Senior School Administration Officer Es1-3

Senior School Administration Officer ES1-3 Job posted: 04/06/2024
Job type: Full time / From 15/07/2024
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Administration/Secretarial
Reference: 1418707
Selection Criteria SC1 Demonstrated competency in the use of CASES21 Administration and Finance procedures, processes and software eg; Cases21, Compass, Microsoft Office
SC2 Demonstrated high level oral and written communication skills; organisational skills and the capacity to meet deadlines.
SC3 Demonstrated excellent interpersonal and communication skills and the capacity to deal effectively with students, parents, staff and outside agencies.
SC4 Demonstrated capacity to provide advice and support to management in respect to the work area.
SC5 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
SC6 Demonstrated commitment to professional learning and growth for both self and others.
Role Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
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 Ensure the provision of a range of administrative support functions for the Principal and teaching staff. Provide administrative support to external service providers as required. Manage the processing of student admissions, registrations, enrolments and transfers. Provide required level of administrative support for school events, functions and projects. Implement induction programs for new staff, volunteers and other workers to the school. Who May Apply Individuals with the aptitude, experience 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 ).
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. Please ensure that your application includes :
A resume including relevant experience as well as personal details (name, address and contact numbers, business and home) A section addressing the selection criteria and the requirements for application under the Who May Apply section 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 that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
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 Location Profile Berwick College began in 1977 as Berwick High School with an enrolment of 113 students, growing to an expected enrolment of 1750 in 2024. It has grown into a well-established and vibrant community where thousands of students, including second generations of families, have experienced their secondary education.
Berwick College is an embedded part of the local community, striving to prepare its students to thrive in a world which values interpersonal skills as much as academic excellence. Berwick College does not believe in a `one size fits all¿ education and offers a positive, caring and safe learning environment in which all students can achieve success through its comprehensive and differentiated curriculum, and an extensive extra-curricular program.
Berwick College lives by its motto `I shall grow¿ by actively promoting a culture that celebrates the achievement of excellence, that values and respects individual diversity and that encourages participation by all members of the community. Students at Berwick College are very conscious of the opportunities being offered to them and take pride in themselves and the College. Student voice is valued at the College, as is student welfare. Student achievements are formally recognized and celebrated in college publications, social media and at whole school assemblies, on the school¿s website and at annual assemblies for success.
The College¿s positive culture, high expectations and rigorous teaching and learning programs have consistently translated into excellent VCE results. These factors have maximised tertiary educational opportunities with over 90% of our VCE students who have applied going on to study at university. In addition, VCE Vocational Major provides an applied learning pathway for students. Aside from a reputation for academic excellence, Berwick College also has well-regarded art, music, and sporting programs, as well as an impressive array of extra-curricular offerings. Our students regularly participate in community events and festivals, and represent the school at regional, state, and national level. The richness of the College programs allows students to flourish as they pursue their interests and goals.
Our Vision Together we give every student the best learning and development experience, making our community a more prosperous place.
This is achieved through.
EXCELLENCE IN LEARNING RICH AND VARIED PATHWAYS POSITIVE RELATIONSHIPS PERSONAL GROWTH Values At Berwick College we the values of Inquiry, Cooperation, Achievement, Resilience, Empathy.
Our students are placed in one of eight Learning Teams to build strong relationships with the home group and to personalise our processes. Each Learning Team has eight Home Groups led by a Home Group teacher to ensure our students and families have a familiar staff member as their first contact. The best interest of our students is our guiding principle, and we work closely with our families to get the best possible outcomes.
Our curriculum programs are underpinned by Literacy, Numeracy and wellbeing. Our curriculum structure is aligned with our Vision and Mission and has an unswerving focus on learning skills , underpinned by the Victorian Curriculum in Years 7 to 10. Our senior students can access a wide range of VCE and Applied Learning Programs, including university enrichment courses and HeadStart , as part of a three-year pathway to success.
The College has three areas of excellence that enrich and extend the curriculum. These are:
· Basketball and Dance Academies
· Inclusion and Interventions 
The College delivers intervention and extension classes in Literacy and Numeracy for students who require support. Additional supports include a range of performance and arts-based programs, bullying prevention, acceptance, emotional regulation and programs that support diversity and inclusion.
The College is committed to developing happy, healthy and resilient learners and we have invested significantly in allied health expertise and a range of specialist intervention programs underpinned by Resilience and Respectful Relationships and School Wide Positive Behaviour Support practices.
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