Full job description Job Description Location: Melbourne | Northern Metropolitan Job type: Full time / From 22/01/2025 Organisation: Schools (Government) Salary: Salary not specified Occupation: Administration/Secretarial Reference: 1449874 Location Profile Merri Creek Primary School was established in 1891 and is situated on the banks of the Merri Creek in Fitzroy North, an inner urban Melbourne suburb. Enrolments sit around 440 students. Classes are single year level structures and include Foundation, Years 1, 2, 3, 4, 5 and 6. There is one Year 3/4 composite most years to allow for the differences in required class sizes between the junior and senior school. The school strategic planning reflects the school community's high expectations for literacy and numeracy learning with a focus on ensuring teacher capacity to differentiate teaching to provide challenge and progress for every student, to embed consistent assessment practices that analyse and monitor the impact of learning to inform teacher practice and directions and establishing visible partnerships with the parent community through digital portfolios, to align with assessment and reporting. Inquiry learning at Merri Creek Primary School is designed around a well-sequenced, knowledge-focused curriculum centred on the humanities and the sciences. These subject areas are delivered through the careful ordering of this curriculum content so that new information and concepts are built sequentially from year to year. Learning, reasoning, problem solving, and concept formation are learned within the curriculum content domains of history, geography, civics and citizenship, economics, biological, physical, earth, and chemical sciences. Students develop critical thinking and inquiry skills through strong knowledge of these curriculum domains. Teachers use clear explanations to teach through modelling/guiding practice, through worked examples, and effectively supporting students in learning. By breaking down complex concepts into manageable parts, providing explicit instruction on each component and checking for understanding before gradually releasing responsibility to students, teachers can develop a solid foundation of understanding. Independent student work is carefully placed within a larger instructional sequence. Merri Creek Primary School strives to provide a student-centred, stimulating learning environment that promotes rigour, curiosity, diversity and actively engages students in their learning through developing their physical, social and emotional wellbeing. Specialist teachers provide a Language program, Music program (rock bands and musical performances), a Visual Arts program and Library. Merri Creek Primary School students engage in a range of creative pursuits, and we proudly celebrate their talents through displaying their work and conducting music performances at weekly assembly. We have a school arts festival on alternate years. All class teachers collaborate in their teaching and learning teams to provide Physical Education. The teaching staff share ideas, knowledge, and plan together in professional learning teams focused on team and whole school planning and improvement. Students in Years 3, 4, 5 and 6 participate in annual camps, 5 and 6 students participate in inter-school sports, Foundation ¿ Year 5 students participate in swimming lessons annually. An Out of School Hours Music program employs teachers of piano, flute, violin, guitar, drums, voice and recorder to teach students after school in individual or shared lessons. The school values are CARE, Creativity, Acceptance of diversity and difference, Responsibility and Effort and school rules simply allow everyone to learn and to feel safe at school. Community We have a largely educated and professional community and education is greatly valued by parents, carers and students. There are high expectations as to student achievement and wellbeing. Families collaborate for the benefit of all the students, school programs and facilities. Families participate in the daily life of Merri Creek Primary School. These include formal and informal participation through membership of School Council and its sub-committees; working in classroom programs; actively working to improve the physical environment; fundraising and assisting with parent information and education. The high level of parent involvement in the school is greatly valued and encouraged. Selection Criteria SC1 Demonstrate high level written, verbal and technological communication abilities. SC2 Demonstrate interpersonal skills that include a capacity to develop constructive relationships with staff, students and parents. SC3 Demonstrate the capacity to build strong relationships with community and business partners. SC4 Demonstrate high level competency and understanding of Compass and DE software including CASES21 and the associated internal controls, policy, procedures and guidelines that are to be adhered to. SC5 Demonstrate capacity to provide high level organisational and management skills to support a busy school setting and its business practices. Role 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 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. Manage the processing of student admissions, registrations, enrolments and transfers. 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. Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment 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. The Department of Education 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines). Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au 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 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