Reception / Administration

Department of Education Victoria – Geelong VIC 3d ago , from Department of Education & Training Victoria Grovedale College is a medium sized College with an enrolment of 700 plus students located in a semi‑rural setting serving the southern suburbs of Geelong, together with the rural and surf‑coast communities to the south, east and west. Extensive educational resources enable Grovedale College to provide an academic focus together with many Arts, Sciences, Sports and Technology opportunities. VCE enhancement subjects, VCAL and VET Courses, provide many new opportunities for University and TAFE studies and exciting pathways to the future. Excellence, achievement and improvement are central to all College programs. Grovedale College operates the Grovedale P 12 Deaf Facility in conjunction with Grovedale West Primary School. In recent years a multi‑million‑dollar building programme has provided the College with excellent physical resources. Such resources enable us to enhance our programmes and deliver an exciting, challenging and fulfilling experience. Our facilities include a state‑of‑the‑art computer network linking all classrooms, computer pods, a computerized Library Resource Centre, Senior School Study Centre, Technology Wing, Visual and Performing Arts Studios, Gymnasium, Fitness Centre and sports ovals and courts. The Arts/Technology facilities and some general‑purpose classrooms have benefited from a $3 million upgrade. The design for these new facilities is based on a pedagogy best described as interactive experiential learning (ieLearning). Our new Language/Learning Centre has been designed around our focus on collaborative learning. Ongoing curriculum reform and refinement has resulted in structural change such as the creation of two sub‑schools, the introduction of a Home Group Programme, compact teacher teams and most importantly a series of initiatives based around the concepts of active curriculum, higher‑order thinking and a multidisciplinary approach to planning and learning. The success of these programmes provides strategies and examples of success on which the pedagogy of interactive experiential learning can utilise and extend. At Grovedale our approaches to Teaching and Learning recognise that students and staff must be able to use computers and electronic learning technologies with confidence and understanding to enhance their teaching and learning as well as their ability to participate in evolving information technologies. The use of learning technologies in the classroom is a priority at Grovedale. All students and staff have access to extensive College computer resources including the College Intranet/Gateway and the Internet. A combination of e‑learning devices are used compulsorily across the College. Sport is prominent in the life of Grovedale College. An extensive inter‑school and house sport programme provide students with the opportunity to develop personal skills and fitness and to enjoy the benefits of teamwork in a spirit of healthy competition. Our unique location and proximity to the Surf Coast, Corio Bay, Port Phillip Bay and the Otway Ranges allows for a comprehensive outdoor education and excursions programme to operate. Surfing, kayaking, snorkelling, body boarding, windsurfing, bike riding, horse riding, rock climbing and lifesaving are all part of the programme. The development of the Grovedale Education and Sporting Precinct coupled with the introduction in 2005 of a Sports Academy programme provides students with the opportunity to pursue an elite sports pathway. The Precinct is indicative of strong community‑based links. The College successfully participates in Public Speaking programmes, Inter‑School Debating and Australian subject competitions that include English, Mathematics, Science, Arts and Technology. Student leadership is an integral part of our school culture. An active leadership programme exposes students to challenges, which develop personal and social skills, confidence, initiative and self‑reliance. This is achieved through a broad range of activities such as Student Council, Peer Helpers, Supportive Friends and camps programme. The College also conducts an Advance Programme at Year 10. Performing Arts are well catered for in the College, with performance opportunities in workshops, GAFFA and production. College Leadership programmes have been enhanced by staff and students working with Leading Teams and refining the College‑based implementation. Performance and Development Culture is a Grovedale College priority. Regular formal and informal feedback is provided to staff members. The College Leadership Team meets weekly to oversee the College vision and its implementation. A culture of continuous improvement, accountability and of high‑level instructional leadership is an expectation of all staff. 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 employee can be required to attend for duty or professional development during their period of additional paid leave, up to a maximum of 6 days per year. 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 programme. 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 programme, 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 Work hours 8:15 am to 4:36 pm five days per week. Perform both student and parent‑facing reception duties. These include: Provide customer service support to students, staff and visitors. Answer incoming calls, check daily messages. Provide administrative and reception support to the school community, responding to enquiries at the reception counter. Ensure the school’s entrance and foyer is maintained and presented in a neat and tidy manner. Provide messages to students in class / retrieve students for early parent pickup. Support students that require padlock assistance (e.g. lost codes). First Aid if required. Screening of visitors to the school, ensuring sign‑in protocols are followed. Follow professional obligations, including child‑safe standards and mandatory reporting legislation. Process student attendance records including correcting inconsistencies, sending correspondence regarding attendance as required. Compass Absences, daily notifications, early departure and late arrivals. Cases21 Administration data entry and updating records, enrolments, extract routine reports. Prepare correspondence, College Publication, documents, spreadsheets and lists as required and according to School procedures. Provide routine clerical or other administrative support responsibilities including assisting with stock control and ordering supplies. Undertake other duties relevant to the field of responsibility as requested by the Business Manager or Principal. Tour organisation. Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfil 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 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: 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: Department Values 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 programmes provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at HR Web . 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. Be careful – Don’t provide your bank or credit‑card details when applying for jobs. Don’t transfer any money or complete suspicious online surveys. If you see something suspicious, report this job ad. #J-18808-Ljbffr