Engagement / Admin Support

Government schools; Melbourne; On-site; AUD 60,000 - 80,000; Full time

Job summary

Birranga College in Clyde North, near Melbourne, seeks an Administration support staff member to help coordinate student engagement, disability and wellbeing initiatives under supervision and school policy. The role includes routine data tasks and coordination of support staff within the DI team.

You will manage information on the DIFs portal, organise SSG meetings, take minutes, track actions, and prepare IEP summaries for teachers.

Qualifications

• SC1: Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
• SC2: Demonstrated capacity to work and collaborate with others in a team environment.
• SC3: Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
• SC7: Demonstrate a commitment to fostering and helping to develop the college's culture through practicing the values of Belong, Believe, Become.

Responsibilities

• All administrative support relating to student engagement, disability & inclusion, and wellbeing case coordination.
• Upload and maintain information on the DIFs portal, ensuring records are accurate and current
• Coordinate Student Support Group (SSG) meetings - scheduling, sending invitations, booking rooms, and liaising with families, teachers and external providers
• Attend SSGs and other relevant meetings; take minutes, track and follow up on action items, including updating IEPs and distribute outcomes to relevant staff
• Extract, collate and format data from Compass, Panorama and other platforms to support case tracking and intervention monitoring for DI, YLC and Wellbeing staff
• Prepare and distribute student information summaries (e.g. IEP snapshots, adjustment summaries) to classroom teachers ahead of key dates
• Maintain a shared calendar of SSGs, reviews and key wellbeing/engagement dates across the sub-school
• Support NCCD data collection and documentation processes
• Assist with ROSI form processing and other DI-related paperwork
• Photocopying, filing and general admin support for the DI Leaders, YLCs and the Assistant Principal of Wellbeing & Engagement
• Support the creation of resources for students with a disability
• Maintain confidentiality and accuracy across all student wellbeing and disability inclusion records
• Tracking attendance patterns for students with SSGs/IEPs and flagging concerns to the relevant YLC or AP
• Supporting the transition of DI-related student information at key transition points (e.g. Year 6–7, sub-school changes)
• Maintaining a resource library of templates (SSG agendas, minutes templates, IEP summary formats)

Job description

Occupation: Administration

Location: Melbourne - Southern suburbs

Reference: 1550810

Selection Criteria

SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.

SC2 Demonstrated capacity to work and collaborate with others in a team environment.

SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.

SC7 Demonstrate acommitment to fostering andhelping to developthe college¿s culturethrough practicing thevaluesofBelong, Believe, Become.

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.

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:

• 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.
• Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. 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.
• 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

All administrative support relating to student engagement, disability & inclusion, and wellbeing case coordination. This includes but is not limited to:

Upload and maintain information on the DIFs portal, ensuring records are accurate and current

Coordinate Student Support Group (SSG) meetings - scheduling, sending invitations, booking rooms, and liaising with families, teachers and external providers

Attend SSGs and other relevant meetings; take minutes, track and follow up on action items, including updating IEPs and distribute outcomes to relevant staff

Extract, collate and format data from Compass, Panorama and other platforms to support case tracking and intervention monitoring for DI, YLC and Wellbeing staff

Prepare and distribute student information summaries (e.g. IEP snapshots, adjustment summaries) to classroom teachers ahead of key dates

Maintain a shared calendar of SSGs, reviews and key wellbeing/engagement dates across the sub-school

Support NCCD data collection and documentation processes

Assist with ROSI form processing and other DI-related paperwork

Photocopying, filing and general admin support for the DI Leaders, YLCs and the Assistant Principal of Wellbeing & Engagement

Support the creation of resources for students with a disability

Maintain confidentiality and accuracy across all student wellbeing and disability inclusion records

Tracking attendance patterns for students with SSGs/IEPs and flagging concerns to the relevant YLC or AP

Supporting the transition of DI-related student information at key transition points (e.g. Year 6¿7, sub-school changes)

Maintaining a resource library of templates (SSG agendas, minutes templates, IEP summary formats)

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 [e-mail]

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:

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:

• 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.

BirrangaCollegesits in a rapidly growing residentialareain the suburb of Clyde North. The school will work in partnership with the community toprovideauthentic learning opportunities andthebest academic and personal outcomes for all students.BirrangaCollegeis a new secondary school that opened in January 2026 with Year 7 enrolments only.Subsequentyear levelswill beaddedeach year. Neighbouring schools are relativelylarge,andthe schoolis expected to grow quickly to meet residents demand for excellence in education, consistent with the vision for the Education State.

BirrangaCollegewill provide students withstate-of-the-artfacilities in STEM, Technologies, Visual Arts and Physical Education and contemporary learning spaces to cater for the needs of all our students.¿

School Vision and Values

BirrangaCollegehas a vision of cultivating compassionate hearts, curious minds and confident leaders. We will live by our values, `Belong, Believe, Become¿.We look forward to our studentsemergingas resilient and productive members of the community.

The name Birranga and the symbol of the oyster shell carry deep significance. The Bunurong people of the Kulin Nation lived in the Clyde region, and oyster shell remnants discovered along Cardinia Creek speak to their enduring presence in this landscape. The oyster shell is our emblem ¿ a reminder that every student carries within them a rare and precious pearl: an innate goodness and unique talent waiting to be discovered. Our job as educators is to help discover this potential and draw it out in each and every student.

At Birranga College, we believe that pearl is found through connection ¿ to each other, to learning, and to community. That belief shapes everything we do.

Our educational philosophy extends beyond the classroom and embraces our values of Belong ¿ Believe ¿ Become:

BELONG

BE grateful

BE empathetic

BELIEVE

BE curious

BE responsible

BE confident

BECOME

BE a leader

BE self-aware

BE an upstander

Birranga 5 promises staff make to each other

• We value teamwork, collaboration and fun to help each other succeed.¿¿¿
• We communicate and build trust by being compassionate and honest with each other.¿¿¿
• We work in partnership with students, staff and families and so foster growth in ourselves and others.
• We support every individual to have the courage to believe in themselves and to be their best, authentic self¿¿
• We support andmaintaina safe and respectful environment¿with empathy

Commitment to Excellence

The school will deliver the highest quality of education for all learners. Our school willdemonstratea strong commitment to outstanding post school outcomes for all students, be that University or other further study, apprenticeships,traineeshipsor full-time work. This fulfills our purpose of ensuring we open the shell to reveal the pearl - the full potential of our students, becoming the best version of themselves.

Applicants are also welcome to contact Nick Hamer-Smtih, Principal,to discuss the advertised role.

Please email [e-mail]

Applications close Monday 9 November 2026 at 11.59pm