CSPS.
CSPS opened in 1956; located in a semi-rural environment approximately 5 kilometres south of Cranbourne. CSPS current enrolment for 2026 is 372.
In 2021, CSPS has undergone a significant Capital Works project ($5.9 million) which will provide a purpose built, new facility (on Browns Road) including specialist STEM and Arts spaces, kitchen, wellbeing, administration, first aid, new toilet amenities, upgrade of the staff carpark and notable landscaping across the school. These works were completed July 2022.
The dedicated staff of CSPS comprises of 3 Principal Class (Principal, Assistant Principal, Wellbeing and Inclusion) and Assistant Principal (Teaching and Learning), 2 Learning Specialists, 20 teaching staff, 15 Education Support Staff, 1 Business Manager, 2 Office staff, 1 part time First Aid Officer, 1 Disability Inclusion Coordinator, 1 full time ES Coach and a part time maintenance officer.
At CSPS, we pride ourselves on distributive leadership; represented by a strong commitment by the School Improvement Team (SIT). Teams are based on a Professional Learning model, where data and point of need teaching, learning and wellbeing are the key focus.
Our positive staff culture supports collaboration, planning, connection and collegial support. CSPS has a strong focus on teamwork and on supporting the growth of all staff to meet the needs of every student. Our Staff Opinion Survey shows a history of connected, supported staff, one where we work collectively with our Education Support Team to strengthen opportunities for everyone. We value and support one another, whilst focusing on developing our skills to make a difference to student growth.
The school structure is predominantly a singular class model, consisting of 15 classes, divided into Junior (Foundation to Year 2), Middle (Year 3 & 4) and Senior School (Year 5 & 6). CSPS focuses on teaching the stage of development, not the age of the child, through use of explicit data sources to identify point of need instruction.
Support approaches and programs focus on literacy and numeracy development from the perspectives of early intervention, extension and growth.
The specialist programs are a highlight of motivation and engagement. The four key specialist programs open the doors to further critical thinking and discovery for students within The Arts, Health/Physical Education, Social and Emotional Wellbeing and STEM.
Extra curriculum opportunities are varied, including camps, excursions and in-school activities, swimming and water safety programs, lunchtime clubs, Perceptual Motor Program, intra/interschool sports, school concert and school/community Empowerment Projects. Additionally, our newly introduced Hands on Learning Program for Grade 4-6 students supports mentorship, community connections and school attendance.
CSPS predominately utilises the Google platform for communication and collaboration, with additional Apple technology availability. The Digi Tech program is overseen by classroom teachers; expanded through the introduction of commercial panels/screens in all learning spaces.
The Student Wellbeing program is extensive in the daily implementation of strategies and programs that support student mental wellness and welfare. CSPS continues to implement the SWPBS (School Wide Positive Behaviour Support) framework. Our school was accredited Gold status in 2024 and 2025, with aspirations for Platinum status in 2026.
Student voice, agency and leadership continues to develop strongly, evidenced with the Year 6 leadership program, School Community Captains (SCC), SET (Sustainability & Environment Team), JSC (Junior School Council) and isea icare dolphin ambassadors.
CSPS prides itself on community engagement and connection, highlighted by the Parents and Friends Association who are crucial in fundraising and bonding the community together.
On site, TheirCare provides a before/after school care and vacation care programs.