Ed Support Level 1-Range 2 - Receptionist / Administration (ongoing)

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If this job matches your qualifications, please send your application directly through our latest Job site. Indeed, every job is not easy to apply because it must meet several qualifications and requirements that we must meet in accordance with the standard criteria of the Company who are looking for potential candidates to work. Good job information Ed Support Level 1-Range 2 - Receptionist / Administration (ongoing) - Schools (Government) below matches your qualifications. Good Luck: D

Location: Melbourne | Southern Metropolitan

Job type: Full time / From 24/02/2025

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Education and Training

Reference: 1463159

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.

Annual Leave

A full-time employee is entitled to 152 hours (20 days) annual leave in respect of each twelve months of service and accrues progressively during a year of service according to the employees ordinary hours of work. Part-time employees receive annual leave entitlements on a pro rata basis calculated according to the time fraction worked.

Additional paid leave - education support class

A full-time education support class employee is entitled to 228 hours (30 days) additional paid leave in respect of each calendar year. Part-time employees receive additional paid leave entitlements on a pro rata basis calculated according to the time fraction worked.

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.

• Perform general office and reception duties including, but not limited to:

o answering phones in a professional manner

o handling face to face enquiries

o photocopying

o general typing and filing

o creating student mailing labels and notices

o delivering messages to staff and students

o screening and signing in of visitors to the College

o be responsible for the incoming and outgoing mail

o inform staff when packages are waiting to be picked up

o outgoing and incoming college mail

• Ensure security bins are available and emptied
• Assist in maintaining COMPASS to communicate with the school community including the College calendar, parent introduction letters, emails and text messages
• Ensuring enrolment packages are up to date and always available
• Issuing of receipt for monies taken over the front counter
• Be responsible for the College email box, sorting and distribution of mail within 2 hours of arrival in the College mailbox during the school day
• Be responsible for the maintenance of the College telephone system
• Photocopying of exams (CATs and SACs) as required
• In-house booking of meeting rooms
• Ordering administration office supplies
• Maintain Working With Children Check information
• Assist with College catering
• To liaise with the Business Manager to carry out any other assigned duties

GENERAL

• Displaying confidentiality, tact, reliability and sensitivity to all staff, students, families and visitors to the school
• Communicating effectively and displaying a high level of interpersonal skills to function as an effective team member
• To undertake other duties as may be deemed necessary by the College Principal and Business Manager

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 departments exemplar available at:

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

The departments employees commit to upholding the departments Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The departments Values complement each schools 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 Departments Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Hampton Park Secondary College is a large multi-cultural learning community situated in southeast Metropolitan Melbourne. We currently have over 1200 students, from over 60 cultural backgrounds. We have approximately 190 staff, comprising of Teaching and Educational Support staff. At Hampton Park Secondary College, we are rich in diversity and, by empowering and engaging students, wholehearted in our pursuit of excellence. Our vision of learning is underpinned by our values of Respect, Learning and Working Together. Through our values, we hope that our students manifest the qualities of understanding the world with a global view, engaging in life-long learning, and always being critical and creative problem solvers. Hampton Park Secondary College is committed to providing education that is both student-centred and focused upon personalised learning experiences. Several years ago, we re-designed our learning programme to enable students to excel through a researched based, future focused model of student empowerment.

Learning at Hampton Park Secondary College is categorised into three stages or programmes: Explore (Year 7), Enhance (Year 8 and 9), and Excel (Year 10, 11 and 12). These programmes recognise the unique needs of each student and allow students to `move through¿ their secondary schooling experience in a way that better reflects their passions and abilities rather than their normal `year level.¿ In 2022, we made structural changes to our Sub Schools. Following extensive collaboration and consultation with students and staff, our new House System was launched.

Students and staff are now aligned with one of our four Houses: Hollows, Freeman, Mabo, and Walton. Each House comprises of students from Years 7-12 and includes staff from a range of positions and teaching areas. Our new House System has already created a stronger sense of connection amongst both staff and students, and we see `Houses¿ as being a powerful way to enhance student engagement and sense of belonging.

At Hampton Park Secondary College, we are deeply committed to improving student learning outcomes and supporting the wellbeing of our students. Building upon our already extensive and intensive interventions that sit within our RTI Framework, we have bolstered and extended these supports through refining our MYLNS programme, and our Tutor Learning Initiative. As always, the programmes for our at-risk students are mirrored by the opportunities offered to our High Ability students, including Extension Maths through TLI and an Extension and Enrichment Writing Programme.

In 2023, we achieved the best senior school results the college has seen since its establishment over 40 years ago. We achieved a median Study score of 29, up from 27 from the year before. 97 % of our graduating cohort achieved success. 32% of our cohort achieved an ATAR of above 80. Our average ATAR was 68.

To support improved outcomes, in 2024, we continue to develop curriculum but shift our focus to enhancing pedagogy via, enabling learning walks, peer observation and /or engaging in coaching. We will continue to engage in PLT¿s to collaborate and analyse data. We will continue to embed the use of Maestro, a data platform to better understand the learning needs of students so that we may differentiate learning tasks to meet students point of need.

Information :

• Company : Schools (Government)
• Position : Ed Support Level 1-Range 2 - Receptionist / Administration (ongoing)
• Location : Melbourne VIC
• Country : AU

How to Submit an Application:

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