Information Technology Classroom Support Education Support Level 1 Range 4 Job posted: 12/06/2024
Job type: Full time / From 15/07/2024 - 26/06/2026
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Other
Reference: 1420144
Job posted: 12/06/2024
Closes: 25/06/2024
Occupation: Other
Job duration: From 15/07/2024 - 26/06/2026
Reference: 1420144
Occupation: Other
Salary Range: Salary not specified
Selection Criteria SC1 Excellent technical knowledge and understanding of IT, infrastructure, systems and equipment including acquisition, installation and maintenance and its educational and administrative use in schools.
SC2 High level understanding and use of office systems, software or technical equipment as relevant to the position including Microsoft Teams and Compass and Google systems.
SC3 Highly developed communication and interpersonal skills including the ability to seek direction from Leadership when required.
SC4 Demonstrated ability to lead, work independently and as part of a team, including working cooperatively with the wider school community.
SC5 Demonstrated commitment to professional learning and capacity to adhere to Department of Education policies and procedures relating to ICT practices in schools.
Role [Attendance requirement for this position]
Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.
Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.
Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.
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.
Responsibilities Provision of key support and advice to the leadership team and school council and/or liaison with the general school community, the Department, and other government agencies and service providers. Professional student support positions where duties and responsibilities, relative to their professional discipline, are carried out with a higher level of autonomy and with minimal reliance on professional supervision. Responsibility for the development and implementation of professional support programs within an educational environment, including guidance to other professional staff. Delivery of services on behalf of the leadership team Negotiate and manage straightforward contracts and service agreements Manage the development and effective operation of the computer systems within a school/s where there is a high degree of complexity (e.g. school size, multi-campus, integration of several functional areas) and importance to the educational objectives Involves a level of responsibility and accountability that would impact on school functions and/or projects that would significantly affect school operations and/or support for educational outcomes. For example, in the area of school laboratories, libraries and information technology the position would provide expertise and leadership in policy development that guides the work of others, including school staff Formulate and supervise experimental and professional development programs for colleagues or other staff involved in the scientific or technical field Manages the delivery of a professional support service(s) in a school(s), including the development of policy and operational practices that will guide the work of others, including school staff 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 Clyde Primary School, established on its current site in 1910, is located in the community of Clyde in the City of Casey, one of Melbourne's fastest growing areas. The school is 5 kilometres east of Cranbourne and 10 kilometres south of Berwick. The physical environment of the school has much to offer with mature trees, a large oval and adjacent farmland giving the school a rural feel.
Clyde Primary School's student enrolment is consistently increasing each year and throughout the year. The total number of students for 2024 is around 500 from Foundation to Year 6. Our enrolments are continuing to increase due to significant housing development in the area and we anticipate that this will continue in the coming years. Students come from a wide geographic area and student intake is from many different kindergartens. Graduating Year 6 students feed a range of secondary settings including a variety of government and private secondary settings.
The class structure at Clyde Primary School is based on same cohort groups for each PLT. The current composition consists of four foundation classes, three classes at Year 1, three classes at Year 2, three classes at Year 3, three classes at Year 4, three classes at Year 5 and three classes at Year 6. Specialist classes that are provided include Physical Education (PE), Art, Digital Technology, LOTE and Music
The staffing profile consists of 1 Principal, 1 Assistant Principal, 1 Leading Teacher,
1 Learning Specialist, 32 Teachers (26 full time, 6 part time) and 9 ES staff. All teachers at Clyde PS work within a whole school PLC (Professional Learning Community) and within sub-school Professional Learning Teams (PLTs).
Curriculum planning commences in our PLT meetings. In PLT meetings staff use data analysis created from the curriculum and other research base to ensure that they are planning for each student's individual needs. They use PLTs to plan for extension, intervention and to identify effective teaching strategies. Staff attend a Professional Learning Session on Monday and Thursday afternoons.
Clyde PS run additional programs to support students throughout their schooling. These include School Camps, Chaplaincy Program, Transition Programs, Before and After School Program, Life Education, Student Representative Council, Swimming Program, School Performances, Instrumental Music Program and Christmas Concerts.
Full time / From 15/07/2024 - 26/06/2026
Job classification:Contact:To apply for this role, you will be redirected to the Schools (Government) job application system.
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