Address Job Description
Location: Melbourne | Northern Metropolitan
Job type: Full time / From 19/02/2024
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Administration/Secretarial
Reference: 1398344
Selection Criteria
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.
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 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
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:
Child Safe Standards: Policy | education.vic.gov.au
DE Values
The Department’s employees commit to upholding DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:
http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
Other Information
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.
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
Location Profile
Location/Job Profile
Thank you for showing an interest in the ES position at Banum Warrik Primary School. My name is Anthony Potesta and I am the founding principal.
Banum Warrik Primary School is seeking a highly motivated, positive and innovative Education Support Staff member who is committed to working in collaboration with the leadership team, teaching and ES staff, students, families and the wider school community, in establishing our new school in Kalkallo.
Banum Warrik Primary School resides within the Cloverton estate in Kalkallo and is on the traditional lands of Woiwurrung People. Kalkallo is located along the Hume Freeway, 50km north of Melbourne and is part of the North-West Victoria Region (NWVR).
Banum Warrik Primary School will open in 2024 with students enrolled from Foundation to Grade 6. Our school is set in a wonderful part of the estate with parks, sporting fields and playgrounds all within walking distance. Most of the students who will attend our school live locally. Establishing strong connections with the local community and government services is vital to ensure our school has positive relationships with all stakeholders. This includes the Kalkallo North Community centre operated by Hume City Council. The centre will provide maternal health, playgroup, kindergarten, and other services for the community and sits adjacent to our school.
Banum Warrik Primary School has state of the art facilities with buildings designed to support the learning needs of students. The layout of the school will allow staff and students the opportunity to work in calm and organised classrooms, allowing for connection and belonging. The administration building will house a library, two science/STEM rooms, a food technology room and art room. Music/performing arts and canteen have their own rooms positioned within the full-size gymnasium building.
Our neighbouring school, Gilgai Plains Primary School, is in close proximity and we share similar demographics of student population. Understanding the culturally diverse needs of the community, we expect many students to have a language background other than English. This will primarily be Punjabi, Hindi, and Arabic. We are proud of this diversity and celebrating this with our community will be a strength of the school.
Banum Warrik Primary School's Statement of Values and School Philosophy is integral to the work we do and is the foundation of our school community.
Vision
At Banum Warrik Primary School, every individual has the potential to be their best self and achieve success. We strive to create an environment that fosters a love of learning, encourages personal growth, and inspires excellence in all aspects of school life.
School Motto
Embracing Diversity, Supporting Inclusion, Striving for Excellence
Mission
Banum Warrik Primary School's mission is to provide a safe, caring, and inclusive environment where individuals can achieve their full potential. We are committed to delivering high-quality educational opportunities that foster critical thinking, creativity, curiosity, and a lifelong love of learning.
Objective
Banum Warrik Primary School¿s objective is to empower individuals to become responsible, compassionate, and engaged citizens, who are equipped with the skills, knowledge, and values necessary to succeed in a rapidly changing world.
Values
Respect: We have Respect for ourselves, for others, and for our environment.
Resilience: We are Resilient when faced with challenges and use strategies to keep persevering.
Integrity: We always act with Integrity and do what we know is right.
Authenticity: I am true to my Authentic self and proud of who I am.
Staff at Banum Warrik Primary School will employ the principles of inclusive education for all learners and implement evidence-based pedagogies to deliver the Victorian Curriculum Levels F-6 (inclusive of levels A-D) through systematic and scaffolded Science of Learning approaches. To support the implementation of FISO 2.0, we will embed a tiered response to student learning that focuses on Curriculum and Academic Rigour (learning) and Wellbeing, Safety, and Care (wellbeing) at the universal (tier 1), targeted (tier 2) and individual levels (tier 3). Students will be aware of their learning needs, what success looks like and their learning trajectory for improvement and growth.
We will have a strong focus on Professional Learning Communities (PLCs) where teams will be supported to drive their own cycles of inquiry based on student data and needs. PLCs will be embedded across all teaching teams, with teachers and leadership working collaboratively to address student achievement, growth and next steps for learning. Teaching and learning practices will be based on Science of Learning principles, and teachers will be supported to teach and assess against a knowledge rich curriculum. There will be a strong emphasis on distributed leadership within all teams, focussing on leading from the `middle¿, rather than as a hierarchical, `top down¿ approach.
Staff will engage in teaching Expected Behaviours linked to our school values with Diversity and Inclusion being the foundations of creating culturally responsive and safe environments. We will use Restorative Practices with a Behaviour Response Framework to address unacceptable behaviours and have targeted and individual supports in place for students requiring additional assistance. All staff will share in the collective responsivity for the wellbeing, safety and care of all students.
Collaboration, transparency, inclusion, and belonging is key to effectively building a school culture built on trust and respect. This will promote a culture of collective responsibility so all staff can recognise and support the individual needs of students.
If you have further questions or you are interested in finding out more about the vision and direction for the school, building progress, expected enrolments etc, please email anthony.potesta@education.vic.gov.au
If you believe you possess the skills, attributes, and commitment, to be part of a truly unique and career defining opportunity, please apply.
Progress of the school build can be found via the link below.
https://www.schoolbuildings.vic.gov.au/Banum-Warrik-Primary-School
Thank you.
Anthony Potesta
Responsibilities
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 and/or Business Manager, determine and manage work priorities within the school office
Develop and implement strategies to ensure effective administration procedures
Support the implementation of requisitioning, purchasing and issuing procedures
Manage client reception an office operations
Liaise with school staff in regard to support requirements
Supports the first aid facilities and assists in delivering first aid to students
Role
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.
