Wellbeing Student Admin - ES Level 1-Range 2

Victorian Government; Melbourne; Sur place; AUD 60 000 - 75 000; Plein temps

Résumé du poste

Alkira is seeking an Education Support class officer to assist in coordinating student support services and administrative tasks under supervision. The role emphasizes collaboration with teachers and wellbeing teams to deliver inclusive education.

Responsibilities include data entry, reception duties, and supporting attendance and wellbeing initiatives, with a focus on professional development and responsive student care.

Qualifications

• Demonstrated capacity to perform duties consistent with guidelines and frameworks.
• Ability to coordinate and support others in respect to work functions.
• Ability to work and collaborate in a team environment.
• Strong communication skills, both oral and written.
• Technical knowledge relevant to the position.
• Ability to provide advice and support to management and school staff.
• Commitment to professional learning and growth.

Responsabilités

• Undertake clerical and keyboard duties in support of the school administration function.
• Maintain, enter and retrieve data from the school's computer system.
• Perform reception duties, including making appointments for the Wellbeing & Inclusion Team.
• Deliver information to the correct staff in a timely manner.
• Maintain Wellbeing Office stationary and staff requisites.
• Maintain and update basic written records.
• Keep Administration/Reception area neat and tidy.
• Any duties requested by Principal.
• Manage a triage system for student wellbeing requests; participate in team meetings; receive and act on referrals; follow wellbeing protocol; liaise with families and community agencies.

Connaissances

Coordination

Team collaboration

Effective communication

Technical knowledge

Advisory to management

Professional learning

Formation

Education support qualification

Description du poste

Occupation: Education and training

Reference: 1548103

Location Profile

Alkira is a Wurundjeri word meaning Big Sky. It was chosen to highlight the place of our learning high on a hill and also the wide and endless opportunities that we make available to our school community.

The school continues to be a school of choice in the local area forcing us to manage extreme enrolment growth and transition of students across all year levels reflecting a shift in demographics and diversity of our surrounding community. This year the school enrolments have peaked at 1935 FTE enrolments, not including a number of International students and part time students enrolled in online or offsite programs. Our SFOE index is Medium at 0.4337. Our school is highly multicultural with 30 % of students being born overseas. Enrolments also include Aboriginal students, EAL students and NCCD students.

The School vision and statement of purpose and core values from day one recognised our responsibility to provide a personalised education for every child in our emerging community.

We have embraced 21C learning and developed a range of programs and resources to promote independent learning and improved student achievement. All students `bring their own device¿ (BYOD) and work within a dedicated Learning Management system (Compass) while having access to other blended learning resources.

An orderly learning environment is created by high and consistent expectations that are guided and supported by our College non negotiables. Our agreed behaviour management processes support a student¿s right to a safe and secure learning environment, and a teacher¿s right to direct and establish such an environment.The program is very successful as it focuses on students¿ work and provides an opportunity for reflection and involves a restorative process.

Our school is dedicated to fostering an inclusive and supportive environment for all students. We adhere to the principles of the Berry Street Education Model and The Resilience Project, which emphasize trauma-informed education, resilience, and emotional well-being. Our commitment extends to being ahead of the curve in supporting students with disabilities, ensuring they have access to tailored resources and opportunities for success. We also provide robust support for Koori students, honouring their cultural heritage and promoting educational equity. Additionally, we offer comprehensive assistance to students in out-of-home care, recognizing their unique challenges and providing stability and encouragement. Through these initiatives, we create a nurturing and equitable community where every learner can thrive.

Our teachers are expected to contribute to wider non curricula programs and support and celebrate our student¿s achievements. We run a system of providing course work support and extra learning opportunities outside our regular timetable.

Pathway programs are established in years 10 -12 and include opportunities for students to be involved in VCE and supplement their programs with a VET program in their chosen vocational area.

We have developed an extensive international partnership or network of sister schools in China and India, international PD, exchange and global collaborative projects are encouraged within our curriculum and teaching programs.

Alkira¿a great place to work.

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.

SC4 Possess the technical knowledge and expertise relevant to the position.

SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.

SC6 A commitment to professional learning and growth for both self and others.

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

Undertake clerical and keyboard duties in support of the school administration function.

Maintain, enter and retrieve data from the schools computer system.

Perform reception duties, including making appointments and bookings for the Wellbeing & Inclusion Team.

Deliver information to the correct staff in a timely manner.

Maintain Wellbeing Office stationary and staff requisites. Ensuring consumables are fully stocked and order items as required.

Maintain and update basic written records.

Keep Administration/Reception area and Meeting Rooms neat & tidy.

Any duties requested by Principal.

STUDENT HEALTH AND WELLBEING SPECIFIC REQUIREMENTS:

Manage a triage system for student wellbeing requests

Participate in team meetings

Receive and act on referrals from the Wellbeing team

Follow college wellbeing protocol and procedures

Liaise with families, carers and workers regarding appointments

Liaise with wider community agencies and support services regarding appointments and programs

Who May Apply

Individuals with the aptitude, experience and/or qualifications to fulfil 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:

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

Applications close Monday 26 October 2026 at 11.59pm