Job Description
Location: Melbourne | Southern Metropolitan
Job type: Full time / From 16/0+/2026
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1432483
Location Profile
Established over 150 years ago in 1865, Glen Iris Primary School, affectionately known as GIPS, is a family and community-oriented school serving families in Glen Iris and the surrounding areas. In 2026, our enrolment is 3+0 children and 18 classes. Our highly motivated and professional staff members provide an engaging and caring education that fosters a love of learning and encouragement for individuals to excel.
We have a deeply embedded pedagogical model from Prep to Year 6. We start our lessons with a hook or positive primer to help students engage with the learning. Then, we do ******** teaching of a skill or strategy. As students move off to differentiated work, teachers differentiate by working with small groups and then conferencing one to one with students before bringing students back to reflect at the end of class. This consistent, predictable routine is embedded across all classes and year level groups. In 2026, our specialist classes will include Visual Arts, Performing Arts, Physical Education, STEM Design Thinking, and French.
Data drives everything here at GIPS so we can continually measure the progress of our students. We spend dedicated time during PLCs analysing all student data and then discussing in teams how that data will impact our ******** teaching, small group instruction, and one to one conferencing. We place great emphasis on reading, writing and mathematics at GIPS. Our motto is ¿Aim High¿, and thus we have very high expectations for our learners and their developmental growth.
Wellbeing is embedded into learning, because safe, happy, and healthy children learn better. At GIPS, we use a range of wellbeing tools to support our students to learn the skills and strategies they need to have positive mental health including the Resilience Project, the Berry Street Education Model, Life Education, Buddies, and Respectful Relationships. These programs help our students build and maintain harmonious relationships. Our shared school values - Empathy, Honesty, Resilience, Gratitude and Respect- are central to our community.
Teachers at our school are exhilarated about education and improvement, as we are constantly learning and growing. There is a strong sense of community at GIPS, and we are seeking teachers who are passionate about working on teams, have high expectations for all learners, and value the integration of learning and wellbeing. Questions can be directed to the school principal, Maddie Witter.
Selection Criteria
SC1 Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to an administration position. (Knowledge of CASES21, Compass and Google Drive favourable - but not essential).
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 Demonstrated organisational skills, efficiency, attention to detail and commitment to process improvement.
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
As part of your application please provide a written response to each of the selection criteria and the names and details of three referees
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.
Performs routine administrative or operational tasks, including: general telephone, front office enquiries, mail deliveries, assisting with stock control, supporting organisation of meetings, receiving and initial processing of standard paperwork
Operate and instruct others in the routine use of equipment and computer systems such as Compass
Supports financial and budgetary processes and utilises standard software
Conducts induction processes for school visitors or tradespeople on school operational health and safety policies and procedures
Undertakes systems processing work such as data entry, purchasing, payments and reports
Coordinates the preparation of standard routine internal and external communication Provides support services in trade areas such as school grounds and building maintenance
Provides student transportation services such as bus driving, and scheduling
administration support
Responsibilities
Provide routine clerical or other administrative support responsibilities including general telephone, front office enquiries, mail deliveries, assisting with stock control, supporting organisation of meetings, receiving and initial processing of standard paperwork
Liaise and provide information / support to community, students and staff.
Support Attendance policy and processes to ensure accurate records are kept daily - follow up incomplete rolls, support with Census activities etc.
Maintain student files including digital and hard copy records.
Extract non-complex data and print standard reports from CASES21 and other software packages as required.
Support the organisation of camps, excursions and incursions.
Provide administrative support for school events, functions and projects.
Maintain, enter and retrieve data from the schools IT systems, such as the school's records system, including computerised student, staff and school records
Maintain and update office records, enrolment data , diary records, and basic written records
Support or coordinate the preparation of standard routine internal and external communication according to school procedures (e.g. newsfeeds)
Source basic data or factual information from given sources to support school administrative functions, e.g. books, reports, manuals, catalogues, tables, forms, etc.
Coordinate the delivery of administrative services within the school
In consultation with the principal, determine and manage work priorities within the school office
Develop and implement strategies to ensure effective administration procedures
Coordinate the implementation of requisitioning, purchasing and issuing procedures
Manage client reception and office operations
Liaise with school staff in regard to support requirements
Collect and input student enrolment data and transfer data
Supports the first aid facilities and assists in delivering first aid to students
Coordinate the daily administration of medication and ensure all paperwork is kept up to date in line with DET and school policy.
Ensure student health and medical plans are kept up to date and communicated to the appropriate staff.
