SC 1. Demonstrated experience in administrative and office management functions
SC 2. Strong organisational and time management skills with the ability to prioritise workloads
SC 3. Excellent communication and interpersonal skills
SC 4. Demonstrated experience with financial processes, particularly accounts payable and receivable and school systems (CASES21, Compass, EduSafe Plus, AIMS is desirable)
SC 5. Knowledge of OH&S requirements and First Aid procedures in a school setting
SC 6. Demonstrated capacity to work and collaborate with others in a team environment
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.
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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.
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
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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
Cobram and District Specialist School was established in 1978 in Cobram, located on the Murray River, 280 kilometres from Melbourne.
The school¿s vision is to provide positive learning experiences, which allow students to achieve their optimum level of academic, social, emotional and physical independence.
The school aims to ensure that its values of Respect, Safety and Try Your Best underpin all activity of the school.
The school has made a concerted effort towards developing a whole- school approach to Behaviour Management through the implementation of Positive Behaviour Support. School values are taught, explicitly, on a weekly basis, through the Positive Behaviour Support program.
Sixty four students are enrolled at the school. To be eligible to attend the school, students are assessed by a psychologist and diagnosed with an Intellectual Disability.
Our curriculum is based on the Victorian Curriculum and Victorian Pathways Curriculum. We work with students and parents to develop individual education plan (IEP) goals which address students¿ needs and teach independent living skills throughout their active learning. The Victorian Curriculum is complimented by a range of additional learning experiences including speech therapy, occupational therapy, excursions, camps, community and environmental projects. Students are organised into nine classrooms, each catering for students of different age or need. Each year, the school makes use of resources and facilities from other local schools, service organisations and health experts to support its programs.
We have a close connection with Banmira School, Belvoir and Wangaratta Specialist schools. Interschool sports such as swimming, athletics, cross-country, soccer, football, netball and basketball occur throughout the year.
It is valuable to have a school such as Cobram and District Specialist School in our district. It means local families know their child is learning at their point of need, in a class with an average of 7 students and two staff members supporting them.
Additional facilities include an art room, ALERT room and a multipurpose facility, which includes a separate kitchen. Students have access to ICT with students in the middle and senior years having one on one computer/Ipad access. The school¿s external facilities include playground equipment and an asphalt open play area. The school is adjacent to Cobram Primary School. Due to the small outside area we have use of Cobram Primary School¿s oval and playground for our senior students.
Our school has new modern administration offices, planning room, meeting room, staff room and classroom.
A speech pathologist visits the school, once a fortnight, and a physiotherapist, once a term. A Mental Health Practitioner is available at the school two days per week and she also fulfills an occupational therapy role for all students. The school employs a Disability Inclusion Co-ordinator as well as a Welfare/Transitions Officer who has also taken on the position of NDIS Navigator to assist parents with this process. The School Council oversees the governance of the school and ensures the teachers have the resources and facilities to provide quality educational programs for the students.
The senior unit is divided into VPC/VET and Independent Living Skills (SPEC).
