Admin Assistant - General

Job type: Part time / From 27/01/2025 - 19/12/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1451531
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.
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.
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:
Eagle Point Primary School (No.
3215) was established in 1894.
It is a rural school situated in the township of Eagle Point between Bairnsdale and Paynesville in a picturesque setting overlooking Lake King, one of the Gippsland Lakes.
The current enrolment is 160 children.
The school services families from Bairnsdale, Eagle Point, Paynesville, Newlands Arm, and the surrounding rural area.
Many of the families of children attending this school, work in Bairnsdale and Paynesville, which has a combined population of approximately 20,000 people.
Eagle Point is a short, scenic drive of 10km along the Mitchell River to Bairnsdale.
Our school offers an alternative to the larger schools in the district for parents who appreciate the advantages of a rural school.

Our classrooms are largely composites, composed to best suit the needs of students.
Teachers and Education Support Officers are placed to ensure we support those needs.
The specialist areas provided are Physical Education, Art, and Performing Arts, Science and Technology.
We have support programs offering an Oral Language Program, Reading Assistance Program, Soundwaves (Foundation to 6), Buddies, Clubs, Playgroup and a School Chaplain.

Our school strives for success through using the approach of 'Choice Theory' developed by William Glasser.
Teachers have been extensively trained in this approach, which centres on authentic relationships, knowing and meeting the needs of individuals and understanding that each person has a quality world that differs to their own.
Our students are developing understandings that every action is chosen, consequences occur because of their actions.
In the classroom students strive for quality in their work.
Our students have begun to identify quality learning and verbalise why they believe it is so.

The central focus of the school is to provide students with sound and challenging experiences in a secure and supportive environment.
The school promotes the principles of equity and inclusion by providing a wide range of curriculum opportunities and extracurricular activities.
Through the encouragement of independent learning, students develop a sense of worth and are confident in attaining success in all their endeavours.
The five main values that are emphasised in everything we do are Care, Respect, Commitment, Responsibility and Inclusiveness.
These values underpin and define our school culture.
It has a direct impact on building resilience, social, emotional and academic outcomes for all our students.
We firmly believe that all students have the right to learn, belong, be safe and have fun.

There is a family atmosphere and a feeling of belonging in the school community.
The school is proud of its parental support and involvement, with active participation in all aspects of the school functions including School Council, educational programs, fundraising, grounds maintenance, school camps and excursions, annual concert and social activities.

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