Administration Assistant

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 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 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. 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: 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: 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 Location Profile Merri River School is a special school in Warrnambool which caters for students who have been diagnosed with an intellectual disability. The school was founded in 1989 with a student population of 30. The current student population is 180. In 2020 the school moved into brand new premises on a 7 hectare site situated between Wollaston Road and the Merri River. Merri River School is a centre of excellence providing individualised programmes for students with an intellectual disability. The school caters for children aged between 5 to 18 in a small group environment in line with the Victorian Curriculum. Each student has an Individual Learning Plan. The school is divided into four sub‑schools: Junior Primary; Senior Primary; Junior Secondary and Senior Secondary. The school is well supported by therapists (speech, OT, physio and allied health), student wellbeing counsellor, and teacher assistants. A Hands on Learning program provides additional support to students who are at risk of disengagement. We also offer a variety of specialist programmes, including: Physical Education, STEM, Art, Music and Food Technologies. Some of our students have dual enrolment at a mainstream school when this has been deemed beneficial for the student's learning program. The oldest students either undertake VET or VPC programme. Students are also involved in a comprehensive work experience programme. Curriculum Programs are delivered within Department of Education guidelines and reflect the Victorian Curriculum. Emphasis is placed on the development of programs that address individual student needs, through Individual Learning Plans. Educational goals and priorities are reviewed every six months. Non‑Negotiable for Every Learning Environment Commitment to enacting the schools agreed Instructional Model and teaching practices Strong Relationships with all children and understanding of high level student needs High expectations and excellent classroom practice Excellent Presentation – Classroom displays and well organised learning spaces Class groups are comprised of 6‑8 students, with a teacher and teacher assistant, to ensure a safe and effective learning environment, where individuals are respected and self‑esteem and dignity are strongly advocated. The school has a multi‑disciplinary approach to student learning with input from educators, therapists and parents. Teachers case conferencestudents with their allocated Speech Pathologist and Occupational Therapist each week. Our school philosophy is reflected in its programmes and based on the belief that children learn best in a cooperative environment that is happy, challenging, supportive and non‑threatening. Merri River School has a School Wide Positive Behaviour Program and has developed a school culture that is reflected by the ideals of positive behaviour support. An emphasis is placed on students attaining skills and knowledge that they will use as young adults when graduating at 18 years of age. Staffing The school is staffed with classroom teachers, specialist teachers, literacy specialists, teacher assistants, occupational therapists, speech therapists and physiotherapists. The school accesses additional support through the Visiting Teacher Services for Hearing and Vision Impairment and a Guidance Officer. Current staffing includes over 95 staff including a team of therapists and therapy assistants. Merri River School provides educational programmes for primary and secondary school aged students with a moderate to severe intellectual disability who may also have sensory, physical impairments and autism spectrum disorder. The school is a modern purpose‑built facility located in Warrnambool and provides an attractive and safe environment. Learning areas include well‑equipped classrooms, dedicated specialist spaces and outdoor learning zones. Merri River School has a current enrolment of 180 students. Students attend school daily from 9:00 am to 3:00 pm. Eligible school‑aged students living within the designated transport zone have access to free transport to and from school. #J-18808-Ljbffr