Admin Assistant - General

Location: Melbourne | Southern Metropolitan
Job type: Part time / From 15/07/2024 - 27/01/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1422519
Job posted: 29/06/2024
Closes: 12/07/2024
Occupation: Education and Training
Job duration: From 15/07/2024 - 27/01/2025
Contact: Ruth Dower | 0438 213 415
Reference: 1422519
Occupation: Education and Training
Salary Range: Salary not specified
Work location: Melbourne | Southern Metropolitan
Selection Criteria 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.
Role 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.
Responsibilities 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 Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS CommitmentApplicants 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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines ).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via ******
Child Safe Standards 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:
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:
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. 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 Location Profile Sandringham College is a 7-12 co-educational government school in the southern bayside area of Melbourne. The College comprises of two campuses: The Bluff Road 7-9 Campus and the Holloway Road 10-12 Campus. These campuses are located within 10 minutes walking distance from each other.
Sandringham College has worked extensively with its community to reshape the College and position itself as a world class school. The College has revisited its Vision, Mission and Values and worked to develop and embed a school wide learning architecture, pedagogical model and student management structures.
The key Teaching and Learning framework is enshrined in the core educational principle of a structured learning environment. In essence, we believe that an ideal approach is through clearly structured lessons that encompass not only the DET HITS strategies but also the gradual release of responsibility through Instructional Learning (direct teacher instruction); Interdependent learning (opportunities for students to work together in pairs, small and large groups) and Independent Learning (opportunities for students to work by themselves). The school also values student voice and student agency and is actively working towards a model that embraces the co-creation of learning within each classroom.
In 2023 the total enrolment is approximately 1000 students with equal numbers of students on each campus. Sandringham College is located in a relatively affluent are of Melbourne, although it does have a range of socio-economic groups, with some 15% of families receiving CSEF/Youth Allowance. A small proportion of students come from non-English speaking backgrounds or identify as Indigenous. The College is committed to embracing Indigenous voice and to educating students about Indigenous perspectives.
The College has a strong profile in the community. Students also come to the College from a wide area of Melbourne. In particular, the 10-12 Campus draws students from other locations. These students are attracted by the breadth of studies, extensive access to VET and an innovative and successful VCAL program
The 7-9 Campus at Bluff Road provides excellent opportunities for students, a broad range of subjects, with a range of innovative programs including enhancement programs such as SEAL and our Sport, Art and Dance Academies. The College also has a very successful International Students Program, with students from countries including Japan, China, Vietnam, Germany, Italy and Brazil.
Sandringham College is committed to providing access and excellence for all and this is reflected in the College Vision statement.
Working as a community to produce excellent academic outcomes and young people of great character. Excellence Integrity Respect Creativity Community An appointment to this position is an appointment to Sandringham College and site placement is at the discretion of the College Principal
Part time / From 15/07/2024 - 27/01/2025
Job classification:Contact:Ruth Dower | 0438 213 415
To apply for this role, you will be redirected to the Schools (Government) job application system.
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