SC1 Demonstrated experience providing high-quality administrative support in a school or similar environment, with the ability to manage competing priorities, maintain accurate records, and contribute positively to the effective operation of the school.
SC2 Highly developed organisational and time management skills, with the ability to coordinate a range of daily school operations, including student attendance, excursions, camps and other administrative processes.
SC3 A genuine commitment to supporting student wellbeing and contributing to a positive, inclusive school environment, with an understanding of Department of Education policies, procedures and Child Safe Standards.
SC4 Well-developed communication and interpersonal skills, with the ability to build positive relationships with students, families, staff and external agencies while delivering professional, responsive and welcoming customer service.
SC5 A commitment to ongoing professional learning, continuous improvement and embracing new technologies, systems and Department of Education requirements to support the evolving needs of the school.
Days of attendance - Monday, Tuesday and Thursday, 8am to 2:30pm.
This position has potential to translate to ongoing.
Attendance during vacation periods may be required.
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:
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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.
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Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
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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.
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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.
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Provide high-quality administrative support to the Principal, Business Manager and school staff, ensuring efficient day-to-day operation of the school office.
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Deliver professional front office and reception services, including responding to telephone, email and face-to-face enquiries from students, families, staff and external agencies.
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Maintain accurate student, staff and school records using Department of Education systems and school databases, ensuring confidentiality and data integrity.
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Coordinate student administration processes, including enrolments, attendance, student records, excursions, camps and consent documentation.
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Prepare and distribute routine correspondence, newsletters, forms and other school communications in accordance with Department and school procedures.
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Assist with maintaining and regularly updating the school's website, ensuring information is accurate, current and accessible to the school community.
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Provide administrative support for school events, meetings and administrative projects, while undertaking general office administration, including filing, archiving and records management, ensuring work is completed accurately, efficiently and within required timeframes.
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Support student wellbeing by providing first aid assistance (where appropriately trained), responding sensitively to student needs and maintaining accurate wellbeing and first aid records.
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Liaise effectively with staff, families, visiting professionals and external service providers to support positive partnerships and quality service delivery.
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Assist with stock control, mail, requisitions and general office administration to support the effective operation of the school.
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Contribute to the continuous improvement of office systems, administrative processes and work practices, demonstrating adaptability to changing technologies, Department requirements and school priorities.
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Work collaboratively as part of the administration team, maintaining a strong commitment to child safety, confidentiality, professional learning and the values of the school.
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
Yinnar Primary School, situated at the foothills of the Strzelecki Ranges in Gippsland, is indeed fortunate to have a community that is supportive, knowledgeable and one that values education greatly. The small rural community of Yinnar is experiencing growth, evidenced by the recent transformation of farming land into residential housing in three distinct stages. Our school currently has an enrolment of 209 students.
At Yinnar Primary School we are all learners. We guide our younger learners to stretch their minds supporting them as they develop into resilient, reflective, and resourceful life-long learners who have the capacity to learn alone or with other people.
Our school promotes a set of values which empowers students to make positive contributions to the school and the wider communities. Our students live and learn by our values: Growth Mindset, Respect, Aim High, Curiosity and Enthusiasm (GRACE). Our core values encourage our students to be enthusiastic and curious about their learning and to respect themselves as well as each other. We want our students to leave our school as learners not just achievers. Student voice is important to our school. It empowers students be engaged and participate in learning.
Our school promotes the consistent use of Explicit Direct Instruction (EDI) in every classroom. Explicit instruction is characterised by carefully planned and sequenced lessons, clear and detailed instructions and modelling, and frequent and systematic monitoring of student progress and feedback to students.
Our school structure consists of 9 classes which are predominately composite grades. The structure is organised into two sub school teams incorporating classes in the Years 3-6 and Prep-2 areas of the school with each teacher working closely with a buddy grade.
Fostering a strong partnership between the family and the school through clear and continuous communication is a key element in students¿ success at Yinnar Primary School. All parents are encouraged to be actively involved in their child¿s education and in school events.
Our current Strategic Plan Goals are:
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Improve student learning growth in Literacy, Numeracy and Technology
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Improve student wellbeing outcomes
