Digital Learning

Work Type: Fixed-term - Part-time

Salary: Salary not specified

Grade: Education Support - Level 1, Range 4

Occupation: Administration

Location: Melbourne

Reference:

KSC1 Demonstrated capacity to lead professional learning for staff in the use of digital tools to enhance learning and wellbeing.

KSC2 Demonstrated capacity to identify and respond to emerging trends in education.

KSC3 Demonstrated high-level time management, organisational and communication skills.

KSC4 Demonstrated capacity to lead and manage change.

KSC5 Ability to work collaboratively in a dynamic, innovative and collaborative team.

This position is a 0.4 FTE, so the successful applicant will be expected to attend for 2 days per week. The ordinary hours of attendance for this education support class employee will be a minimum of 7.6 hours daily, with the days and start/finish time to be negotiated based on the needs of the school.

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.

Strategic:

• As a member of the School Improvement Team (SIT), lead and manage the implementation of whole school improvement initiatives related to the school strategic plan and school priorities;
• Lead and manage the implementation of whole school improvement strategies and policies related to digital learning
• Lead the development of school wide capabilities on our digital platforms (Google, Compass) to support student learning and wellbeing and staff wellbeing.
• Lead the team of domain and other leaders, including mentoring and support, to develop

their digital leadership capacity.

• Lead the ongoing review and development of ethical and creative use of AI capabilities in students and staff, promoting critical thinking capabilities.
• Identify and develop best and next practice through innovation.
• Model excellence in the use of digital tools to aid learning and wellbeing.

Development of others:

• Provide demonstrations and professional learning to model effective digital communication, use of AI and other means to enhance learning (for ES, teachers and students) to support student learning and wellbeing and staff wellbeing.

Organisational:

• Work with the SIT team and others to identify, implement and provide ongoing professional learning and support effective and efficient digital communication and workflow, as well as pedagogies.
• Work with the SIT team to ensure effective implementation of structures and infrastructure to support our digital capabilities.

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

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

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:

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:

The Mac.Robertson Girls' High School is one of four selective entry high schools for high ability learners in Victoria, catering for 1200 young people in Years 9-12.

Situated in a central city location adjacent to the Albert Park Lake, the school offers outstanding facilities for the delivery of its programs and is attended by students from metropolitan Melbourne and beyond.

The selective nature of entry results in a broad socio-economic and cultural mix of students with a strong commitment to academic excellence. The school provides an educational experience that equips girls and gender diverse young people for tertiary study and leadership roles in a range of fields and industries, and develops interests and skills to enhance their personal lives.

The school changes the lives of young people by providing a learning community that fosters a strong sense of belonging, outstanding engagement and self regulation, and a love of challenge and enrichment.

There are two senior certificates available for students to choose from - the Victorian Certificate of Education (VCE) and the International Baccalaureate (IB). Each year 100% of students head off to tertiary education in a course of choice.

Our school vision: Honouring diversity. Inspiring curiosity and creativity. Transforming lives. guides our direction and aspirations. While the strong, positive culture is underpinned by our four core values:

COMMUNITY

We are an inclusive community built on positive relationships and a strong sense of belonging. We value diversity and appreciate those around us for their similarities and differences. We are internationally-minded and value our place in our local and global context.

GROWTH

We seek challenges in order to grow, and are resilient in the face of adversity. We are curious, collaborative, and passionate about learning. We celebrate success and aspire to be our best selves in all aspects of life.

RESPONSIBILITY

We are agents in our own learning, and we foster leadership through action. We take responsibility for ourselves and each other, and we contribute to school life and our broader communities.

COMPASSION

We are interested in the lives and perspectives of others. We value every member of our school and wider communities. We treat people with respect and offer support to those who need it.

The school's highly successful alumnae, The Palladians, continue to be strong supporters of the school offering a range of enrichment and leadership programmes for our students.

We have an outstanding, collaborative and stable staffing profile who support a values driven culture. Staff wellbeing (alongside student wellbeing) is a priority for the school.

The Principal Team conducts tours of the school and prospective applicants are encouraged to visit. To enquire about upcoming tours, please visit our website.

Applications close Tuesday 9 September 2025 at 11.59pm

Posted

28 August 2025