Daily Organiser and Administration Support

Government schools; Melbourne; On-site; AUD 65,000 - 90,000; Full time

Job summary

Homestead Senior Secondary College is seeking a Daily Organiser and Administration Support role to coordinate daily staffing, class covers and administrator duties under supervision and school policy. The role supports school operations, timetabling, attendance and reporting requirements.

The successful candidate will have strong organisational, problem-solving and communication skills, with the ability to handle confidential information and work within VGSA regulations.

Qualifications

• Demonstrated high-level organisational skills and capacity to manage daily staffing and supervision requirements.
• Strong problem-solving skills and the capacity to respond calmly to changing daily operational needs.
• Strong interpersonal and communication skills for collaboration with staff, students, CRTs and leadership.
• Ability to maintain confidentiality and exercise sound judgement with sensitive information.
• Commitment to applying Department of Education and VGSA requirements to support daily operations.

Responsibilities

• Assist with daily organisation tasks, including covering classes and allocating duties to teachers and CRTs.
• Coordinate the Daily Organiser program and respond to absences, cancellations and changes affecting classes.
• Produce the Daily Bulletin and update staff on operational changes.
• Maintain the Yard Duty Roster and update timetables with approved changes.
• Provide general administrative and reception support to ensure smooth college operations.

Skills

Organisational skills

Problem-solving

Communication

Confidentiality

Policy compliance

Job description

Daily Organiser and Administration Support

SC1 Demonstrated high-level organisational skills and capacity to manage daily staffing and supervision requirements accurately and within strict timelines.

SC2 Strong problem-solving skills and the capacity to respond calmly and effectively to changing daily operational needs within established procedures.

SC3 Strong interpersonal and communication skills, with a proven capacity to work collaboratively with staff, students, CRTs and school leadership.

SC4 Ability to maintain confidentiality and exercise sound judgement when managing sensitive information relating to staffing, students and school operations.

SC5 Commitment to applying Department of Education, college and VGSA requirements to support effective and efficient daily school operations.

Selection Criteria

SC1 Demonstrated high-level organisational skills and capacity to manage daily staffing and supervision requirements accurately and within strict timelines.

SC2 Strong problem-solving skills and the capacity to respond calmly and effectively to changing daily operational needs within established procedures.

SC3 Strong interpersonal and communication skills, with a proven capacity to work collaboratively with staff, students, CRTs and school leadership.

SC4 Ability to maintain confidentiality and exercise sound judgement when managing sensitive information relating to staffing, students and school operations.

SC5 Commitment to applying Department of Education, college and VGSA requirements to support effective and efficient daily school operations.

Role

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 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.

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 program, by undertaking specific support tasks or the coordination of the support function.
• 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, specialisedstudent/teacher support tasks, or technical tasks as experience in the role is gained.

Responsibilities

Daily Organisation

• Suporting the teacher relief system including allocating covers and duties to teachers and Casual Relief Teachers (CRTs) in a fair, equitable and transparent manner.
• Being available each morning to arrange cover of classes and duties of absentee teachers either through the allocation of covers to staff or by the use of CRTs.
• Implementing the Daily Organiser program (Edval Daily), including replacement teachers for teacher absences, lesson cancellations, student excursions and other changes affecting classes and student supervision.
• Liaising with the School Operations and Timetabler to ensure all daily operational needs are being met.
• Being mindful of staff needs and special circumstances in the allocation of duties, particularly in adhering to the current VGSA.
• Role marking of students in independent study sessions in the study centre.
• Implementing established processes and procedures for informing school staff on a daily basis of their responsibilities with regard to required duties.
• Producing the Daily Bulletin and communicating daily operational changes to staff.
• Maintaining the Yard Duty Roster under the direction of the School Operations and Timetabler.
• Updating Compass and the operational timetable with approved changes to rooming, classes or staffing.
• Liaising with relevant staff regarding approved staffing changes and organising routine changes to rooming or redistribution of classes where necessary.
• Informing the Finance Manager of the time worked by CRTs for local CRTs and Agency.
• Assisting the CRTs in being aware of relevant school policies, procedures and expectations.
• Monitoring CRT performance and referring concerns to the School Operations and Timetabler or relevant Assistant Principal.
• Monitoring CRT use within established parameters and raising staffing concerns with the School Operations and Timetabler.
• Notifying relevant administration staff of general staff absences and patterns as required.
• Providing relevant Daily Organisation statistics and data to support workforce and operational reporting.
• Maintaining records for camps, tours, excursions, incursions and special events as required for Daily Organisation.
• Updating the staffroom calendar as required (termly), in collaboration with School Operations and Timetabler.
• Supporting other operational and administrative tasks around the college at times where specific Daily Organisation work may not be required.
• Updating operational handbooks and associated documents under the direction of the School Operations and Timetabler.

General Administration and Support

• Provide general administrative, OHS and reception support to ensure the smooth operation of the college.
• Assist with front office duties, including telephone enquiries, greeting visitors and responding to student and parent enquiries.
• Support student attendance administration, including late arrivals and early departures.
• Undertake routine administrative tasks including data entry, filing, document preparation and correspondence.
• Provide front office coverage during staff absences, busy periods and when Daily Organisation responsibilities permit.
• Other duties appropriate to the classification as directed by the School Operations and Timetabler, Assistant Principal or 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 (seeWorkplace 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

Location Profile

Homestead Senior Secondary College opened in 2020 and is located in a developing area of Point Cook, approximately 28 kilometres from Melbourne CBD. Our feeder schools are the local P-9 colleges - Alamanda and Saltwater P-9 Colleges. A significant percentage of our enrolments are new arrivals to the greater Point Cook community. Homestead also attracts a growing number of enrolments from the independent school's sector. Rapid growth is predicted for both the suburb and school over the next 5 to 10 years.

In 2027 we expect approximately 900 students at HSSC, and it is projected that the college's peak enrolment will be in excess of 1500 students. In addition to this, we expect to be supporting Saltwater P-9 at years 7-9 on the Homestead site while Saltwater undergoes major capital works to increase capacity on their site.

The foundation years of the college focused upon building social capital, creating structures and practices, purchasing resources and establishing staff professional learning teams. This is an amazing career opportunity for educationalists as they are part of a staff cohort playing an integral role in the development of the college's culture, teaching & learning style and place in our community. Our new phase includes solidifying our culture of the young adult learning environment and our consistent teaching and learning model, while managing significant growth in student and staff population.

HSSC is a state of the art 21st Century learning environment for young adults. With a build cost of $53 million, and a new build of 21.6m in the next three years,facilities are second to none. Students learn in a three-storey main building, a standalone Performing Arts/Physical Education building, multi‑purpose courts and a playing field. Our landscaped grounds feature amazing spaces for our students and staff.

The college curriculum focuses on providing the right pathway for all students to achieve their academic goals. The college offers a broad range of studies at Year 10, VCE, VCE VM, VET & other programs.

HSSC is defined by:

• A well balancedonlinecurriculum program that utilises purposeful and explicit teaching aimed at empowering students to be active learners, striving for personal excellence and ongoing growth and development
• Challenging, innovative and creative approaches in learning and teaching practices that embrace a full range of post compulsory pathways for Years 10 to 12 students
• Highly skilled, versatile, dedicated and caring staff committed to life‑long learning and developing each student through the implementation of personalised learning programs
• The active participation of staff in professional learning communities
• Shared educational responsibility between parents, staff and students
• Powerful student agency & voice in their learning
• Mature student social and learning behaviour with embedded high expectation, including efficient process and consequences.
• Effective & open channels of communication that promote trust, positive interactions and strong links with the wider community.

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