,

Reception

Job posted: 12/05/2022
Applications close: 25/05/2022 (Midnight)
1 day remaining

1 day remaining

Job Description

Location: Melbourne | Southern Metropolitan

Job type: Full time / From 14/06/2022 - 09/12/2022

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Administration/Secretarial

Reference: 1278339

Reference: 1278339

Occupation: Administration/Secretarial

Salary Range: Salary not specified

Work location: Melbourne | Southern Metropolitan

Selection Criteria

SC1    Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment.

SC2    Demonstrated capacity to communicate effectively with members of the school community including students and the capacity to provide support and/or attendant care to students where necessary.

SC3    Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to the position.

SC4    Capacity to work cooperatively with a range of people including teachers, education support, students and parents.

SC5    A commitment to professional learning and growth.

Role

Undertakes routine tasks that are usually 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.

Work has little scope for deviation. Problems can usually be solved by reference to well documented procedures and instructions and clearly established practices.  Deviation from established procedures will require reference to others for guidance and direction.  Assistance is readily available when problems arise.  An experienced employee at range 1 will exercise limited judgement within clearly defined guidelines and well established practices that relate specifically to the tasks performed.

Does not carry responsibility for the work of others.  More experienced employees will provide basic guidance and advice to others relating to tasks within the work area.

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.

Qualification requirements do not operate at range 1.  Certification requirements may be required to legally perform specific tasks - e.g. driver's licence, first aid, safe food handling.

Responsibilities

  • Undertake clerical and keyboard duties in support of the school administration function.
  • Provide document preparation support.
  • Maintain, enter and retrieve data from the schools computer system.
  • Perform reception duties, including the screening of visitors to the school, and arrange interviews as required.
  • Prepare straightforward correspondence according to school procedures (e.g. 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, e.g. books, reports, manuals, catalogues, tables, forms, etc.
  • Check for simple inaccuracies in forms and correspondence such as spelling, punctuation and spacing.
  • Make less complex routine entries in records, e.g. stock movement; file movement, accounts, leave.
  • Make appointments and maintain diary records.
  • Select and use equipment in accordance with school procedures and manufacturer's instructions.
  • Receive enrolment documentation and record data.

Who May Apply

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

EEO AND OHS Commitment

The Department of Education and Training 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.

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

DET Values

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

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

Vaccination Requirement

A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.

Location Profile

Gleneagles Secondary College is located in Endeavour Hills on the lands of the Kulin Nation. Although the College and the community it serves is less than 40 years old, learning communities have flourished on this land for more than 30,000 years. Founded as part of the multi-campus Eumemmering Secondary College in 1995, Gleneagles Secondary College became a separate legal entity in 2009 but retains strong curricular links through an Alliance with Fountain Gate Secondary College and Hallam Senior College. Since its formation the College has gained a strong reputation as a caring and community minded school built on a commitment to student-centred learning and inclusive education.

Today the College has an enrolment of 1500 students from Year 7 to Year 12 and a staff of 155. Ours is a culturally and ethnically diverse community with 50% of our students coming from a language background other than English and 5% have refugee status. Approximately 1% of our students identify as Aboriginal or Torres Strait Islander. As a College we celebrate the richness that diversity brings to a community and our educational programs give voice to the different experiences of our families.

Our Vision – the why

“Gleneagles Secondary College empowers learners to be confident, resilient and successful citizens who positively engage within their community and flourish as individuals.”

Mission – the what

“At Gleneagles Secondary College we design high quality learning experiences that develop adaptive expertise and accelerate the learning growth of every student.”

Values

At Gleneagles Secondary College we value RISE Respect, Inclusion, Stamina and Excellence. At Gleneagles Secondary College;

Respect - We value ourselves, others and the environment

Inclusion - We welcome and celebrate all

Stamina - We build our capacity to embrace challenges

Excellence - We have pride and confidence in everything we do

Our curriculum programs place Literacy and Numeracy at the core of our practice. Our curriculum structure is aligned with our Vision and Mission and has an unswerving focus on 21st Century learning skills underpinned by the Victorian Curriculum in Years 7 to 10. Our Senior students are able to access a wide range of VCE and Applied Learning programs including University enrichment courses as part of a three year pathway to success.

Our evidence-based approach to learning and teaching is informed by the work of John Hattie, Dylan Wiliams and Richard Elmore, and a close working relationship with faculty members of the Melbourne University Graduate School of Education and Monash University Faculty of Education.  Our balanced pedagogical approach draws on Hattie and Donoghue’s Model of Learning and informed by the Universal Design for Learning framework.

Learning in all disciplines features explicit direct instruction, problem-based learning and Challenge-based work. The focus of learning is to enable students to transfer the learning from one context to another and become adaptive learners. Student achievement is celebrated through Parent Teacher Conferences, Semester and Termly Reporting, Awards and public exhibitions.

The College uses Microsoft Teams to enrich the learning environment and enable blended learning. Digital technology, including virtual world learning, provides opportunities for students to develop their talents and passions through critical thinking, creativity and performance. Student health and resilience is developed through the Food Technology and Health Programs. Our Year 9 'Challenge' Program aims to equip our students with the skills and competencies they need to be successful community members and critical and creative thinkers. In Year 11 students take part in an innovative leadership program that gives them the skills they need to positively shape the future and be ambassadors for the Gleneagles community.

The professional growth of staff is facilitated through Professional Learning Communities, Professional Growth Teams and Professional Learning Sessions. Every staff member takes part in coaching and receives feedback on their practice. Leadership is distributed and aspirant leader programs, mentoring and shadowing offer colleagues opportunities to develop their leadership. Agile leadership practices ensure that change management is responsive and adaptive to the rapidly changing context we work in.

Student leadership, voice and agency is central to our work. Students have multiple opportunities to make decisions about their own learning and the direction of the College more generally. Student Action Teams drive improvement in the areas of Community, Teaching and Learning, Environment and Student Engagement and Wellbeing.

Our work with students is framed by the Response to Intervention model. Gleneagles Secondary College delivers intervention and extension classes in English and Mathematics for students who require Tier 2 support. Additional Tier 2 supports include a Hands on Learning Program, a range of performance and arts based programs, and programs that support diversity and inclusion.

Gleneagles Secondary College is committed to developing happy, healthy and resilient children and we have invested significantly in allied health expertise and a range of specialist intervention programs underpinned by the Berry Street Education Model, Rights, Resilience and Respectful Relationships and School Wide Positive Behaviour Support practices.

Gleneagles Secondary College has an established record of academic excellence and our success is attributed to a number of factors: dedicated staff, transparent and consultative leadership, and above all, strong relationships between all sectors of the school, especially between staff and students and inclusive of parents.

Reception

Job type:

Full time / From 14/06/2022 - 09/12/2022

Job classification:

Not provided

Contact:

Sue Quinn | 03 9708 1319

Reception