Job Description
Overview
Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Administration
Location: Melbourne - Western suburbs
Reference: 1523526
Location Profile
Established on its present site in 1870, Melton Primary School (hereinafter MPS) currently has a student population of around 630. Originally a rural school, it now services part of the young, growing outer-western suburb of Melton.
MPS has a strong tradition of commitment to, and involvement with, the broader community. We highly value our two-way bond of loyalty between staff and families. Our school community is committed to fostering courtesy, pursuit of excellence, self-discipline and ongoing life values and skills.
VISION
Melton Primary School strives for our students to become active and independent learners by:
Encouraging students to become lifelong learners who value themselves, others and learning.
Promoting a social responsibility, resilience, perseverance and independence.
Providing a nurturing and challenging environment that promotes an enthusiasm for learning and prepares individuals to become reflective and valued members of society.
In order to deliver this core purpose our school will:
Demonstrate exemplary teaching and learning with innovative practices
Build strong partnerships between school, home and the wider community
Respect and embrace the diversity within our community
Recognise and celebrate effort and achievement
Promote a safe and caring environment.
VALUES
To promote our School Agreed Behaviours and all that they encompass which are:
We are active learners
We respect others
We are safe
We are supportive
CURRICULUM
MPS continues to work tirelessly in developing a consistent approach to our curriculum in line with F-10 Victorian Curriculum and DET strategic directions.
At MPS our staff are committed to:
creating a Professional Learning Community that focuses on learning rather than teaching, working collaboratively and holding ourselves accountable for results.
developing and implementing a consistent curriculum in literacy and numeracy which fosters high expectations and improves outcomes for all students,
creating a safe learning environment that encourages the development of confidence, social skills and motivation to learn and
developing students' skills, knowledge and attitudes necessary for transition through the various stages of schooling.
We provide our staff with high level professional learning through school based coaches. Our staff is committed to ongoing professional learning.
Our caring and dedicated staff members work closely with the wider school community to develop an educational partnership with and for the children. Parents are actively encouraged to participate in both classroom and wider school activities.
FACILITIES
The students of MPS have the benefit of up to date facilities including:-
A networked ICT system that extends throughout the entire school complex. All of our classrooms have Interactive Whiteboards or televisions installed. An i-Pad program provides support for teaching and learning programs.
An indoor swimming complex which has a 6 lane 25 metre pool, toddler pool, change rooms and administration area. Our students are involved in two terms of swimming instruction as well as incidental pool based activities throughout the school year.
A modern Multi-purpose hall incorporating a gymnasium, before and after school care centre, well-equipped canteen, handicapped toilet facilities, storage areas and offices. The hall is available for hire by community groups.
A free standing Visual Arts room with facilities and equipment to provide a broad range of activities.
A competition grade, fully lit tennis court with seating and shade sails provided in the surrounding area. This facility is also leased on a regular basis by a professional tennis coach who provides lessons to interested students in our community.
Our BER building has 4 learning spaces one being utilised as a Science room, a meeting room, a small staffroom and toilet facilities.
Large grounds including an oval, soccer ground, tennis and basketball courts, several play areas for specific age groups, safe modern climbing equipment, landscaped garden beds, covered areas and artificial turf.
Selection Criteria
SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
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 Possess the technical knowledge and expertise relevant to the position.
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
[Attendance requirement for this position]
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.
Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.
An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are 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. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.
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
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. form letters, newsletters)
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
Coordinate staff timetabling
Undertakes VASS and/or VET administration support
Supports the first aid facilities and assists in delivering first aid to students
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
Diversity and Inclusion
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]
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.
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
Please ensure that your application includes the following to be selected for an interview:
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 requirement for application under the Who May Apply section
Name and contact numbers (telephone and email if possible) of three referees
Please note the selection panel may seek additional referees beyond those you name. Consistent with policy we shall advise you if we will take this action.
The position is for two consecutive days per week commencing at 8am.
