SC1  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.

SC2  Demonstrated capacity to work and collaborate with others in a team environment.

SC3  Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.

SC4  Possess the technical knowledge and expertise relevant to the position.

SC5  Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.

SC6  A commitment to professional learning and growth for both self and others.

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 responsibilities of this position will be:

Reception

Welcome visitors, answer questions, provide directions, answer a multi-line switchboard quickly and perform assigned task efficiently.

·         Receive visitors to the school and manage enquiries made to the general office in relation to school business.

·         Respond to and/or direct all communications made to and within the school appropriately.

·         General Administration

·         Assisting with office administration functions such as, enrolments, purchasing, financial operations, accounts, keys, attendance, filing, receipting payments, copying and secretarial work, CASES21, Compass operations, mail, preparation of data, family transactions, reports and information as required (training will be provided).

·         Assisting with whole school enrolments including checking documentation handed in at the front office, processing of transition documentation from other schools, maintaining student¿s files on CASES21 and Compass and filing of student enrolment documentation.

·       Assist in providing first aid support when required (Level 2 First Aid Cert Required).

·         Assist attendance officers with student attendance, including entry of late arrivals and early departures where required.

·         Provide support for school organised events including organisation of catering.

·         Responsibility of maintenance and ordering of stationery, paper and photocopier supplies and other necessities for administration (tea, coffee, tissues, etc).

·         Undertake other duties as may be deemed necessary by the School Leadership Team.

·         General expectations of staff

·       Ability to work autonomously and within a team environment.

·         Establish and maintain effective working relationships with co-workers, leaders, students and the public.

·         Perform duties in an efficient, professional and courteous manner in accordance with the College Values.

·         Maintain regular consistent and professional attendance, punctuality, personal appearance, and adherence to relevant health and safety procedures and staff policies and protocols.

·         Commitment to and development within a multi skilled office environment.

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

Carwatha College P-12 is an outstanding school located in Noble Park North providing for students from Prep to Year 12 on one site.  

We also provide exceptional support for all new staff, offering a buddy system and a comprehensive induction program.  Our school consistently achieves excellent results across all measures, including learning data, staff opinion data and student data.  Refer our Annual Report. 

Prospective applicants are offered the opportunity to meet the Principal and take a school tour at a convenient time.

We would love to have you join our team.

The P-12 nature of the school has been well accepted by the local community, who have embraced the concept of a ¿college for the whole family¿.   Student and parent opinion surveys indicate high levels of satisfaction with the school overall. The P-12 nature of the school also allows for many opportunities for staff and students to work together, underpinned by our values ¿ Respect; Commitment; Teamwork and Excellence.

One of the great strengths of the school is its multi-cultural population, with 68 nationalities represented, bringing a rich variety of cultural traditions and values and an exceptional environment for developing understanding and tolerance of others.   Many of our newly arrived migrant families, some of whom are refugees, have special needs, and the school endeavours to support these students and families holistically.  The school¿s SFO index is 0.69 and 63% of our students come from a language background other than English. The school has a very strong culture of care and support for its students, experienced and committed wellbeing staff and a broad range of wellbeing programs.

There is a strong commitment from staff to improve student outcomes.  The major focus has been on personalising the learning for our students.  This has involved ongoing professional learning for staff, with particular focus on the importance of building and maintaining positive relationships with students, using and interpreting data to identify students¿ point of need and developing, implementing and evaluating strategies to cater for the individual learning needs of students and using a range of assessment and feedback strategies.  Our ¿whole school approach¿ to student management and engagement ensures an orderly environment to support improvements in learning.

We offer a comprehensive and inclusive curriculum program, focusing on laying the foundations from Prep to Year 2; building breadth and depth from Years 3 to 6; consolidating learning and preparing for senior years in Years 7 to 9; and establishing pathways and looking to the future in Years 10 to 12.  All of our students undertake the VCE over 3 years, beginning in Year 10, as part of our innovative ¿V3¿ program.  We offer the full range of pathways options (VCE, VETiS and VM).  We have consistently high retention rates and high rates of entry into tertiary studies, further training or employment when our students leave school.

We are co-owners of a Trade Training Centre, built in partnership with Chisholm TAFE and 4 other local secondary colleges, located at the Chisholm TAFE site in Dandenong.  This has further expanded the pathways options available to our students.

Carwatha also offers a wide range of co-curricular programs, including instrumental music, sport, public speaking, choir, school productions, presentation balls, variety nights and concerts.  Students also have the opportunity to enter a range of subject and other competitions.

Carwatha College P 12 in the past 3 years has introduced a High Achievers Program and Football Academy to meet the needs of its students. These programs are designed to meet the needs of our students and ensure they achieve the best possible outcomes.

We also place strong emphasis on student leadership, with students at all year levels having the opportunity to take on leadership positions, including Junior School Council, SRC, House Captains, Form Captains, College Captains, Sport Captains; Performing Arts Captains, Environment Captains; flag monitors and School Council representatives.  All students in Year 9 participate in a Community Leadership program.

The school has actively sought ongoing and committed partnerships with industry, universities, TAFEs and community organisations.  These include long term partnerships with Australian Business and Community Network (ABCN), Deakin University and Chisholm TAFE, together with a broad range of community and wellbeing organisations.  These partnerships have been of great benefit to our students and our school.

As a community of learners, we are very proud of our College and of the opportunities and outcomes available to our students.