Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Administration
Location: Melbourne - Eastern suburbs
Reference: 1514340
Your time is valuable, please keep selection criteria short (between half to one page each). Please also include at least one referee in your resume as we will often do a reference check as part of the shortlisting process. While addressing the criteria, please focus on your interactions with students, staff, parents and the community, we want to know that you can work well with others, create a positive and supportive environment and continue the wonderful work that's happening at CPPS.
SC1 Knowledge of Department Policies and Ability to Follow them
- Outline your current knowledge and experience with Department Policies. How have you promoted the adherence to these policies?
SC2 Knowledge of OHS Requirements
- Detail your knowledge and experience in following and leading others / school compliance in relation to OHS (risk assessments, first aid planning etc.)
SC3 Ability to research and upskill independently
- Demonstrated ability to research and investigate the ongoing changes in the policy and OHS spaces to ensure the school meets or exceeds it's obligations.
SC4 Knowledge and Ability to use Department and School Systems (Compass)
- Demonstrated knowledge and experience using Department and school systems and resources (Edusafe Plus, Policy Portal, Cases21, Compass)
SC5 Interpersonal and communication skills
- Highly developed interpersonal and communication skills in individual, small group and community contexts.
- Exemplary values in line with the DE values
- An ability to work positively with all stakeholders (students, staff, parents and the community)
[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.
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
We are currently seeking a full time ES Staff member to support with whole school administrative tasks. This is a new role at the school and the details will be finalised with the successful applicant. However, the role is highly likely to include:
Administrative tasks through the Department and school's student management platforms (Cases21, Compass etc.)
Above all else, applicants must be able to demonstrate their ability to develop effective relationships with others, they must be able to create a supportive, honest, open and friendly environment for all stakeholders (staff, students, parents etc.). This is particularly important in this role as there will be daily communication with students, staff and parents.
Cranbourne Park Primary School was built in the early 1960s. It is located in the heart of Cranbourne and services the City of Casey. There is a current enrolment of approximately 320 students from a diverse range of backgrounds. Our staff pride themselves on going above and beyond to support our students and community.
Our school vision is to inspire every student to achieve all round success in every aspect of their lives. To drive this vision our mission statement is to provide a safe, structured and supportive environment where all students can reach their full potential.
We pride ourselves on the improvements our school has made through new leadership, a new curriculum, and a new wellbeing approach. Our school success is a result of the commitment from staff and students.
Values:
Staffing profile includes:
Teaching and Learning:
School facilities include:
The school has completed significant works to upgrade the facilities for students and there are further works being planned.
Further information can be found on our school website: https://www.cranbournepark.vic.edu.au/