Admin Assistant - General

LOCATION PROFILE

At Mooroopna Park P.S. we provide the best opportunities for successful life-long learning.  Students are empowered to strive for excellence by taking responsibility for learning and decision making.  Students, teachers and parents are proud to form a partnership for the future.

Mission Statement

Mooroopna Park Primary School is committed to developing respectful, responsible and resilient students who perform academically to the best of their ability, in a safe, friendly and caring environment. We support our students to develop the necessary skills and knowledge to become valued members of the community.                                                                                                                                                                                      

At MPPS we embrace 3 core values:

Friendly, Persistent, Caring

Mooroopna Park Primary School prides itself on being a very inclusive school. We have high expectations of ourselves and others and this is demonstrated in our school expectations of `treating others as we would like to be treated¿. We persist with our learning and care for ourselves and our school. We value diversity and our school motto of ¿growing and learning together¿ underpins the core values of the school. Staff and students work together to develop emotional intelligences so that students understand how to have self-control, self-awareness, be motivated, manage relationships and develop empathy and skills of being friendly, safe and strong.

SCHOOL PROFILE

Mooroopna Park PS is a school of 148 students serving the greater Mooroopna area, a large provincial town within the City of Greater Shepparton.  The school, established in 1980, is set in a park like environment with spacious grounds.

In 2024 there are three straight grade classrooms and four composite classrooms.  The school has a staff of approximately 20 including ancillary staff.  The senior classrooms are in a module building and we have the Foundation and grade one classes in the new BER Learning Centre with the middle years located in stand alone classrooms.  The school has a Student Family Occupation Education Index of 0.7216.  Approximately 35% of our students are Koori students. 

We have started our journey towards aligning our curriculum, instruction and assessment practices to the Science of Reading including explicit, synthetic phonics instruction in Prep-Year One.  We have introduced a Structured Literacy approach across the whole school focusing on a knowledge-rich curriculum, vocabulary instruction, syntax and morphology. In the junior years we focus on phonics supported by the Little Learners Love Literacy and our Year 4-6 have focussed on encoding supported by Spelling Mastery. Our numeracy Instructional model includes Explicit Instruction alongside Daily Reviews.

Our school takes a proactive approach to a supportive and caring environment through our Student Wellbeing Program, which is supported by a full time Student Wellbeing Coordinator. Our Wellbeing Program consists of our Oral Language Program, Play Therapy, School Chaplain, School Community Hub, Paediatric Clinic, Healthy Food Program, visiting Dental, Vision and Hearing checks and supports for families such as food and grocery hampers. The school strives to build pro-social behaviours for students to develop emotional intelligences.

A big part of our Wellbeing Program is our Healthy Eating Program where our fulltime Chef provides breakfast, lunch and morning and afternoon tea each day for all students free of charge.  We are proud to have been recognised for our efforts in this area by winning the Australian Education Awards for the Best Wellbeing Program in 2020 and 2022 and the Victorian Early Years Award for Promoting Student Health and Wellbeing in 2022.

We have a number of community partnerships which see volunteers from local businesses and service organisations helping out with reading, wood work, `Build a Bike¿ and gardening.  We also offer specialist programs such as art, music, wellbeing and physical education. We have a Wellbeing Teacher who is implementing the Resilience Project and full time Speech Therapist who supports our staff and student and oversees speech therapy student placements. Mooroopna Park PS is a place where learning is valued and is supported by all, and we develop in all students a sense of belonging and inclusion.  We strive to develop the three-way partnership of the student, parent and teacher to better create and achieve successful learning opportunities for all students.

Mooroopna Park Primary School has won a number of awards in recent years for our Wellbeing Programs including the Victorian Education Excellence Awards for the Best Education Support Team and our Foundation teacher was a finalist for Outstanding Teacher of The Year. We have an excellent group of experienced teachers and friendly support staff. Our school is a great place to work, where you will be supported and welcomed. 

Please visit www.mpps.vic.edu.au for further details about our school.

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.

• Provide routine clerical or other administrative support responsibilities including general telephone, front office enquiries, mail deliveries, assisting with stock control, supporting organisation of meetings, receiving and initial processing of standard paperwork
• Maintain, enter and retrieve data from the schools IT systems, such as the school's records system, including computerised student, staff and school records
• Maintain and update office records, enrolment data, diary records, and basic written records
• Support or coordinate the preparation of standard routine internal and external communication according to school procedures (e.g. form letters, newsletters)
• Source basic data or factual information from given sources to support school administrative functions, e.g. books, reports, manuals, catalogues, tables, forms, etc.
• Coordinate the delivery of administrative services within the school
• In consultation with the principal, determine and manage work priorities within the school office
• Develop and implement strategies to ensure effective administration procedures
• Coordinate the implementation of requisitioning, purchasing and issuing procedures
• Manage client reception and office operations
• Liaise with school staff in regard to support requirements
• Coordinate staff timetabling
• Undertakes VASS and/or VET administration support
• Supports the first aid facilities and assists in delivering first aid to students

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 *******@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

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.

• 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