Executive Support Officer

SC 1 Demonstrated highly developed communication and interpersonal skills enabling effective interaction within the school, its leadership teams, head office and centre staff as well as members of the wider school community and public.
SC 2 Demonstrated highly developed organisational and time management skills with a demonstrated ability to utilise effective time management strategies, to manage workflow and priorities, and to meet deadlines.
SC 3 Demonstrated ability to work independently, as well as to work constructively and flexibly within a team in a manner which ensures the continuous and efficient operation of the work environment.
SC 4 Demonstrated high level skills in the Microsoft suite of applications.
SC 5 Demonstrated understanding of the operations of a Designated Purpose School and how local and third-party school management systems support these operations.
SC 6 Demonstrated commitment to professional learning and growth for both self and others.
RoleNo additional attendance days required.
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee's position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
ResponsibilitiesThe responsibilities of this position include:
providing a range of administrative and operational support to leadership, the school executive and teaching staffco-ordinating the ongoing cycle of review of school policies, Emergency Management Plans and other compliance obligations of the schoolproviding administrative support in managing the school's OHS calendar, attending the OHS committee, taking minutes, producing agendas and minutesproviding administrative support during the school's annual enrolment process, student administration and VASS peak workloadssupporting the Executive Principal/Executive Office of School Council by arranging meetings, agendas, minutes and attending meetings including taking minutesother duties as required by the Executive PrincipalWho May ApplyIndividuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS CommitmentApplicants 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.
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via ******
Child Safe StandardsVictorian 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:
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:
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.
Advice to Applicants Prospective applicants are invited to refer to the school website for general information.
Applicants are free to structure applications in any manner they choose, but must ensure that the following are included:
A specific response to all of the Key Selection Criteria and position details. It is suggested that applicants limit their responses to no more than 1 to 1 1/2 pages (size 11) per criterion.
A Cover Letter providing contact information including home address, email and phone number as well as the phone number of the work address at which the applicant can be contacted.
A CV with a summary of experience and qualifications.
The names, email addresses and contact details of three referees who can provide information regarding the applicant in relation to the Key Selection Criteria.
For ease of handling by the school, all documents (cover letter, cv and key selection criteria responses) can be combined and saved as one pdf and uploaded to Recruitment on Line attached to the selection criteria portal. Please ensure that your name is included in the header of each document if you choose to upload separate documents.
Please note: The selection panel may contact referees other than those listed.
The Selection Process will involve at least the following steps:
. Receipt of application by closing date
. Shortlisting of applications
. Interview process (applicants may be invited back for a second interview)
. Referee checks (these may occur prior and/or after the interviews)
Note: the panel reserves the right to contact others outside of the list of referees provided by the applicant.
Conditions of EmploymentAll 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.Location ProfileThe Victorian School of Languages (VSL) is a government school with a strong history of commitment to the provision of language programs for students in Years 1 to 12 who do not have access to the study of those languages in their mainstream schools. The school's language program is delivered through face-to-face teaching in language Centres across the state and through Distance Education mode. The school had its beginnings in 1935 when it started Saturday classes at MacRobertson Girls' High School for pupils who desired to learn modern languages. The first classes offered were in Italian and Japanese. Currently, the VSL offers over 40 languages and EAL around Victoria to 13,000 students in face-to-face classes and 1,400 students in distance education.
The VSL is a state-wide provider of languages and provides language education across all three educational sectors (government, independent and catholic). There are multiple campuses across Victoria in both metropolitan and country areas. High-level management is required to achieve consistent outcomes. In addition to the face-to-face classes and distance education provision, the school also offers EAL virtually for students located in rural and remote areas.
The Head Office is currently based in Thornbury, however will relocate to Collingwood early in 2025.
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