SC1. Demonstrated capacity to work and collaborate with others in a team environment, and maintain positive relationships with students, parents and the wider school community.
SC2. Possess the technical knowledge and expertise relevant to the position including but not limited to enrolment processes, student attendance, event coordination, financial procedures, and the proficient use of platforms such as CASES21, Compass, and Microsoft Applications.
SC3. Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
SC4. Consistent application of organisational and time management skills to effectively prioritise tasks, ensuring accuracy and efficiency in all areas of administrative operations.
SC5. Proven ability to adapt to and manage unforeseen challenges in a fast-paced school office setting, showing flexibility, initiative, and resilience in meeting the evolving demands of the role.
SC6. A commitment to professional learning and growth of self and others
An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.
An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.
Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).
A role at this range may include:
- Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
- Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
- Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
- Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.
An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.
The position is advertised at Range 1¿2, however, depending on the applicant¿s experience with enrolments, the classification may be reviewed and considered at Range 1¿3.
- Provide routine clerical or other administrative support responsibilities including general telephone, front office enquiries, mail deliveries, assisting with stock control, supporting organisation of meetings, receiving and initial processing of standard paperwork
- Maintain, enter and retrieve data from the schools IT systems, such as the school's records system, including computerised student, staff and school records
- Maintain and update office records, enrolment data, diary records, and basic written records
- Support or coordinate the preparation of standard routine internal and external communication according to school procedures (e.g. form letters, newsletters)
- Source basic data or factual information from given sources to support school administrative functions, e.g. books, reports, manuals, catalogues, tables, forms, etc.
- Coordinate the delivery of administrative services within the school
- In consultation with the principal, determine and manage work priorities within the school office
- Develop and implement strategies to ensure effective administration procedures
- Coordinate the implementation of requisitioning, purchasing and issuing procedures
- Manage client reception and office operations
- Liaise with school staff in regard to support requirements
- Coordinate staff timetabling
- Undertakes VASS and/or VET administration support
- Supports the first aid facilities and assists in delivering first aid to students
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
- 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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx
- 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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx
SCHOOL PROFILE
Wedge Park Primary School is situated in West Melton and has a current student population of 780 students. We pride ourselves on being a well-organised and well-managed school that is strategic in its thinking, planning and implementation of curriculum, assessment and instruction.
Literacy and Numeracy are the pillars of the Curriculum program, underpinned by evidenced based instruction, informed by current research. As a school we are focused on developing and implementing a knowledge-rich curriculum.
2026 Staffing Supports
In 2026 we are increased the support currently offered to staff to ensure a positive and productive work environment for all staff. These supports include:
- 5 hours of time release
- 6 fulltime school based coaches
- Ongoing professional development through StepLab coaching cycles
- Additional curriculum days to focus on professional development and management of workload
- External consultant to build school capacity to manage student behaviour through School Wide Positive Behaviour approaches and practices
We currently have staff working through the DoEs Permission to Teach program and have supported many staff through this process and into graduate positions with the school.
The support we are able to provide makes the difference in the success of our staff and students.
Our students participate in the following specialist curriculum areas:
- Physical Education
- Art
- Music
- Literature
- Science
- Digital Technology
Sport
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The school has a straight grade structure comprising of the following workforce composition: 4 Principal Class, 5 Teaching and Learning Coaches (Leading Teachers), 7 Learning Specialists (YLC) 37 Classrooms, 10 Specialist Teachers, 2 Tutors, 27 Teacher Support Staff, 4 IT/Facilities Staff and 10 Wellbeing/Administration Staff. As a school we remain committed to ensuring class sizes remain manageable and within DoE guidelines.
The school has a developed our Professional Learning Community and has recently refined and redeveloped our approach to the implementation of inquiry cycles. Staff are further developing in the use of evidence and data to inform planning for student learning. Teachers have raised expectations of student learning and continue to target the students who require additional learning support and extension.
The school implements a School Wide Positive Behaviour Support Framework (PBS) as a means to improve consistency of instruction and our management of student behaviour. Our approach incorporates a whole school acknowledgement system. Our Social and Emotional Learning (SEL) program is supported by the Resilience, Rights and Respectful Relationships curriculum, Zone of Regulation and our school values.
Staff Supports:
As a Professional Learning Community we are focused on building the capacity of our staff in a positive and supportive environment. All of our teachers have access to in class coaching for literacy, numeracy and student wellbeing. In addition to this, teams are also supported through the planning process with instructional leaders attending weekly planning meetings, engaging in lesson planning, problem solving and providing teams with targeted professional learning as requested.
As a leadership team we are focused on building expert educational practitioners for today and the school leaders of tomorrow.
Our vision for Wedge Park Primary School is:
Every student matters and every moment counts.
We aim to:
- Ensure high quality teaching through professional learning, feedback, teamwork, collegiate support and communication.
- Respect and develop the unique and individual strengths, talents and needs of every student through fostering a positive growth mindset.
- Develop every students Literacy, Numeracy and social emotional skills to enable students to be successful in a changing world.
- Create a positive environment where everyone is encouraged to grow academically, socially, emotionally, physically and creatively to their full potential whilst demonstrating the core values of the school: Responsible, Respectful, Learners.
- Welcome community involvement through an open, supportive and consultative environment where contributions are valued.
If you have any questions or are interested in joining our team, please do not hesitate to contact the school.
