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

Full time, 38hrs Mon-Fri 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.

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 (see Workplace 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 [email protected]

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 workplace, 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

- 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 https://www2.education.vic.gov.au/pal

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.

Location Profile

Mount Eliza North Primary School strives to create a community of learners who are empowered to inquire, achieve and contribute to the world around them.

Mount Eliza North Primary School is located in the picturesque Mornington Peninsula suburb of Mount Eliza, approximately 5 kilometres from Frankston and 45 kilometres from central Melbourne. The school is situated on a large, hilly site bordered by an extensive nature reserve, providing a unique bushland setting for learning, play and recreation.

Established in November 1979, the school was purpose-built to an architecturally designed plan incorporating open plan teaching and learning spaces. Thirteen contemporary portable classrooms have since been added to accommodate the growing school population. The school is currently capped at 650 students, with the majority of families living within the local neighbourhood.

The extensive grounds provide students with a diverse range of opportunities for outdoor learning, physical activity and play. Facilities include a large oval, synthetic turf soccer pitch and games area, outdoor basketball and netball courts, additional asphalt play spaces and purpose-built play equipment across each sub-school. The school also has a full-size gymnasium and adjoining music and band complex.

Teaching and Learning

Mount Eliza North Primary School is committed to continuous improvement and excellence in teaching and learning. We value knowledge that is meaningful and relevant and explicitly develop the knowledge, skills and dispositions students need to become confident, capable and lifelong learners.





Our approach to teaching and learning is informed by contemporary research and a commitment to high-impact teaching practices. Students are supported to develop curiosity, critical thinking, creativity, collaboration and a strong sense of responsibility for their learning and contribution to the community.

Our RISE values: Respect, Integrity, Strive for Excellence and Empathy underpin the way we learn, work and interact with one another. Students are encouraged to demonstrate respect for themselves, others and their environment; act with integrity and make responsible choices; strive for excellence by embracing challenge and pursuing their personal best; and demonstrate empathy by understanding, supporting and valuing others.

Teachers work collaboratively to understand and respond to the individual learning needs of every student. A range of classroom organisational structures, targeted intervention programs and learning technologies support differentiated and responsive teaching.

Students participate in a rich and engaging curriculum, complemented by an extensive specialist program including Physical Education and Outdoor Education, Perceptual Motor Program, Performing and Visual Arts, Languages and STEM. Students can also access private instrumental music tuition across a range of instruments, including flute, clarinet, trumpet, saxophone, drums, guitar, violin, keyboard and singing.

Student Leadership and Agency

Student voice, agency and leadership are important aspects of school life. An extensive leadership program provides students with opportunities to develop confidence, initiative, organisation and responsibility.

Our Student Representative Council includes representatives from each year level and provides a meaningful avenue for students to contribute ideas, represent their peers and make a positive difference within the school. Year 6 students undertake additional leadership responsibilities and are encouraged to model the RISE values and demonstrate care, responsibility and positive leadership within the school community.

Students are supported to understand that leadership is not simply a position or title, but an opportunity to contribute, serve others and make a positive difference.

Community and Wellbeing

We believe that students learn best when they feel safe, known, valued and connected. Our approach to wellbeing is grounded in positive relationships, inclusion and a shared commitment to the RISE values.

Respect, Integrity, Strive for Excellence and Empathy provide a common language for building positive relationships, making responsible choices, responding to challenges and contributing to a safe and inclusive school environment. We work in partnership with students and families to support wellbeing, celebrate individual strengths and ensure every student has the opportunity to belong and thrive.

Community Partnerships

Mount Eliza North Primary School is supported by a highly engaged and positive school community. Strong partnerships between families, staff and students contribute significantly to the life of the school.

Parents and carers contribute in many ways, including through School Council, the Parents and Friends Association (PFA), classroom support, student mentoring, excursions, camps, fundraising and community events. Both School Council and the PFA are active and supportive partners in school improvement and community life.

The school also maintains strong relationships with local early childhood settings, primary schools and secondary schools to support students through key educational transitions. These include partnerships with Walkers Road Kindergarten, Mount Eliza Secondary College and other local schools and kindergartens.

Staff and Leadership The school is led by the Principal and two Assistant Principals, with leadership portfolios encompassing wellbeing, school organisation and facilities, and curriculum and pedagogy. Our staff bring a broad range of experience, expertise and perspectives to their work.

A dedicated team of education support staff, including office staff, a first aid officer and integration aides, works alongside teachers and leaders to support student learning, wellbeing and inclusion. Staff are committed to collaboration, professional growth, continuous improvement and providing the best possible learning experiences for every student.

The RISE values are also reflected in the way our staff work together, through respectful relationships, professional integrity, a commitment to excellence and empathy for the experiences and perspectives of others.

Special Features

- Year 6 Leadership Program
- Student Representative Council
- Learning Intervention programs
- Additional Speech Therapist support and Phonological Awareness Program
- Languages: French (Foundation¿Year 4) and Japanese (Years 5¿6)
- Instrumental Music Program with a range of specialist instructors and instruments
- School Band and Ensemble Groups
- School Choir (Years 3¿6)
- Camps and outdoor education experiences (Years 2¿6)
- Active and supportive School Council
- Active and supportive Parents and Friends Association
- Parent Class Representatives

Special Events

- Performing and Visual Arts Showcase
- Year 6 Exhibition
- Annual Mount Eliza Art & Design Show

📌 Administration Support, Enrolment and Attendance Officer (Melbourne)
🏢 Government schools
📍 Melbourne