Ed Support Level 1-range 3

**Overview**:
**Work Type**:Ongoing - Full-time

**Salary**: Salary not specified

**Grade**:Education Support - Level 1, Range 3

**Occupation**:IT and telecommunications

**Location**:Melbourne - Western suburbs

**Reference**:1488613

**Selection Criteria**:
**SC1** Demonstrated capacity to manage, document and deliver a broad range of ICT support functions within a school environment, including the ability to diagnose and resolve complex issues, implement improvements, and ensure systems are reliable, secure and future-focused.

**SC2** High-level communication and interpersonal skills, with the ability to provide clear, practical and timely ICT advice to the principal, leadership team, staff and the broader school community, and to build effective working relationships with colleagues, students and external service providers.

**SC3** Demonstrated proficiency and adaptability in the use of a wide range of office systems, software, digital learning platforms and ICT equipment, with the proven ability to provide training, guidance and specialist technical support to others.

**SC4** Demonstrated capacity to work collaboratively as part of a multidisciplinary team, supporting principals, teachers, education support staff and students, while contributing specialist ICT knowledge to enhance teaching, learning and administration.

**SC5** Demonstrated ability to work independently, exercise sound judgement and initiative, and take responsibility for the planning, delivery and continuous improvement of ICT solutions, including maintenance, upgrades and the implementation of new systems.

**SC6** Demonstrated commitment to ongoing professional learning, reflective practice, and alignment with Ngurraga School¿s values of respect, growth and teamwork, with a focus on leveraging ICT to improve student access, engagement and outcomes.

**Role**:

- [Attendance requirement for this position]
- 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 mínimal 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**:

- Undertake systems design, program design and specification and direct programming changes necessary to enhance, modify or maintain a computer system.
- Evaluate and report on the operational efficiency of computer systems in production, making recommendations for improvement where appropriate.
- Examine and report on the efficiency and effectiveness of hardware configurations, software operating systems, data transmission networks and generalised software packages.
- Develop and conduct training programs for computer systems users.
- Modify and adapt accepted methods and guidelines and interpret and analyse complex data across several sub-disciplines.
- Develop techniques and procedures that will affect work practices beyond the work place.
- Manage a technical program with a b