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 Wednesday 15 April 2026 at 11.59pm
Posted
2 April 2026
Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Administration
Location: Melbourne - Western suburbs
Reference: 1523526
Location Profile
Established on its present site in 1870, Melton Primary School (hereinafter MPS) currently has a student population of around 630. Originally a rural school, it now services part of the young, growing outer-western suburb of Melton.
MPS has a strong tradition of commitment to, and involvement with, the broader community. We highly value our two-way bond of loyalty between staff and families. Our school community is committed to fostering courtesy, pursuit of excellence, self-discipline and ongoing life values and skills.
VISION
Melton Primary School strives for our students to become active and independent learners by:
Encouraging students to become lifelong learners who value themselves, others and learning.
Promoting a social responsibility, resilience, perseverance and independence.
Providing a nurturing and challenging environment that promotes an enthusiasm for learning and prepares individuals to become reflective and valued members of society.
In order to deliver this core purpose our school will:
Demonstrate exemplary teaching and learning with innovative practices
Build strong partnerships between school, home and the wider community
Respect and embrace the diversity within our community
Recognise and celebrate effort and achievement
Promote a safe and caring environment.
VALUES
To promote our School Agreed Behaviours and all that they encompass which are:
We are active learners
We respect others
We are safe
We are supportive
CURRICULUM
MPS continues to work tirelessly in developing a consistent approach to our curriculum in line with F-10 Victorian Curriculum and DET strategic directions.
At MPS our staff are committed to:
creating a Professional Learning Community that focuses on learning rather than teaching, working collaboratively and holding ourselves accountable for results.
developing and implementing a consistent curriculum in literacy and numeracy which fosters high expectations and improves outcomes for all students,
creating a safe learning environment that encourages the development of confidence, social skills and motivation to learn and
developing students' skills, knowledge and attitudes necessary for transition through the various stages of schooling.
We provide our staff with high level professional learning through school based coaches. Our staff is committed to ongoing professional learning.
Our caring and dedicated staff members work closely with the wider school community to develop an educational partnership with and for the children. Parents are actively encouraged to participate in both classroom and wider school activities.
FACILITIES
The students of MPS have the benefit of up to date facilities including:-
A networked ICT system that extends throughout the entire school complex. All of our classrooms have Interactive Whiteboards or televisions installed. An i-Pad program provides support for teaching and learning programs.
An indoor swimming complex which has a 6 lane 25 metre pool, toddler pool, change rooms and administration area. Our students are involved in two terms of swimming instruction as well as incidental pool based activities throughout the school year.
A modern Multi-purpose hall incorporating a gymnasium, before and after school care centre, well-equipped canteen, handicapped toilet facilities, storage areas and offices. The hall is available for hire by community groups.
A free standing Visual Arts room with facilities and equipment to provide a broad range of activities.
A competition grade, fully lit tennis court with seating and shade sails provided in the surrounding area. This facility is also leased on a regular basis by a professional tennis coach who provides lessons to interested students in our community.
Our BER building has 4 learning spaces one being utilised as a Science room, a meeting room, a small staffroom and toilet facilities.
Large grounds including an oval, soccer ground, tennis and basketball courts, several play areas for specific age groups, safe modern climbing equipment, landscaped garden beds, covered areas and artificial turf.
Selection Criteria
SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
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 Possess the technical knowledge and expertise relevant to the position.
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
[Attendance requirement for this position]
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.
Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.
An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are 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. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.
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
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. form letters, newsletters)
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
Coordinate staff timetabling
Undertakes VASS and/or VET administration support
Supports the first aid facilities and assists in delivering first aid to students
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
Diversity and Inclusion
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]
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.
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
Please ensure that your application includes the following to be selected for an interview:
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 requirement for application under the Who May Apply section
Name and contact numbers (telephone and email if possible) of three referees
Please note the selection panel may seek additional referees beyond those you name. Consistent with policy we shall advise you if we will take this action.
The position is for two consecutive days per week commencing at 8am.
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 Wednesday 15 April 2026 at 11.59pm
Posted
2 April 2026
💡 Quick Summary
Seeking a career-building opportunity? The Receptionist/Admin Assistant - General 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.
