Daily Organisation/Events Administrator - ES1-4
Location
Melbourne Western Suburbs VIC
Full job description
Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Administration
Location: Melbourne - Western suburbs
Reference: 1485281
Location Profile
Bemin Secondary College
Two Campuses ¿ Countless Opportunities
Respect, Excellence, Innovation, Community
Bemin Secondary College requires a Daily Organisation/Events Administrator to join our team at Victoria¿s fastest-growing secondary school. The ideal applicant is innovative, flexible, and confident in their ability to contribute to the school community for the students to achieve their individual best learning and wellbeing outcomes. They will work as both a leader and community member in establishing a strong school culture requires strong critical, creative, and ethical thinking coupled with interpersonal skills that reflect an understanding of equity, inclusion and cultural sensitivities.
Situated across two campuses, Bemin Secondary College is Truganina¿s first secondary school, presenting a unique experience to be a part of creating a culture of educational excellence at the heart of the Truganina community. Separated by only 1.6km, our Junior (7-9) and Senior (10-12) campuses are located:
35 minutes¿ drive from the Melbourne CBD
15 minutes¿ drive from Point Cook
15 minutes¿ drive from Caroline Springs
21 minutes¿ drive from Yarraville
26 minutes¿ drive from Essendon
The College will introduce Years 9 and 12 for the first time in 2026, completing our year levels (Years 7-12), with our student population continuing to grow in the coming years.
Vision
At Bemin Secondary College, all students will be empowered to achieve their individual best learning and wellbeing outcomes. The learning, growth and achievement of all young people will be underpinned by creativity, innovation and a commitment to respectfully work together to create a sustainable future for themselves and their families.
Mission
Bemin Secondary College¿s mission is to foster a learning community identified by high expectations, a commitment to evidenced based practices and a deep pride in the school values. The school promotes a strong sense of community by building strong home/school partnerships and welcoming all students from across the local neighbourhood. All students are supported to develop their identity by differentiated pathways while acknowledging that their individual cultures and personal identities are sources of strength.
School Expectations
At Bemin Secondary College, all teachers are expected to commit to collaborating in a multidisciplinary way while working in a professional learning community. All teachers have the opportunity to work across both campuses, based on qualification and experience.
All teachers are expected to develop and/or demonstrate a deep understanding of the School¿s pedagogy and the ability to co-create and action the delivery of a guaranteed and viable Victorian Curriculum and/or Victorian Certificate of Education (VCE) senior school program. Along with the expectation that all students will achieve their best individual outcomes, the School is committed to ongoing adult learning and skill improvement. It is an expectation and requirement that all teachers embrace the School Wide Positive Behaviour framework that focuses on the teaching and re-teaching of all students' behaviour expectations and routines. All staff work in partnership with parents and families to provide ongoing feedback about student learning growth and wellbeing.
Bemin Secondary College is committed to building the literacy and numeracy skills of all students across both campuses.
Teaching and Learning
Bemin Secondary College has established a strong Professional Learning Community (PLC) culture supported by an inquiry model of investigation. Collaborative planning is central to the delivery of an engaging curriculum. An emphasis on understanding the evidence-based practices and importance of differentiating learning tasks, providing students and parents with effective feedback and structured lesson planning are core expectations.
Positive Climate for Learning
The School Wide Positive Behaviour framework is the key pedagogy in setting high learning and behaviour expectations along with promoting inclusion. The School strongly advocates and teaches young people the importance of learning and behaviour routines in order to achieve maximum success at school.
If you are ready for the next challenge in your career in education and excel in working creatively and collaboratively to enable student success and excellence, then please contact the College either via phone or email to discuss the role further.
School Tours
Further information about the school or this position are encouraged to visit the Bemin Secondary College website: http://www.beminsc.vic.edu.au/
Selection Criteria
Selection Criteria
SC1 Demonstrated high level competency in scheduling and or rostering events in a large secondary school.
SC2 Possess knowledge and expertise in the use of daily organisation software (Edval Daily).
SC3 Demonstrated proficiency and the capacity to utilize other information technology applications such as Microsoft Suite, CASES21 and Compass to coordinate the effective delivery of College Operations.
SC4 Demonstrated ability to work within established guidelines, to self-manage time and solve any issues as they arise.
SC5 Demonstrated capability to communicate effectively with stakeholders and work as part of a collaborative team.
SC6 Demonstrated commitment to professional learning and growth of self.
Role
Hours of Work: 7.00am ¿ 3.00pm (Monday ¿ Friday)
Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.
Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.
Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.
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
Responsibilities
The Daily Organisation / Events Administrator¿s responsibilities include:
Daily Organisation
Manage the daily organisation and scheduling of replacement teachers, liaising with CRT service providers as required.
Allocate replacement classes to staff as per the VGSA and local school arrangements.
Engage casual relief teachers (CRTs) and allocate their daily workloads.
Induct new CRTs to the College and ensure they are familiar with expectations and procedures.
Maintain accurate and auditable records of teacher absences, CRT allocations, and replacement class coverage.
Communicate changes to schedules, rooms, and staff clearly and promptly to minimise disruption and confusion.
Monitor patterns in staff coverage and flag potential operational issues.
Prepare alternative and special timetables as required (e.g. for camps, excursions, exam weeks).
Work with the Assistant Principals to support scheduling processes for student-led conferences, course selections, and broader timetable management.
Prepare and support safe, structured experiences through well-managed events, supervision, and excursions.
Ensure that operational decisions support equitable student access and a safe learning environment.
Undertake professional learning and training relevant to timetabling and scheduling systems (e.g. Edval, Compass, VGSA, staff induction, employment conditions).
Support the Assistant Principal ¿ College Innovations and Organisation with relevant documentation and analysis.
Event Management and Compliance
Maintain consistent, effective processes for the planning, approval, and execution of school events.
Coordinate event logistics and staffing across teams, ensuring support roles are filled.
Manage all compliance requirements related to excursions, incursions, and school events (including risk assessments, permission forms, and approvals).
Provide staff with event planning templates, timelines, and training in risk and compliance requirements.
Communicate clearly with affected staff regarding event changes and supervision impacts.
Communication and Collaboration
Liaise with administration staff, leadership, and teachers in a professional, transparent, and equitable manner.
Provide documentation, updates, and guidance related to daily coverage, events, and staffing as required.
Support staff wellbeing through fair, balanced rostering and clarity in communication.
Maintain consistent supervision and safety structures aligned with student learning needs.
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
Other Information
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
Please ensure that your application includes:
A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
A section addressing the selection criteria and the requirements for application under the Who May Apply section
Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
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 Sunday 10 August 2025 at 11.59pm
Posted
28 July 2025