Executive Assistant

Location Profile: Executive Assistant

Glen Waverley Primary School is seeking a dynamic, enthusiastic and passionate Executive Assistant with a comprehensive understanding of all Department of Education and Training (DET) and Microsoft software packages to assist the Principal and Business Manager with leading the school and associated administrative tasks.

The position entails (although is not limited to) the following responsibilities:

-    Assist the Principal with a variety of administrative tasks.

-    Assist the Business Manager to coordinate the delivery of administrative services within the school such as Human Resources and Accounts Payable.

-    In consultation with the Business Manager, determine and manage work priorities within the school office.

-    In consultation with the Business Manager, develop and implement strategies to ensure effective administration procedures.

-    Maintain school's records system, including computerised student, staff and school records.

-    Coordinate the implementation of requisitioning, purchasing and issuing procedures.

-    Assist the Office Manager and reception staff to manage client reception.

-    Provide a range of administrative, research and support duties.

-    Prepare and present standard reports and data to school council and school council sub-committee meetings as required.

-    Liaise with and provide information to parents, staff and students about school administration procedures and policy.

-    Provide administrative support for specific school programs.

•             Ensure confidentiality of records are maintained

•             Manipulate data/information and prepare documentation/basic reports

•             Organise meetings, events, location, equipment, catering etc as required

•             Manage annual cyclic review of policies

•             School Council Preparation documents

•             Liaise with the Principal team in organising the marketing and advertising of the School

•             Undertake other duties as requested by the Principal or Business Manager

Commencement Date:

The anticipated commencement date is Monday 6th August. However, we understand that this may need to vary if the successful applicant is from another DET school.

Our School:

Glen Waverley Primary School is a very proud Internationally Accredited Member of the Council of International Schools (CIS). We are committed to continuous improvement, global education and excellence in all aspects of teaching and learning and school leadership. We have a reputation for high academic achievement, and we are proud of the achievements of our industrious, respectful students which are enhanced by our families who highly value education. Our school is located on the busy arterial of High Street Road in the suburb of Glen Waverley, very close to the major intersection with Springvale Road in the City of Monash approximately 20 km east of the Melbourne CBD.  

Our work is driven by our School Philosophy:

The students are at the centre of everything we do Building staff capacity is paramount and Everything we do is based on research and a whole school approach. And is underpinned by our School Values and Guiding Statements which can be found on our school website.

Our student family occupation (SFO) density is relatively steady at 0.24 and our SFOE is 0.1653 which indicates a community with an overall high socio-economic profile with the percentile ranking above 90, showing a school with a high level of advantage relative to other state schools. The proportion of students with a language background other than English (LBOTE) is significant at 95% with 85% deemed to be learning English as Additional Language (EAL).  Our current families represent 36 different nationalities. The school’s student profile attracts substantial funds under English as an Additional Language (EAL) and Programs for Students with Disabilities (PSD) and a relatively small amount under Mobility.  The school also receives funds for our international students, which are additional to the SRP funding.

There are approximately seventy staff members across a range of fulltime and part-time positions and together offer a diversity of experience, expertise and a gender balance. Our specialist curriculum areas include Visual Arts, Music, Physical Education, Mandarin, Reading Recovery, Multimedia, Advanced Art, Music and Maths. We also value the use of coaching and subsequently employ three Pedagogical coaches (Learning Specialists) in English, Maths and Student Engagement in Learning and a Leadership Development coach.

Our 870 (approximately) students can only be described as children who love their school as they are provided with a rigorous and engaging program that is based on the Science of Learning and a personalised approach.

School Strategic Plan – Through the CIS Accreditation process, we undertook a very comprehensive school review in 2016 which has resulted in the development of an SSP which focuses on high level student engagement with a particular focus on the science of learning in order to further enhance student learning outcomes. Our current SSP and AIP are available on our website.

Parents are openly welcomed into our school and participation and support has strengthened in recent times including the introduction of a Community Relations (Parents & Friends) committee and attendance at excursions, incursions and classroom support. School Council is very active and enthusiastic and a sense of school pride is evident in the manner in which the school is presented. Corridors are orderly and purposefully adorned with student learning from classroom and extra curricula activities. The school offers a broad range of extra curricula programs and activities.  Before and after school care is also available for families.

We are extremely proud of our school’s curriculum as we have whole school approaches to Reading, Writing and Mathematics. Currently we are developing a whole school approach (framework) to the Science of Learning (metacognition) which is an extremely exciting body of work.

The school’s Digital Learning footprint is substantial and continually increasing. Interactive whiteboards or flat screen TV’s are installed in each of the classrooms, all Prep to Year 3 classrooms have 6 iPads and notebooks and we have a BYOD 1:1 iPad program for students in Levels 4, 5 and 6. Our robotics program is also extensive with approximately 120 robots throughout the school.

Playground areas are located across the multi-level site and students have access to a range of areas including a well-maintained oval, several hard court areas, four sets of playground equipment, and a landscaped central courtyard with sand pit and garden beds that was designed with student consultation.  This attractive addition is used as an assembly area on fine days. The classroom facilities are located across five main buildings, two cement brick clad LTC (light timber construction) design, each with a central corridor, a number of relocatable mod 5 buildings, a mod 10 (double story portable) and the BER that provides seven contemporary learning spaces which house the Prep and Year One students and the Reading Recovery program. The larger of the LTC wings accommodates the library, art room, administration area, sick bay and the staffroom. Specialist programs are all allocated learning spaces including physical education, which has access to the school’s recently constructed gymnasium. Several learning spaces are used for oral language, a multimedia room, robotics, science and some storage.

I wish all applicants well with the recruitment process.

Frank Catalano

Principal

SC1     Demonstrated high level oral and written communication and interpersonal skills with an ability to relate with all members of the school community including students, parents, staff and community organisations associated with the school.

SC2     Demonstrated high level of administrative experience in DET financial management systems including CASES 21 Finance and Administration, eduPay, SMS, Recruitment Online as well as a comprehensive knowledge of the Student Resource Package and other funding sources.  

SC3     Demonstrated high levels of professional integrity, sensitivity and an ability to engage with a diverse school community.

SC4    Demonstrated ability to show initiative and work independently, flexibility and constructively in a team within a busy school office environment to ensure the continuous and efficient operation of the office and to work creatively and proactively to enhance work systems, practices and relationships. 

SC5      Highly developed organisation skills with a demonstrated ability for effective time management. Establishing priorities and procedures. 

SC6    Demonstrated ability to lead a Victorian Government school’s Occupation Health and Safety (OH&S) program. 

The attendance required would be between 3-6 days in the holidays.  Notice would be given in November.

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.

-    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.

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

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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

- 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

• 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.