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 Executive Class provides high-level administrative, organisational and executive support to the Principal class 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 Business Manager and provides confidential, professional and timely support to the Principal team 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 class team, Business Manager, 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 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 Executive Assistant and Daily Organiser performs the following duties:
- Provide confidential executive and administrative support to the Principal class team, including diary management, correspondence, meeting coordination, agenda preparation, minute taking and stakeholder liaison.
- Represent the Principal class team and school professionally in all communications, ensuring discretion, accuracy and alignment with Department and school standards.
- Assist with staffing and HR processes, including leave management, recruitment administration, employment contracts and staff induction in accordance with Department of Education procedures.
- Manage communication and documentation systems, ensuring accurate record-keeping, timely responses and compliance with school and Department requirements.
- Coordinate logistics and administration for school events, meetings and functions, assisting with School Council, Sub-Committees and community engagement activities.
- Liaise with external providers and contractors, including the school's uniform supplier and service providers, to maintain positive working relationships and service standards.
- Contribute to office and administrative operations, supporting the general office team and ensuring effective communication and workflow across the school.
- Monitor and maintain compliance and policy documentation in collaboration with the Principal class team and Business Manager.
- Demonstrate initiative and adaptability in managing multiple priorities in a fast-paced environment while meeting deadlines and maintaining attention to detail.
- Participate in professional learning and continuous improvement, contributing ideas to enhance administrative efficiency and school operations.
- Undertake other duties as directed by the Principal class team consistent with the scope and classification of the position.
- 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.
- 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.
- Monitor staff absences on a daily basis and organise coverage including the services of Casual Relief Teachers.
- Publish daily covered classes in Teams.
- Liaise with the Principal Team and Business Manager regarding camps, excursions and incursions and staffing requirements.
- Liaise with the Principal Team regarding coverage of classes for extended periods of absence.
Other Duties
This position does not follow normal school hours, and it is expected that work will be conducted daily, outside of hours, before the school day. It should be noted that these responsibilities, although detailed, may vary at the discretion of the Principal.
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:
https://www2.education.vic.gov.au/pal/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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/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 programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Location Profile
Clyde Creek Primary School is a brand-recent multi-campus school located in the City of Casey. Having opened in 2022 as part of the Victorian Government commitment to deliver 100 new schools between 2019 - 2026. We currently have 760 students across both our Primary Campus and Specialist Campus. We have classes across Year Prep - Year 6.
Our beautiful school facilities support our commitment to our school mission, vision and values.
Clyde Creek Primary School's mission is to provide a high-quality education in a safe, connected and inclusive environment that nurtures individual abilities and life-long learners.
Clyde Creek Primary School's vision is to:
- Foster a respectful, inclusive community.
- Develop high expectations for learning growth.
- Create the conditions for students to succeed.
- Support responsible, engaged and empowered learners.
- Promote positive partnerships between home, school and the wider community.
Clyde Creek Primary School's values are: CARE, COLLABORATION, PERSISTENCE and SUCCESS.
CARE:
- We model and demonstrate care for ourselves, each other, our learning, our environment and our community.
- We are polite, friendly, empathetic/respectful, inclusive and show genuine kindness.
- We are a community of students, staff and families supporting the hopes and educational aspirations of all.
- We respect diversity.
COLLABORATION:
- We work in partnership with other students, staff, parents, and carers to listen, learn and evolve together.
- We value teamwork to help each other to grow and achieve.
- We communicate, build trust, support and inspire each other.
PERSISTENCE:
- We are motivated to learn and succeed.
- We persist and use our growth mindset, giving our best efforts in all of our learning.
- We practice, self-reflect, problem-solve, and build resilience.
- We persist with challenges and build resilience.
SUCCESS:
- We recognise we are all members of the school community who are encouraged to be confident, positive, persistent and resilient.
- We continually work to achieve our personal best as we embrace new learning.
- We are drivers of our own learning and take pride in ourselves and school.
- We encourage each other¿s success and always strive for our personal best.
- We are ambitious learners and work hard towards our goals.
See our school values, classes and grounds in action
https://vimeo.com/871053567/cc91732fc8?share=copy