Senior Sub School Administrator

Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Education Support - Level 1, Range 3

Occupation: Other

Location: Melbourne - Eastern suburbs

Reference:

Location Profile

COLLEGE PROFILE, VISION AND VALUES

Lyndhurst Secondary College is situated just north of Cranbourne in the south-western corner of the City of Casey - one of the fastest growing municipalities in Australia. Our college has an enrolment of 840 students and is projected to rise further. Over recent years, the cultural mix of the College has evolved, with students coming from over 50 backgrounds and nationalities.

Our College Vision, Empowering students for learning and life, is lived on a daily basis through both our classroom practices and co-curricular opportunities. Our College Values are excellence, commitment, integrity, and respect, with an overarching belief in high expectations for all. These are recognised with students through an active SWPBS framework known as Lyndhurst Legacy whereby staff can recognise students for their demonstration of College Values to accumulate points, which contribute to regular awards given at year level and whole school assemblies.

WHAT DO OUR STUDENTS AND STAFF SAY ABOUT LYNDHURST SECONDARY COLLEGE?

In the 2024 Student Attitudes to School Survey, our students reported positive results that were above both similar schools AND state results in EVERY single measure. This includes important areas such as effective classroom behaviour, stimulated learning, having an advocate at school, a sense of connectedness and high expectations for success.

In the 2024 School Staff Survey, our staff reported positive results that were at or above both similar schools AND state results in 27 of a total 31 measures. This includes important factors such as having a collective focus on student learning, instructional leadership and staff safety and wellbeing.

COLLEGE-WIDE APPROACH TO KNOWING OUR STUDENTS

The Lyndhurst Secondary College community is committed to providing a safe, challenging and stimulating learning environment for all students. We have school-wide, consistent approaches to classroom routines and classroom/behaviour management to ensure that our students can be ready to learn and can achieve success, as well as ensure staff are supported to make every minute of learning time effective.

In 2024, we commenced the work of implementing the Berry Street Education Model framework, with all staff undertaking 4 days of professional learning. We also have a daily 10-minute home group and weekly Mentor period where teachers work with the same teacher who deeply knows their group of young people and works with them to build their learning to learn skills, improve their wellbeing and connection and investigate future careers and pathways.

CURRICULUM OFFERINGS

Our curriculum offers a range of flexible learning options and support programs. This includes a focus on providing high-quality vocational programs for students right from Year 7, including Hands On Learning, access to on-site and external VET courses and a strong VCE Vocational Major curriculum. The college is also home to its own state of the art Auto Trade Skills Centre which delivers Certificate II in Automotive Vocational Preparation to over 80 students each year. Students also have the opportunity to engage with a wide range of subjects, with Arts and Technologies taster classes in Years 7 and 8 through to flexibility in their elective options in Years 9 and 10.

STUDENT VOICE AND AGENCY

As a college, we understand the importance of student voice and agency in relation to school connectedness. As result, there are extensive leadership opportunities available to students across a range of areas within the College community. We also support our young people with an extensive and highly skilled Wellbeing Team, as well as connecting with a variety of community-based groups.

CURRENT STRATEGIC FOCUS

Presently the major focus for staff is to develop classroom curriculum and pedagogy through a range of evidence-based teaching and learning strategies, to further improve outcomes for students. The objective is to teach each student's point of need, regardless of where they on the learning continuum.

This, alongside the development of whole-school frameworks and implementation of the Berry Street Education Model are key components of our Annual Implementation Plan.

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.

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

General Sub School Support:

• Field and direct incoming phone calls for the Sub School
• Manage toilet passes and keys for students in the Sub School
• Create, print and post letters as requested by Sub School team members
• Organise and manage equipment borrowing, including re-ordering/re-stocking of items as required (e.g. sports equipment)
• Organise/order resources for the Sub School, including resources for Home Group and Mentor
• Provide support with enrolment processes, including supporting completion of enrolment paperwork, making contact with previous schools and booking in enrolment meetings
• Support new student transition by going through induction tasks on checklist as allocated
• Prepare and maintain master locker lists
• Create Sub School events on Compass, including Sub School assemblies and progress report celebration lunches
• Print paper-based permission forms for students as requested
• Collate data and prepare certificates for year level/Sub School assemblies
• Prepare, send and follow up on invitations to parents/carers for significant events e.g. whole school assemblies, Awards Night
• Prepare and maintain detention lists for Sub School detentions
• Monitor suspension data for Sub School and notify Sub School team members when students reach trigger points e.g. 5 days, 10 days, 15 days
• Support Learning Conferences by making bookings for students/parents/carers prior to the day, as well as greeting/directing families on the day

Attendance Support:

• Process late arrivals on Compass, provide late slips to students and complete follow up phone calls to explain lateness
• Prepare/print attendance reports as per whole school attendance processes
• Prepare absence reports as per whole school attendance follow up processes
• Make absence phone calls to explain absences as per whole school attendance follow up processes (census, daily absence, 2-5 days absent)
• Prepare absence Chronicle posts as per whole school attendance follow up processes

Uniform Support:

• Process approved and unapproved uniform passes on Compass
• Organise and manage uniform borrowing, including re-ordering/re-stocking items as required
• Make uniform phones calls for students with multiple uniform passes needing to be issued to identify reasons and provide support if required through State Schools Relief

Senior School Assistant

• Process applications for uniform and other items through State Schools Relief
• Create and maintain attendance redemption spreadsheets, and communicate this to students
• Oversee the whole school SAC schedule
• Create Compass events for SACs, including allocation of staffing (with Daily Org)
• Support SAC supervision and setup of SAC spaces/papers
• Manage the LSC Alumni Program
• Support exam organisation and operations
• Support Learning Conferences and other school-wide events as required
• Undertake VASS Coordinator role in the college
• Oversee all VASS data entry and completion of VASS-related tasks
• Support exam organisation

Other:

• Act as backup for Main Office as required due to staff absence
• Undertake other duties as required by College Executive Team

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

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:

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:

Other Information

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
• names and contact numbers (telephone and email if possible) of two referees.

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

Applications close Tuesday 2 September 2025 at 11.59pm

Posted

21 August 2025

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