Department of Education Victoria – Springvale VIC

15h ago , from Department of Education & Training Victoria

Springvale Rise Primary School is a dual-campus government sector school located in the South-Eastern Victoria Region, approximately twenty-five (25) kilometres from Melbourne's city centre.The Heights Campus is positioned in a well-established residential area and features a brand new Administration Block and Community Hub, two modern open-plan learning centres, a synthetic basketball court, state-of-the-art playground equipment, large grassed playing fields and a kindergarten (which operates in partnership with the City of Greater Dandenong and BestChance).Approximately two (2) kilometres south, the Springvale Campus is located in central Springvale and bordered by both residential and commercial zones. The original, red brick schoolhouse now accommodates the administration offices, whilst the refurbished classrooms, synthetic oval and inviting play areas all contribute to a learning environment of which the whole community is proud.

Springvale Rise Primary School aspires to create an inclusive and respectful learning community that nurtures, supports, inspires and challenges all members of the school community to achieve and celebrate their personal best within a culture of collaboration, shared responsibility and high expectations.Three characteristics that underpin this vision are: our students being at the centre of the school's curriculum planning, and learning and teaching models with a focus on the whole child; student and adult learning that is supported through a culture of collaboration and shared responsibility; and high expectations. "Two Campuses : One School".

At Springvale Rise Primary School our core values are:

Collaboration - Working together to create something new and with a common goal in mind.

Excellence - Empowering all members of the school community to achieve and celebrate their personal best within a culture of high expectations.

Resilience - Bouncing back from difficulties or disappointments. Accepting challenges, trying hard and not giving up easily.

Respect - Caring for, understanding, accepting and appreciating others and ourselves. Looking after our environment. Honesty, integrity and consideration. Celebrating diversity - diversity of cultural background, diversity of religion, diversity of thinking.

In 2025, the school consists of twenty one (21) home-groups; eleven (11) on the Heights Campus and ten (10) on the Springvale Campus - and offers specialist programs in Visual Arts, Physical Education, LOTE (Vietnamese) and Environmental Science (Kitchen Garden). The school also prioritises social and emotional learning across all year levels and is held in very high regard for its whole school approach to student wellbeing.

The Springvale Rise Primary School Community Hub, which was established in 2014 in partnership with Community Hubs Australia and the Scanlon Foundation, continues to engage with families in our community.Weekly Hub programs currently include two playgroups, three English Classes, along with a Women's Friendship Group and a Women's Wellbeing Group.

At the beginning of 2025, the school had an official total enrolment of 448 students; with the level of disadvantage remaining high with our SFOE index at 0.65. Approximately 80% of our students are from a non-English speaking background and around thirty-five different languages are spoken by families in our community.

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.

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 coordination 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.

Responsibilities

1. Resource Preparation
- Create, adapt, or source classroom materials and supports (e.g. visuals, schedules, task organisers, sensory tools) tailored to individual student needs under the advice of teachers / leaders.
- Assist with preparing hands‑on learning activities or setting up classroom environments that support inclusion and engagement.
- Maintain and organise inclusion resource areas for easy staff access.

- Data and Documentation Support

- Assist with the collection, collation, and organisation of student learning and behavioural data.
- Document observations, behaviours, or incidents as directed by teachers or leaders, using agreed school protocols.
- Help compile materials needed for Student Support Group (SSG) meetings, Disability Inclusion Profiles (DIPs), and other planning processes.

- Plan and Compliance Support

- Provide support to the administration of student support documents such as:
- Individual Education Plans (IEPs)
- Behaviour Support Plans (BSPs)
- Risk Management Plans (RMPs)
- Medical Management Plans (MMPs)

- Ensure all plans are current, well-organised, and accessible both in inclusion boxes and on relevant online platforms (e.g. Compass, Google, U-Drive).
- Assist with tracking review dates and ensuring updated copies are circulated to relevant staff.

- Inclusion and Wellbeing Assistance

- Work closely with the Inclusion Leader and Wellbeing Team to support the smooth delivery of programs and interventions.
- Help identify low-level student needs during the school day (e.g. emotional regulation, sensory breaks) by collecting multiple sources of evidence under teacher / leader direction

- Communication and Team Collaboration

- Maintain clear, respectful, and confidential communication with teaching and support staff.
- Support the induction of new staff (teachers or aides)



by providing them with relevant documentation and helping them understand individual student needs and how plans are implemented.

Who May Apply

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

Diversity and Inclusion

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces.It is our policy to provide reasonable adjustments for staff with disability (seeWorkplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via*******@education.vic.gov.au

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.

Child Safe Standards

Victorian government schools are child protected 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

DE Values

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

Other Information

NOTE: Victoria has secured funding from the Australian Government’s Workload Reduction Fund to trial a new type of Education Support role in schools to reduce teacher workload. The Operational Teaching Assistant (OTA)* will play an integral role in supporting a reduction in teacher workload. The role involves performing a variety of tasks typically undertaken by teachers that do not require a teaching qualification, VIT registration, or the specific skills and knowledge of a teacher. The OTA* will undertake these responsibilities and reduce the workload of teachers. Participating schools must ensure that the responsibilities assigned to an OTA are designed to reduce teacher workload. OTA roles and responsibilities will align with those of an Education Support level 1 range 2 position in accordance with the Victorian Government Schools Agreement (VGSA) 2022. Schools must tailor the role within the parameters of the VGSA, the program guidelines and the unique context of their school. 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. 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. Qualifications and Experience Valid Working with Children check Prior experience working in administrative roles is desirable and / or Prior experience working in a school or educational setting is desirable.

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

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📌 Administration Coordinator (Melbourne)
🏢 Department of Education Victoria
📍 Melbourne