Selection Criteria

SC1 Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment.

SC2 Demonstrated capacity to communicate effectively with members of the school community including students and the capacity to provide support and/or attendant care to students where necessary.

SC3 Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to the position.

SC4 Capacity to work cooperatively with a range of people including teachers, education support, students and parents.

SC5 A commitment to professional learning and growth.

Role

Undertakes routine tasks that are usually 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.

Work has little scope for deviation. Problems can usually be solved by reference to well documented procedures and instructions and clearly established practices. Deviation from established procedures will require reference to others for guidance and direction. Assistance is readily available when problems arise. An experienced employee at range 1 will exercise limited judgement within clearly defined guidelines and well established practices that relate specifically to the tasks performed.

Does not carry responsibility for the work of others. More experienced employees will provide basic guidance and advice to others relating to tasks within the work area.

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.

Qualification requirements do not operate at range 1. Certification requirements may be required to legally perform specific tasks - e.g. driver's licence, first aid, safe food handling.

Responsibilities

• Undertake clerical and keyboard duties in support of the school administration function.
• Provide document preparation support.
• Maintain, enter and retrieve data from the schools computer system.
• Perform reception duties, including the screening of visitors to the school, and arrange interviews as required.
• Prepare straightforward correspondence according to school procedures (e.g. sending out form letters).
• Prepare inventories, requisitions and uncomplicated documents.
• Maintain and update basic written records.
• Obtain basic data or factual information from given sources, e.g. books, reports, manuals, catalogues, tables, forms, etc.
• Check for simple inaccuracies in forms and correspondence such as spelling, punctuation and spacing.
• Make less complex routine entries in records, e.g. stock movement; file movement, accounts, leave.
• Make appointments and maintain diary records.
• Select and use equipment in accordance with school procedures and manufacturer's instructions.
• Receive enrolment documentation and record data.

Who May Apply

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

EEO AND OHS Commitment

The Department of Education and Training is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms – gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.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

Vaccination Requirement

For positions in special settings, a person is not eligible for employment unless they meet the vaccination requirements on commencement in the position.

Location Profile

Carwatha College P-12 is located in Noble Park North and provides for students from Prep to Year 12 on one site. The P-12 nature of the school has been well accepted by the local community, who have embraced the concept of a “college for the whole family”. Student and parent opinion surveys indicate high levels of satisfaction with the school overall. The P-12 nature of the school also allows for many opportunities for staff and students to work together, underpinned by our values – Respect; Commitment; Teamwork and Excellence.

One of the great strengths of the school is its multi-cultural population, with 68 nationalities represented, bringing a rich variety of cultural traditions and values and an exceptional environment for developing understanding and tolerance of others. Many of our newly arrived migrant families, some of whom are refugees, have special needs, and the school endeavours to support these students and families holistically. The school’s SFO index is 0.69 and 63% of our students come from a language background other than English. The school has a very strong culture of care and support for its students, experienced and committed wellbeing staff and a broad range of wellbeing programs.

There is a strong commitment from staff to improve student outcomes. The major focus has been on personalising the learning for our students. This has involved ongoing professional learning for staff, with particular focus on the importance of building and maintaining positive relationships with students, using and interpreting data to identify students’ point of need and developing, implementing and evaluating strategies to cater for the individual learning needs of students and using a range of assessment and feedback strategies. Our “whole school approach” to student management and engagement ensures an orderly environment to support improvements in learning.

We offer a comprehensive and inclusive curriculum program, focusing on laying the foundations from Prep to Year 2; building breadth and depth from Years 3 to 6; consolidating learning and preparing for senior years in Years 7 to 9; and establishing pathways and looking to the future in Years 10 to 12. All of our students undertake the VCE over 3 years, beginning in Year 10, as part of our innovative “V3” program. We offer the full range of pathways options (VCE, VETis and VCAL). We have consistently high retention rates and high rates of entry into tertiary studies, further training or employment when our students leave school.

We are co-owners of a Trade Training Centre, built in partnership with Chisholm TAFE and 4 other local secondary colleges, located at the Chisholm TAFE site in Dandenong. This has further expanded the pathways options available to our students.

Carwatha also offers a wide range of co-curricular programs, including instrumental music, sport, public speaking, choir, school productions, presentation balls, variety nights and concerts. Students also have the opportunity to enter a range of subject and other competitions.

Carwatha College P 12 in the past 3 years has introduced a High Achievers Program and Football Academy to meet the needs of its students. These programs are designed to meet the needs of our students and ensure they achieve the best possible outcomes.

We also place strong emphasis on student leadership, with students at all year levels having the opportunity to take on leadership positions, including Junior School Council, SRC, House Captains, Form Captains, College Captains, Sport Captains; Performing Arts Captains, Environment Captains; flag monitors and School Council representatives. All students in Year 9 participate in a Community Leadership program.

The school has actively sought ongoing and committed partnerships with industry, universities, TAFEs and community organisations. These include long term partnerships with Australian Business and Community Network (ABCN), Deakin University and Chisholm TAFE, together with a broad range of community and wellbeing organisations. These partnerships have been of great benefit to our students and our school.

As a community of learners, we are very proud of our College and of the opportunities and outcomes available to our students.

Please note: Carwatha College P-12 is committed to the safety and wellbeing of all children and young people. This will be the primary focus of our care and decision-making, with particular attention paid to the cultural safety of Aboriginal children and children from culturally and/or linguistically diverse backgrounds, as well as the safety of children with a disability.