Overview Work Type: Ongoing - Part-time Salary: Salary not specified Grade: Education Support - Level 1, Range 3 Occupation: Education and training Location: Melbourne - Eastern suburbs Reference: Selection Criteria SC1 Demonstrated capacity to perform duties in accordance with established policies, procedures and frameworks, including the ability to coordinate and support others in work functions relevant to the role. SC2 Demonstrated capacity to work autonomously and with discretion to provide high-level executive and administrative support to the Principal, with strong written and verbal communication skills and the ability to interact professionally and sensitively with a range of stakeholders SC3 Demonstrated ability to manage multiple priorities and meet deadlines in a dynamic environment, with flexibility and adaptability in response to changing demands. SC4 Well-developed organisational and planning skills, including the ability to prioritise tasks, establish and maintain efficient systems and procedures, and ensure accuracy and attention to detail in all work areas. SC5 Demonstrated commitment to ongoing professional learning and development, and to supporting a culture of continuous improvement within the school. Role The Executive Assistant to the Principal provides high-level administrative, organisational and executive support to the Principal and leadership team, contributing to the efficient management of school operations and communication. The role supports the coordination of administrative, financial and operational processes in collaboration with the Principal and Executive staff providing confidential, professional and timely support to the Principal across a broad range of responsibilities. The position requires initiative, sound judgment, attention to detail and the ability to manage multiple priorities in a fast-paced environment. Working collaboratively with the Principal, staff and the wider community, the role contributes to maintaining a well-organised, responsive and positive school environment. 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 responsibilities in collaboration with the Principal, becomes a feature at range 3. 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 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 employees 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
* Ensure the provision of a range of administrative support functions for the Principal and teaching staff.
* Provide administrative support to external service providers as required.
* Manage the processing of student admissions, registrations, enrolments and transfers.
* Provide required level of administrative support for school events, functions and projects.
* Implement induction programs for new staff, volunteers and other workers to the school.
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 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
Please ensure that your application includes:
* A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
* A section addressing the selection criteria and the requirements for application under the Who May Apply section
* Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action. 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 Canterbury Girls¿ Secondary College seeks to provide a quality educational environment, tailored to meet the needs of girls, with a focus on success in a range of academic, creative and sporting endeavours and the development of self-esteem and integrity. The school is characterised by high academic results at VCE and in NAPLAN, by an inclusive wellbeing focus and a strong sense of community. Canterbury Girls¿ Secondary College is a learning community in which members respect each other. Both individual achievement and contribution to group activities are encouraged and valued. The principles of partnership, support and responsibility are used to foster high levels of achievement and satisfaction. Valued college traditions develop a sense of continuity and identity for students and teachers. The College is also committed to promoting leadership skills in a learning environment based on co-operation, self-discipline and concern for others. Canterbury Girls¿ Secondary College is a Year 7 to 12 college situated in the City of Boroondara approximately 10 kilometres east of Melbourne. The College of around 790 students provides an excellent educational environment for girls featuring a wide breadth of learning opportunities and a broad co-curricular program. The student population is characterised by a relatively low proportion of LOTE speakers at home. The school is structured as two sub-schools in response to the different learning and support needs of girls as they progress through a secondary school. The Middle School comprises Years 7-9. At Year 7 the focus is transition followed by consolidation at Year 8. The Year 9 program is designed to take students out into the community and broaden their knowledge of the Australian society. The structure and operation of the Senior School, Years 10-12, reflects the increased maturity of its students and the preparation for transition to tertiary studies. Year 10 students are able to access a wide range of VCE Units 1&2 and likewise in Year 11 to access Units 3&4. University enhancement is encouraged for more able students. The recognition of achievements occurs in a number of ways eg Presentation Night (Canterbury Celebrates), House Chorals and House Dance Drama Festivals and at Whole School, Sub School and Year Level Assemblies. A vibrant house system provides many co-curricular opportunities in areas such as sport, the performing arts (dance, drama and music), debating and Chorals. A high participation rate in house activities exists at each year level. The awarding of house stripes is keenly sought after. The house system nurtures the girls pride in their college which reinforces their sense of belonging and being valued for their contribution to their house. All staff are assigned to a house and support students in their house activities The College values and encourages student leadership. Positions of responsibility exist from Year 7 to Year 12. Student input and leadership ranges from curriculum discussion to the social wellbeing of peers to sporting and cultural activities. Roles include the Student Leadership Team, House Captains, Form Captains and Student Representative Council members. The College Ambassadors, drawn from Year 9 students, conduct tours of the College at work for prospective parents, their daughters and visitors including those from overseas. The enthusiasm and dedication of the College Council, Staff, Parents¿ Association, Student Representative Council and The Mangarra Society (former student¿s association) gives the College a real sense of community and shared purpose. Applications close Wednesday 4 February 2026 at 11.59pm Posted 22 January 2026