School Services Officer - Administration

RoleAn 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 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, ( 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 ( 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.ResponsibilitiesProvide office reception services, ensuring a prompt and professional client experience and provide advice, support and direction to clients and external service providers as required including but not limited to parents, staff and studentsAdminister the school email, ensuring that emails are actioned in a timely and professional mannerUndertake clerical and keyboard duties in support of the school administration function including but not limited to document preparation supportProcess Student absences on a daily basis including contact with parents/carers ensuring absences are recorded in line with DET guidelines.Process student detentions on a daily basis including principal proformaMaintain early leavers/late leavers recordsMaintain staffroom supplies including, tea, coffee and waterMaintain photocopier and office suppliesMaintain the stocking and organisation of the storeroomMaintain the key register for staff keysAdd new creditor details to CASES21 Creditors as requiredMonitor and update changes to family detailsFiling according to school procedures Make arrangements for ill or injured students, including transport and parent contactKeep daily records of student injuries / illnesses and action takenProcess CSEF applicationsProcess State Schools Relief applicationsProduce end of year awards and certificatesShowcase learning areas and other upcoming events on the college social media platforms.Collect and enter monies received from students and parents, ensuring the data entered is accurate Prepare straightforward correspondence according to school procedures ( sending out form letters).
Prepare inventories, requisitions and uncomplicated documents.
Maintain and update basic written records.
Obtain basic data or factual information from given sources, books, reports, manuals, catalogues, tables, forms, etc.
Check for simple inaccuracies in forms and correspondence such as spelling, punctuation and spacing.
Any other duties as directed, commensurate with the scope and classification of the positionArranging staff catering as requiredMaintain accurate student data of all students transitioning from grade 6 to year 7Maintain a database for Year 7¿transitionImport incoming year 7 student enrolments ensuring accuracy of every recordWho May ApplyIndividuals 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 ).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 StandardsVictorian 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:DE ValuesThe 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:Conditions of EmploymentAll 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 Location ProfileMFG is a vibrant learning community that nurtures and serves the aspirations of girls.
¿We createlifelong learners who live the MFG traits as positive members of their communities.¿In 2018 we consulted with the school community ¿ students, staff, and parents/carers - to develop a set of eleven traits, behaviours, and dispositions that we, as a school community, believe are important to foster in our students.
These 11 traits are:Kind, compassionate and trustworthyCaring and respectful of others and themselves Knowledgeable about learning and self-aware Deep thinkers who are curious and creativeProblem solversResilient, adaptable, and able to learn from mistakes Hard-working, ambitious, and confidentAble to respect and celebrate difference and diversityOptimistic about the future Responsible and active local and global citizensFlexible collaborators, leaders, and team membersSurrounded by a supportive `sisterhood,¿ our young people aim to achieve excellent learning outcomes and develop qualities of character that will enrich their own lives and impact positively on the lives of others.Matthew Flinders Girls (MFG) has a long and proud history.
The original foundation stone was laid in 1856 when there were few other schools in Geelong.
We are one of eight girls-only state educational providers (since 1940) and the only girls-only provider outside of the metropolitan area.A group of ex-students, currently aged in their 70s and 80s, meets twice a year.
Some students in the school are third generation members of the school community.
There is an ever-growing Facebook presence of past student groups, and a College Alumni Facebook Page has been established to reconnect alumni and allows them to share stories.
Our alumni are important to our school and return to share their learnings and storiesOur school is centrally situated within the business, arts, and sporting precincts of Geelong.
It has excellent access to public transport (buses and trains).
A proportion of students are from the immediate locality, but a considerable number come from outside the City of Greater Geelong, from areas such as Colac, Barwon Heads, Indented Heads, Lara, Inverleigh, Bannockburn, Werribee, and Anakie.
There are more than 50 feeder Primary schools from where the students have been drawn over the past 5 years.Our student population incorporates a diverse range of cultures, socio-economic backgrounds, and family blends.In serving the aspirations of students, our curriculum provision and quality of teaching are fundamental.
Curriculum in Years 7-10 is based on the Victorian Curriculum and is framed by challenging and provocative `essential questions.¿ A balance of explicit teaching and Inquiry Based Learning to Teaching and Learning is at the heart of learning in Years 7 ¿ 9.
Our Teaching and Learning Model underpins the work and learning of our teachers with a distinct emphasis on differentiation, high impact teaching strategies, the power of formative assessment and the development of intellectual character.
A wide range of options is made available to Later Years students, including the opportunity to accelerate into VCE (Victorian Certificate of Education) studies.
Our school offers a range of VCE units, access to some Vocational Education and Training Programs and Vocational Major.MFG is an accredited member of The Academy of Select Entry Accelerated Learner Program (TAASS), the only one in the State which is in an all-girls¿ setting.
This program gives students the opportunity to be selected at Year 7 according to academic and leadership potential to undertake an alternative curriculum for Years 7 to 9.All students in Years 7 ¿ 12 participate in a Bring Your Own Device (BYOD) program.
Students are encouraged to purchase the technology which best suits their needs for learning.
The school outlines minimum specifications and recommended devices to support parents when making decisions.Instrumental Music is a key component of our school¿s co-curricular Program.
Students can learn voice, percussion, drums, singing, woodwind, brass, guitar, and keyboard at school.
MFG is also the educational home of the Sweethearts, an exceptionally talented and well-known neo-soul all-girls music group that performs frequently in professional contexts, nationally and internationally.A community garden has been established and exemplifies our school¿s permaculture focus of ¿earth care, people care and fair share.¿ A key component of the garden is the construction of an urban agricultural garden where students can grow healthy organic food and share this with people in our local community.
It has also been the focus of a few environmental engineering.
In addition, we have also started constructing tiny houses using recycled products.