SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
SC2 Demonstrated capacity to work and collaborate with others in a team environment.
SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
SC4 Possess the technical knowledge and expertise relevant to the position.
SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
SC6 A commitment to professional learning and growth for both 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:
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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.
General Administration
¿ provide administrative and clerical support to the Principal Class, Business Manager, and other staff as required
¿ prepare, distribute, and maintain correspondence, reports, and documents with accuracy and attention to confidentiality
¿ assist with data entry, filing, photocopying, and record keeping to support school operations
¿ manage and maintain accurate digital and physical filing systems in line with DE policy and school procedures
¿ support the coordination of school events, meetings, and communications with families and external partners
¿ assist in the production and distribution of newsletters, notices, and publications
¿ maintain an organised and professional office environment that reflects the school¿s values and priorities
Communication and Customer Service
¿ deliver a high standard of customer service as a first point of contact for staff, students, parents, and visitors
¿ handle enquiries courteously and efficiently via telephone, email, and face-to-face interactions
¿ refer matters to appropriate personnel while maintaining confidentiality and professionalism
¿ liaise effectively with staff across all areas of the school to support communication and coordination
¿ assist with the management of communication platforms, including Compass, newsletters, and correspondence with families
Student Administration and Records Management
¿ assist with the maintenance of accurate student records, including enrolments, attendance, and personal details
¿ support the preparation of student reports, letters, and certificates
¿ manage student files and documentation in compliance with privacy and record-keeping requirements
¿ assist with attendance data entry, student sign-in/out procedures, and follow-up communication with families
¿ support Sub-School Leaders, Student Managers, and administration staff in monitoring and managing student information
Finance and Resource Support (as required)
¿ assist with basic financial administration, including purchase orders, invoices, and resource tracking
¿ support the Business Manager with ordering and stock control of office and teaching supplies
¿ maintain accurate records of transactions and receipts in line with school financial processes
¿ assist with the coordination of payments for excursions, camps, and other school activities
Teamwork and Professional Practice
¿ work collaboratively within the school administration team to ensure consistency and efficiency of service
¿ maintain confidentiality and adhere to the school¿s policies, procedures, and DE guidelines
¿ display initiative, flexibility, and adaptability in supporting a dynamic school environment
¿ model professionalism, reliability, and a strong work ethic in all interactions
¿ contribute to the positive culture of the administration team and the broader school community
¿ participate in ongoing professional learning to strengthen skills in administration, communication, and systems management
Knowledge of Cases21 and Compass preferred
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
Warrandyte High School was founded in 1978 and is situated in a green wedge on the rural fringe of Melbourne. Though just 20km from the CBD, the suburb of Warrandyte has much in common with a small rural town. The School facilities are set in tiered, natural, bushland, creating a calming, safe and supportive atmosphere. The School is building a strong reputation for excellence in academic and creative achievement. Through a holistic approach where every student is valued and supported to achieve their personal best, the school encourages students to grow as individuals and participants in the wider community. Recognizing the strong link between self-efficacy and learning, the school promotes student voice, leadership and agency as well as our school values of Respect, Excellence and Integrity.
Warrandyte High School actively embraces the Framework for Improving Student Outcomes (FISO) Framework and in particular the ten High Impact Teaching Strategies (HITS). From this came our whole school Instructional Model. Teachers meet regularly to undertake professional learning, analyse student data, collaborate, and develop innovative classroom practices
There are extensive opportunities for students to participate in a host of camps and cultural immersion experiences across all the year levels. Every year we have a dynamic musical production which involves students from all year levels. We have the 3 day Year 7 camp within the Grampian National Park, the Year 9 Melbourne City Experience and our Kakadu experience.
Student leadership opportunities include: School Captains, Year Level Captains, House Captains Student Voice Council Captains, and an International Program Captain.
Recognition of student achievements occurs through the School newsletter, the School Facebook page, our annual Awards Evening, the VCE Art Show and at sub-school and Year Level assemblies.
General:
The school fosters close links with parents and the broader school community through its commitment to open and regular communications.
The school commits to the active sharing of its vision and goals to ensure school community engagement in the school¿s strategic plan.
The school guarantees all students access to a broad, balanced and flexible curriculum including skills for learning and life.
The school provides a safe and stimulating learning environment to ensure all students can achieve their full potential.
All students will receive instruction that is adapted to their individual needs.
