Education Support Operations Leader at Victorian Government

Job Description

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This Full time on site position offers great opportunities for career growth.

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Work Type: Ongoing - Full-time
\n Salary: Salary not specified
\n Grade: Education Support - Level 1, Range 3
\n Occupation: Administration
\n Location: Melbourne - Eastern suburbs
\n Reference:

Selection Criteria \n

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• SC1. Demonstrated ability to lead, support and coordinate Education Support staff.
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• SC2. Demonstrated commitment to workplace health, safety and staff wellbeing.
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• SC3. Demonstrated organisational, communication and problem-solving skills.
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• SC4. Demonstrated ability to coordinate and work effectively with external providers.
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• SC5. Demonstrated ability to follow policies and procedures, maintain confidentiality and manage incident and Edusafe follow-up.
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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 \n

Support workplace health and safety processes
\n Liaise with Principal Class, Grounds and Maintenance, staff and external providers
\n Provide day-to-day leadership and coordination of the Education Support team
\n Coordinate school bus operations and student transport processes
\n Maintain appropriate records and provide broader operational support

Who May Apply \n

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

Diversity and Inclusion \n

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 (emailprotected)

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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 \n

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: pal/child-safe-standards/policy

DE Values \n

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: pal/values-department-vps-school-employees/overview

Other Information \n

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

Location Profile \n

Marnebek School is a prominent dual-campus specialist school located in Cranbourne, dedicated to providing exceptional educational outcomes for students with intellectual disabilities from Foundation to Year 12. Recently, Marnebek School received a significant investment of $38.34 million from the State Government to modernize and enhance our facilities. This substantial funding has enabled the creation of new purpose-built classroom learning environments on both campuses, alongside state-of-the-art resource spaces. These spaces now house specialized programs in STEM, Food Technology, Physical Education, Art, and Library facilities. To gain insight into the Marnebek experience, please view our promotional video at the following link: Marnebek School Experience Video. This video illustrates our commitment to supporting our students in achieving the highest learning outcomes possible. Our educational approach is guided by a clear vision and set of values: School Vision: Marnebek School is committed to fostering a stimulating and engaging environment where students can embrace learning and realize their full potential. We prioritize their social, emotional, and physical well-being, empowering them to become active and valued members of their community. School Values: At Marnebek School, we uphold the values of Resilience, Respect, and Responsibility in every facet of our community: Resilience: We hold ourselves and each other accountable within our school community. Respect: We value and celebrate the diversity of others throughout our school community. Responsibility: We operate with honesty, ethics, and transparency across our school community. Our strategic focus centres on enhancing literacy and numeracy skills among our students throughout our comprehensive four-year plan. This initiative stems from our self-evaluation report, which identified areas for improvement under the Framework for Improving Student Outcomes (FISO) in Teaching and Learning. Throughout this strategic plan, we aim to build the capacity of our educators to deliver high-quality teaching tailored to students with diverse disabilities. We set rigorous standards for professional teaching practices, empowering our staff to take ownership of student learning and fostering a collaborative, supportive school culture. Should you have any further inquiries or wish to learn more about Marnebek School, please do not hesitate to contact us.

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Applications close Wednesday 30 September 2026 at 11.59pm.

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