Role
hours per week. Two days attendance is required for this role. hours per day. Fridays attendace is required.
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 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:
1. Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, ( ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
2. Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
3. Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles ( 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.
4. 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
Administration
Responsibilities
5. 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
6. Maintain, enter and retrieve data from the schools IT systems, such as the school's records system, including computerised student, staff and school records
7. Maintain and update office records, enrolment data, diary records, and basic written records
8. Support or coordinate the preparation of standard routine internal and external communication according to school procedures ( form letters, newsletters)
9. Source basic data or factual information from given sources to support school administrative functions, books, reports, manuals, catalogues, tables, forms, etc.
10. Coordinate the delivery of administrative services within the school
11. In consultation with the Business Manager, determine and manage work priorities within the school office
12. Develop and implement strategies to ensure effective administration procedures
13. Liaise with school staff in regard to support requirements
14. Proficiently use all aspects of CASES21
15. Maintain the assets data and r15egister accurately, including removing disposals
16. Provide support to the Business manager in preparation of financial reports or processes
17. General financial and administration duties as required
18. Reconciliation of fundraising activities organized by school.
19. Assistance with School Council governance and administration;
20. Assistance with public relations, general communication and social media;
21. Organising catering when required for special events, meetings and staff functions;
22. Assisting and undertaking other duties as directed by the Principal Team / Business Manager.
PCO Executive Assistant
Responsibilities
Duties will include:
23. Organisation of agendas and distribution of minutes for various meetings.
24. Assistance with recruitment including contacting shortlisted applicants.
25. Extensive liaison work with the various sub school offices.
Other Information
26. Experience as a Personal Assistant / Executive Assistant or similar role is highly desirable.
27. Demonstrated experience in Cases 21 and Edupay.
28. Commitment to personal excellence as demonstrated by the completion of diverse work tasks.
29. Strong organisation, time management and communication skills and attention to detail.
30. Ability to work autonomously and as part of a team.
31. Highly proficient with MS Office (Outlook, Word, Excel, Publisher & PowerPoint) as well as Microsoft Teams
32. Current Working With Children Certificate.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
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 (see ).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on:
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 DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:
Conditions of Employment
33. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
34. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
35. A probationary period may apply during the first year of employment and induction and support programs provided.
36. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Location Profile
Endeavour Hills Specialist School provides highly individualised programs of learning for students aged 5 to 18 with disability and high needs who have a diagnosis of autism spectrum disorder with a language disorder and/or an intellectual disability.
School participation maximises life opportunities for children and young people by providing them with a comprehensive learning program and access to support networks. It also helps to develop important skills, knowledge and values that set them up for further learning and active participation in their local community.
VISION: The vision of the Endeavour Hills Specialist School community is to inspire students to achieve their personal best and become active and independent members of their community.
MISSION: Our mission is to provide a blended curriculum of academic learning, high-interest programs and therapeutic supports within a positive behaviours framework that will cater for each student at their point of need and encourage personal growth, independent learning, and sound social-emotional behaviours.
OBJECTIVE: Endeavour Hills Specialist School’s objective is to produce lifelong learners who are aware of their skills and strengths and have a positive attitude to challenges and opportunities.
VALUES: We have one value - BE KIND:
BE KIND to yourself
BE KIND to others
BE KIND to the environment
We enact this value in our everyday actions and interactions - it is highly visible, explicitly taught, continuously modelled and regularly celebrated.
Our values form the foundation of our School-Wide Positive Behaviour Supports framework and reflect the school community’s intention to empower students to be the best person they can be. Students discuss, agree and enact ways in which the values can be applied in all aspects of the school community.
Our staff work in transdisciplinary teams comprising teaching staff, allied health practitioners and education support staff to cater for the diverse range of student abilities and needs. This approach respects professional knowledge and expertise, while also providing the opportunity for staff to learn from one another.
Endeavour Hills Specialist School places the child at the centre of all decisions regarding learning and teaching. We hold high expectations for and of the learning community. Diverse learning needs are accommodated with differentiated learning and the application of a wide range of teaching strategies and learning technologies.
Relationships are fundamental to ensuring positive engagement and collaboration across the school community. Endeavour Hills Specialist School staff explicitly teach, model and demonstrate school and DET values in all their dealings with students, parents/carers, staff and the broader community.
If you have any questions, please contact the school principal Karen Hunt on 03 9113 4100