Receptionist

Location: Melbourne | Southern Metropolitan
Job type: Part time / From 28/01/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1455002
Location ProfilePakenham Secondary College is a Year 7-12 College located within the Cardinia Shire on Melbourne's South East fringe. The school now serves a large and diverse community within a designated urban growth corridor.
The College is committed to providing all students with learning opportunities designed to develop socially responsible citizens and build pathways to their futures. We are committed to continuous improvement. We value growth through connection.
The key values that underpin all our work at the College is based around the acronym SOAR:
Social and personal responsibility - This means everyone is accountable for their own actions and shares responsibility for the development of a positive learning environment. Opportunities for all - This means that all members of the school community are provided with a variety of learning opportunities to further develop themselves and participate in the decision-making process of the school. Achieving personal best - This means there is an expectation that all members of the school community commit to a culture of excellence. Respect and relationships - This means that the school recognises the importance of productive relationships, with all members of the school community showing respect for themselves, others and the environment. The school community has become increasingly diverse with students from a variety of ethnic and racial backgrounds creating a diverse school population. It is anticipated that student enrolment numbers will be approximately 910 in 2024. We are a great school offering outstanding opportunities to our students in the areas important to our College Community.
Learning growth and pathwaysSportPerforming ArtsStudent Leadership and our Community.The curriculum across Years 7 and 8 is based around a core plus elective model. Students in Years 9 and 10 combine their core subjects with more elective choices in areas of interest to them. Year 10 students also have the opportunity to access a VET or VCE subject. Senior students are able to access the VCE (including the Vocational Major) and a variety of VET courses and School Based Apprenticeships. The school is committed to supporting students in achieving at least one qualification upon the completion of their Secondary Education.
The school's Strategic Plan is focused on improving student achievement, growth, engagement and well-being with the key focus areas and Key Improvement Strategies outlined below:
Maximise student learning in literacy and numeracy:Develop, implement and embed a whole-school approach to formative and summative assessment.Build capability of staff to capture, analyse and utilise assessment and data to evaluate the impact of instructional strategies and determine the next stage of instruction for differentiated student learning.Build teacher capability to differentiate learning tasks to meet students at point of need.Strengthen students' agency, engagement and connectedness to school and peers:Strengthen opportunities for student voice, agency, and leadership.Develop teacher capability to support students to set goals and monitor own learning progress.Engage students to support the development of learning opportunities that are engaging and promote curiosity.Improve social and emotional wellbeing of all students:Develop and implement a tiered and responsive approach to support student wellbeing and inclusion (SWPB).Strengthen the partnership between staff, students, carers, and families to create a shared responsibility for student wellbeing.The College has recently received $11.3 million in funding as part of a Capitol Works Program with works scheduled to commence in 2024.
Our College has also further developed its International Student Program. We view our International Students Program as a further means of adding to our already rich Cultural diversity at the College.
Pakenham Secondary College strives to implement the Child Safe Standards as outlined in Ministerial Order No.870 to ensure the safety and wellbeing of all students at the College and promote an organisational culture that manages the risk of child abuse and neglect. The school has developed policies and procedures specifically aimed at keeping children safe.
Selection CriteriaSC1 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.
RoleAn 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.
ResponsibilitiesProvide 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 school's 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.Undertake VASS and/or VET administration support.Support the first aid facilities and assist in delivering first aid to students.Who 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:
The successful applicant will be expected to work Monday, Wednesday, Thursday, Friday from 8.00am until 4.30pm.

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