Reception/Administration

Job Description
Location: North West Region | Sunbury
Job type: Full time / From 28/01/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1445593
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.
Supports the first aid facilities and assists in delivering first aid to students.

Who May Apply
Individuals with the aptitude, experience using CASES21 and Compass and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
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.
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).
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values
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
Other Information
When submitting your application on DET Recruitment On-line portal please ensure that your application includes:

It is desirable to have experience in the use of Cases21 and Compass systems.
A resume including relevant experience as well as personal details (name, address and contact numbers, business and home).
A section addressing the selection criteria questions and the requirements for application.
Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.

Please note - Induction and training will be provided to those new to the school system and our processes, with the time fraction negotiable.
Conditions of Employment

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.

Program Benefits
No job description available.
Location Profile
Willowbank Primary School opened in 2022 for all year levels, Prep to Year 6 and is located at 385 McGeorge Road, Gisborne. The school has a current enrolment of 296 students and facilities for a long-term enrolment of 475 students. The state-of-the-art school facilities include general teaching spaces and specialist facilities for music, science, food technology and physical education. The outdoor facilities include a soccer field, basketball courts, kitchen garden, a performing arts stage, play spaces and undercover areas. Willowbank Primary School's vision is to be an inclusive school community where everyone is empowered to achieve excellence. This vision is captured in our motto `Achieving excellence, together. We provide a safe and inclusive learning environment that inspires and challenges all members of the community to embrace learning and achieve academic, social, emotional, and physical excellence. Willowbank Primary School is committed to:

developing a whole-of-school culture of excellence and inclusion.
establishing a safe, inclusive, and supported learning environment that is conducive to learning.
developing a professional learning community that is focussed on the continuous improvement of teaching and learning and takes a collective responsibility for improving student learning outcomes.
implementing high quality learning and pedagogical practices that maximise the opportunities presented in our inclusive and contemporary learning spaces.
developing a strategic approach to the professional learning of staff and the ongoing development of the school's culture of inclusion and excellence.
delivering a high quality, student focussed, rigorous and relevant curriculum that meets the learning needs of all students.
empowering learners to take ownership and be active participants in their own learning.
building resilience and supporting students to be happy, healthy, and confident individuals.
engaging with parents, carers, and the wider community as genuine partners in learning, striving to achieve the best possible outcomes for students.
creating a community hub that links families and children to services and support.

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