Department of Education Victoria – Cranbourne VIC

3d ago , from Department of Education & Training Victoria

Cranbourne East Primary School (CEPS) is located in the Hunt Club Estate in one of the fastest growth areas in the southeastern growth corridor. The school is located at No 2 Bowyer Avenue, Cranbourne East and is co-located with Cranbourne East Secondary College, whom we enjoy and value a strong partnership with. Adjacent to the school site is a three-room kindergarten and maternal health centre, City of Casey sports oval and pavilion as well as Marnebek School (Corrigans Road Campus).

The school is an exciting state of the art facility built under the Partnerships Victoria in Schools Project (PViS), which opened at the start of 2011. The school is built for a long-term student enrolment of 450 students, however due to early rapid enrolment growth and long-term stabilised enrolments, this figure has been surpassed with current enrolment at 908 students. 65% of these students speak a language other than English at home.

The dedicated staff of CEPS comprises of 6 Principal Class (full-time and part-time), 4 Learning Specialists (Wellbeing and Teaching & Learning) 2 Leading Teachers (Disability Inclusion and Teaching & Learning), 69 teaching staff (full and part time), 1 Psychologist, 1 Student Counsellor, 1 Engagement Officer, 1 Mental Health in Primary Schools teacher, 20 Classroom Education Support Staff, 1 Business Manager, 6 Office Administration staff including a First Aid Officer. The current SFOE Index is 0.3846.

CEPS is undergoing an exciting phase of growth and development of learning and teaching, guided by theVictorian Teaching and Learning Model 2.0 (VTLM 2.0) and is grounded in the latest research from theScience of Learning. At CEPS, this means creating learning environments that prioritise explicit teaching, cognitive load management, regular review and deep content knowledge.

CEPS is committed to evidence-based practices that support every student to succeed. A key element of this work is the implementationofPhonics Plus, a structured synthetic phonics program designed to build strong foundations in early reading. Instructional Practices aligned with Explicit Instruction, a solid emphasis on high-impact teaching strategies, professional collaboration and reflective practice support the schools teaching and learning programs.

In addition to core curriculum areas, students at CEPS benefit from a broad and enriching specialist program. Specialist areas includeScience,Physical Education,Health,Performing Arts,Visual Arts, andSTEM. These subjects offer students opportunities to explore creativity, develop physical and scientific skills, express themselves, and engage with real-world problem-solving in innovative ways. At CEPS, we are proud to be building a future-focused learning culture where every student is supported, challenged, and inspired to reach their full potential.

Cranbourne East Primary School is a place of vibrant learning and professional practice. It is a happy, exciting and engaging learning environment where student centred learning occurs. CEPS offers a comprehensive curriculum with a strong focus placed on literacy, numeracy and wellbeing. Using the School Wide Positive Behaviour Framework (SWPBS), teachers place greater emphasis on enhancing student engagement and improving attendance using relevant data to create ambitious yet achievable learning goals. Our staff work collaboratively to ensure each student is supported and nurtured individually.

At Cranbourne East Primary School, we believe that every child deserves access to high-quality teaching, strong relationships, and the opportunity to thrive. Our passionate and skilled staff are committed to continuous improvement, working collaboratively to deliver excellence in education. With a clear vision aligned to our Strategic Plan, and grounded in the values of inclusion, respect and academic growth, we are building a culture where curiosity is encouraged, progress is celebrated, and each learner is empowered to succeed. CEPS is not just a place of learning¿it is a community where students,



staff and families grow together with purpose, pride and passion.

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 qualified 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 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, specialisedstudent/teacher support tasks, or technical tasks as experience in the role is gained.

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, 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

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 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

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

Working hours for this position are 9am - 3:30pm Tuesday, Thursday & Friday

Conditions of Employment

This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.

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