The Leadership Assistant and Inclusion Administrator will work closely with the Principal and Leadership Team to support an effective and professional school leadership standard.

As Leadership Assistant, you will assist with meeting scheduling, be responsible for the school communications (including website, newsletter and social media posts) as well as support administrative tasks required by office staff.

As Inclusion Administrator, you will assist the Inclusive Education Coordinator & Wellbeing Team in the coordination of the Disability Inclusion program.

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.

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

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 marrung@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:

 https://www2.education.vic.gov.au/pal/child-safe-standards/policy

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

• 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

Carrum Primary School is situated on the southernmost border of the City of Kingston, where Patterson River meets Port Phillip Bay. The school was founded in 1901 and has a proud history of providing the community with a high-quality learning environment that caters to the needs of all the students. Our 2025 enrolment of 376 students are shared across 16 classes.

The school is renowned for its Stephanie Alexandra Kitchen Garden Program and wetlands/environment studies program, which are highly valued aspects of the school¿s sustainability program. The school also has strong connections with the local community through Radio Carrum and Friends of Carrum Foreshore programs. Through these programs our students share their interests within the community and make valuable contributions that impact of our local environment. Over recent years the school has continued to develop and enhance the teaching of digital technologies and DOGI literacy program.

Carrum Primary School operates with 2 Principal class, 2 Learning Specialist, 2 Lead Teacher, 15 Full Time teachers, 7 Part Time Teachers, 15 Education Support Staff, 2 Administration Officers and 1 Business Manager, who proactively work to provide a safe, calm, friendly and challenging learning environment, ideal for the promotion of learning potential. Staff work in highly supportive teams and work collaboratively to plan and implement school-based learning programs.

Our dedicated staff are committed to the continual development of high-quality learning programs based upon Department of Education state initiatives. Teachers plan in teams to deliver highly engaging learning opportunities by incorporating high impact teaching strategies, which support students¿ development and growth. Staff are very proud of our school culture and learning environment, with student well-being and connectedness being at the centre of our learning programs. The school is continually developing its wellbeing practices using the School Wide Positive Behaviour Framework and Berry Street Education Model, to support the delivery of our Student and Staff Wellbeing Programs.

The school prides itself on fostering positive student wellbeing, by facilitating the development of each child as an individual. We encourage students to take an active role and responsibility for their own learning. We develop the skills, values, and attitudes within children to create a framework where they can make positive contributions to their community. Our core purpose is to provide flexible differentiated learning programs that incorporate a variety of learning and teaching styles and cater for the diverse needs of our students.