ES Range 3- Executive Assistant, Marketing & Communications
SC1 Highly developed administrative skills, including the ability to manage multiple priorities, strong typing skills, and sound knowledge of a broad range of software and publishing programs. Ability to undertake the role of Executive Assistant to the Principal and Principal Team, and Minute Secretary to committees/working groups and School Council.
SC2 Demonstrated experience in maintaining and developing community engagement through social media and digital platforms, including drafting and delivering marketing campaigns.
SC3 Excellent communication and interpersonal skills, including the capacity to develop constructive relationships with our community of staff, students, and families.
SC4 Demonstrated experience in undertaking high-level tasks within an educational environment and supporting the operational and strategic priorities of the Principal and Executive Team.
SC5 Demonstrated commitment to professional learning and growth for both self and others
Selection Criteria
SC1 Highly developed administrative skills, including the ability to manage multiple priorities, strong typing skills, and sound knowledge of a broad range of software and publishing programs. Ability to undertake the role of Executive Assistant to the Principal and Principal Team, and Minute Secretary to committees/working groups and School Council.
SC2 Demonstrated experience in maintaining and developing community engagement through social media and digital platforms, including drafting and delivering marketing campaigns.
SC3 Excellent communication and interpersonal skills, including the capacity to develop constructive relationships with our community of staff, students, and families.
SC4 Demonstrated experience in undertaking high-level tasks within an educational environment and supporting the operational and strategic priorities of the Principal and Executive Team.
SC5 Demonstrated commitment to professional learning and growth for both self and others
Role
For this position - Any additional hours are in line with DE Time In Lieu arrangement.
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.
Responsibilities
The incumbent will provide high-level support to the Principal and Executive Team with some key responsibilities including:
Executive Assistant
* Provide administrative support for school events, functions, and projects.
* Manage sensitive information with discretion and maintain confidentiality.
* Take minutes for Business Administration Team meetings and undertake required follow-up actions.
* Organise meetings and events, including venues, equipment, catering, and logistics as required.
* Develop, review, and maintain administrative processes and procedures, ensuring they remain current.
* Liaise with the Principal regarding the marketing and advertising of the school.
* Coordinate incoming and outgoing mail, including drafting correspondence where appropriate.
* Prepare draft and final documents, including letters, agendas, reports, presentations, and other materials.
* Provide administrative support in response to the needs of the Principal Team as required.
* Maintain and manage the structure and retention of relevant reports, files, and folders for the role.
Other duties may include assisting the Principal with tasks such as preparing reports, presentations, and documents as required.
Marketing and Communications
* Develop and maintain a proactive, consistent online and social media presence that promotes the school and supports responsive communication with the wider community.
* Support teaching and administration staff in planning and promoting school events and functions.
* Coordinate the production of school publications and promotional materials, including the school newsletter.
* Maintain and update the school website to ensure content is accurate and current.
* Promote relevant school events and opportunities (as aligned with the communications plan) across appropriate platforms (e.g., Compass, newsletter, and social media).
* Coordinate listings for public‑access school events on third‑party platforms (e.g., Eventbrite, TryBooking).
* Coordinate student admissions‑related events, including preparing presentation materials, developing promotional resources for school tours, and supporting the coordination of tours.
* Photograph and/or video school events for inclusion in social media and internal communications.
General
* Actively seek and participate in professional development (Subject to School P&D guidelines)
* Participate in the Performance and Development process.
* Ensure security, confidentiality and workplace safety is maintained.
* The range of duties may be expanded at any time in the future or as directed by the Principal or Business Manager in accordance with ES1-3 dimensions of work.
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*******@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:
Other Information
Applications must include:
* A specific response to the key selection criteria and position details. Preferably no more than one criterion per page.
Please attach applications including:
1. A cover sheet 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.
2. A CV with a summary of experience and qualifications.
3. Specific Key Selection Criteria response
4. The names, email addresses and contact details for 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 saved as one pdf and uploaded to Recruitment on Line. Please also ensure that your name is included in the header of each document.
All applicants should ensure that their personal profile on Recruitment Online is up to date.
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
Suzanne Cory High School is the only selective entry high school in the western suburbs and one of only four selective school schools in the state of Victoria. The current enrolment comprises 910 students from approximately eighty different schools, with three quarters having a western suburbs address and being equal numbers from government and non- government schools. Students are of above average ability and have high aspirations and a strong commitment to their studies.
Enrolment at Suzanne Cory High School is through an entrance examination common to all four selective entry schools in Victoria. Details about this process can be found at
Our mission at Suzanne Cory High School is to develop well‑rounded students that excel in all areas not just academically. Our students become students of the world, and of wide and varied disciplines. This is developed through a diverse and challenging curriculum and the teaching of our core school values of respect, aspiration and contribution.
Respect: We develop students that have a respect for their learning, individuals, diversity and community (both locally and globally).
Aspiration: Our students are encouraged to aspire to be lifelong and reflective learners, achieving to the best of (and beyond) their capabilities.
Contribution: At SCHS we facilitate students to be engaged citizens who regularly and positively contribute to the local and global community around them.
Our students are encouraged to highlight their individuality. As a school we aim to foster individuality and inclusiveness via our SWPBS framework and through the development of relationships between staff and students and within the student body to create a whole learning community.
Our students graduate with strong connections to the school, their school house and the wider community. This is encouraged and developed through the range of extra‑curricular activities our students participate in, including the house program, sport and music programs.
Suzanne Cory High School's educative purpose is to develop the desire and ability of students to think and learn in a multifaceted manner so that all students can become engaged citizens enabled to access future learning. We value learning that is
Deep: Students are challenged to construct and apply new knowledge, skills and understanding to new situations. They are encouraged to form theories, find patterns and make connections in their learning. Student's critical, creative and higher order thinking skills are developed.
Challenging and accessible: We use the principles of differentiation to understand student's entry points and devise learning programs that vary in content and product to support individual student needs. The learning needs of all students are valued and content and skills to be developed are appropriate to those learning needs.
Student Centred: Students are participants in their own learning and spend the majority of their class time in active learning experiences. Links between student's interests and the taught curriculum are encouraged.
Positive: Strong peer‑peer and student‑teacher relationships exist. The classroom culture is productive and enjoyable with an emphasis on learning outcomes. There is an optimistic attitude and growth mindset evident in all members of the class.
The schools four‑year learning program incorporates a broad based curriculum at year 9 and 10 that encourages students to maintain breadth and develop a range of thinking strategies. In years 11 and 12 students can choose to undertake the VCE or the International Baccalaureate Diploma Program. University Extension Studies are encouraged and supported for students in year 12 who wish to access them.
All staff appointed to Suzanne Cory High School will be expected to display exemplary professionalism and support the development of the school ethos and culture. An extensive induction program supports new staff in their first year of the school to understand the school values and processes as well as pedagogic approaches that support the needs of highly able learners.
For more details see
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