SC1: Demonstrated experience and skills in working in a busy reception setting.

SC2: Demonstrated high level ability to follow direction, use initiative and prioritise tasks within timelines.

SC3: Demonstrated excellent communication skills, phone manner and the ability to work and communicate effectively with a range of people including staff, students and parents and carers.

SC4: Demonstrated ability to work collaboratively in a busy and demanding environment.

SC5: Demonstrated high level organisational and planning skills and the ability to meet the demands of a busy office environment.

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.

The Administration role is based in the office and reception area and undertakes a variety of support roles under the direction of the Office and Business Managers.

The position requires an enthusiastic person with excellent social and organisational skills, who can perform a range of office and reception functions independently. The successful applicant, under the direction of the Office and Business Manager, will be responsible for receipting and general finance, general office duties, support student administration when required, and reception duties on rotation.

• Provide routine clerical or other administrative support responsibilities including general telephone, front office enquiries, mail deliveries, assisting with stock control, receiving and initial processing of standard paperwork
• Receipting and accounts receivable
• Other general office duties as required
• Telephone calls, mail and email
• General office duties as required
• Attend to parents, students and visitors with enquiries
• Assist in maintaining databases and producing relevant reports
• Assist with the maintenance of office resource areas
• Undertake related additional duties as requested by leadership
• Maintain the VIT and Working with Children Check/Volunteers registers
• Assist with student enrolments when required
• General office duties as required
• Assist in maintaining databases and producing relevant reports
• Assist with the maintenance and ordering of office resources

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

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).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: brett.west@education.vic.gov.au

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

The panel reserves the right to contact prior workplaces for reference. All interviewed applicants will be notified in advance of this occuring.

• 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

Melton South Primary School (MSPS) was established in 1923 and is situated in the Shire of Melton approximately 35km west of Melbourne.  The school caters for a well-established residential neighbourhood.  The original rural school is now the administration area of the present school.  Development of new housing estates has resulted in significant enrolment increases.

In 2023 there are 916 students enrolled with 1 Principal, 3 Assistant Principals, 2 Teaching and Learning Coaches, 65 Generalist Teachers, 1 Literacy Intervention teacher, Tutors, 33 Educational Support staff, 1 Student Counsellor, 1 Social worker and 1 Speech Pathologist. There are 41 classes, all of which were single year level classes.

AT MSPS we administer, collate and analyse student data to inform teaching and learning as well as Intervention programs.  We use High Impact Teaching Strategies including setting goals, structured lessons, explicit teaching, collaborative learning, multiple exposures with an ongoing focus on differentiated teaching supported by an external consultant.  We constantly strive to adopt best practice by keeping informed of new initiatives based on educational theory and research.

The school offers a range of well-resourced specialist subjects including French, STEAM (Science, Technology, Engineering, Art & Mathematics), Visual Arts, ICT (Information Communication Technology) and Physical Education.  ICT is utilised to enhance teaching and learning programs with a school funded netbook program for Prep to Year 6.

The school prides itself on its inclusive approach catering for ethnic diversity.  We are strongly committed to creating and supporting a school wide culture and environment that recognises and enhances student well-being.  MSPS has a focus on regular and consistent school attendance.

Embedded in the school culture at MSPS is that everyone has the right to be safe, respected and to learn.  We have an embedded School Wide Positive Behaviour program and are a lead school in the Respectful Relationships program. Our vision is to create a safe and respectful environment that fosters a growth mindset in all stakeholders to achieve excellence.  Our mission is to be a progressive community who leads the way.  Together we create motivated, respectful learners who achieve excellence.