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 [email protected]
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
Job type: Full time / From 16/0+/2026
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1432483
Location Profile
Established over 150 years ago in 1865, Glen Iris Primary School, affectionately known as GIPS, is a family and community-oriented school serving families in Glen Iris and the surrounding areas. In 2026, our enrolment is 3+0 children and 18 classes. Our highly motivated and professional staff members provide an engaging and caring education that fosters a love of learning and encouragement for individuals to excel.
We have a deeply embedded pedagogical model from Prep to Year 6. We start our lessons with a hook or positive primer to help students engage with the learning. Then, we do ******** teaching of a skill or strategy. As students move off to differentiated work, teachers differentiate by working with small groups and then conferencing one to one with students before bringing students back to reflect at the end of class. This consistent, predictable routine is embedded across all classes and year level groups. In 2026, our specialist classes will include Visual Arts, Performing Arts, Physical Education, STEM Design Thinking, and French.
Data drives everything here at GIPS so we can continually measure the progress of our students. We spend dedicated time during PLCs analysing all student data and then discussing in teams how that data will impact our ******** teaching, small group instruction, and one to one conferencing. We place great emphasis on reading, writing and mathematics at GIPS. Our motto is ¿Aim High¿, and thus we have very high expectations for our learners and their developmental growth.
Wellbeing is embedded into learning, because safe, happy, and healthy children learn better. At GIPS, we use a range of wellbeing tools to support our students to learn the skills and strategies they need to have positive mental health including the Resilience Project, the Berry Street Education Model, Life Education, Buddies, and Respectful Relationships. These programs help our students build and maintain harmonious relationships. Our shared school values - Empathy, Honesty, Resilience, Gratitude and Respect- are central to our community.
Teachers at our school are exhilarated about education and improvement, as we are constantly learning and growing. There is a strong sense of community at GIPS, and we are seeking teachers who are passionate about working on teams, have high expectations for all learners, and value the integration of learning and wellbeing. Questions can be directed to the school principal, Maddie Witter.
Selection Criteria
SC1 Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to an administration position. (Knowledge of CASES21, Compass and Google Drive favourable - but not essential).
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 Demonstrated organisational skills, efficiency, attention to detail and commitment to process improvement.
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
As part of your application please provide a written response to each of the selection criteria and the names and details of three referees
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.
Performs routine administrative or operational tasks, including: general telephone, front office enquiries, mail deliveries, assisting with stock control, supporting organisation of meetings, receiving and initial processing of standard paperwork
Operate and instruct others in the routine use of equipment and computer systems such as Compass
Supports financial and budgetary processes and utilises standard software
Conducts induction processes for school visitors or tradespeople on school operational health and safety policies and procedures
Undertakes systems processing work such as data entry, purchasing, payments and reports
Coordinates the preparation of standard routine internal and external communication Provides support services in trade areas such as school grounds and building maintenance
Provides student transportation services such as bus driving, and scheduling
administration support
Responsibilities
Provide routine clerical or other administrative support responsibilities including general telephone, front office enquiries, mail deliveries, assisting with stock control, supporting organisation of meetings, receiving and initial processing of standard paperwork
Liaise and provide information / support to community, students and staff.
Support Attendance policy and processes to ensure accurate records are kept daily - follow up incomplete rolls, support with Census activities etc.
Maintain student files including digital and hard copy records.
Extract non-complex data and print standard reports from CASES21 and other software packages as required.
Support the organisation of camps, excursions and incursions.
Provide administrative support for school events, functions and projects.
Maintain, enter and retrieve data from the schools IT systems, such as the school's records system, including computerised student, staff and school records
Maintain and update office records, enrolment data , diary records, and basic written records
Support or coordinate the preparation of standard routine internal and external communication according to school procedures (e.g. newsfeeds)
Source basic data or factual information from given sources to support school administrative functions, e.g. books, reports, manuals, catalogues, tables, forms, etc.
Coordinate the delivery of administrative services within the school
In consultation with the principal, determine and manage work priorities within the school office
Develop and implement strategies to ensure effective administration procedures
Coordinate the implementation of requisitioning, purchasing and issuing procedures
Manage client reception and office operations
Liaise with school staff in regard to support requirements
Collect and input student enrolment data and transfer data
Supports the first aid facilities and assists in delivering first aid to students
Coordinate the daily administration of medication and ensure all paperwork is kept up to date in line with DET and school policy.
Ensure student health and medical plans are kept up to date and communicated to the appropriate staff.
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 [email protected]
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
💡 Quick Summary
Seeking a career-building opportunity? The Administrative Assistant Ongoing position is now open for candidates interested in the Government Job Alert sector. This role in Melbourne offers a professional environment and growth potential.
Requirement Snapshot: Candidates should possess basic communication skills, a proactive attitude, and the ability to work in a team. Experience in Government Job Alert is a plus.
