Location Profile SCHOOL PROFILE Wedge Park Primary School is situated in West Melton and has a current student population of 850 students. We pride ourselves on being a well-organised and well-managed school that is strategic in its thinking, planning and implementation of curriculum, assessment and instruction. Literacy and Numeracy are the pillars of the Curriculum program, underpinned by evidenced based instruction, informed by current research. As a school we are focused on developing and implementing a knowledge-rich curriculum. 2025 Staffing Supports In 2025 we are increased the support currently offered to staff to ensure a positive and productive work environment for all staff. These supports include: 5 hours of time release 6 fulltime school based coaches Ongoing professional development through StepLab coaching cycles Additional curriculum days to focus on professional development and management of workload External consultant to build school capacity to manage student behaviour through School Wide Positive Behaviour approaches and practices We currently have staff working through the DoEs Permission to Teach program and have supported many staff through this process and into graduate positions with the school. The support we are able to provide makes the difference in the success of our staff and students. Our students participate in the following specialist curriculum areas: Physical Education Art Music Literature Science Digital Technology Sport The school has a straight grade structure comprising of the following workforce composition: 4 Principal Class, 6 Teaching and Learning Coaches (Leading Teachers), 8 Learning Specialists (YLC) 37 Classrooms, 10 Specialist Teachers, 2 Tutors, 24 Teacher Support Staff, 4 IT/Facilities Staff and 10 Wellbeing/Administration Staff. As a school we remain committed to ensuring class sizes remain manageable and within DoE guidelines. The school has a developed our Professional Learning Community and has recently refined and redeveloped our approach to the implementation of inquiry cycles. Staff are further developing in the use of evidence and data to inform planning for student learning. Teachers have raised expectations of student learning and continue to target the students who require additional learning support and extension. The school implements a School Wide Positive Behaviour Support Framework (PBS) as a means to improve consistency of instruction and our management of student behaviour. Our approach incorporates a whole school acknowledgement system. Our Social and Emotional Learning (SEL) program is supported by the Resilience, Rights and Respectful Relationships curriculum, Zone of Regulation and our school values. Staff Supports: As a Professional Learning Community we are focused on building the capacity of our staff in a positive and supportive environment. All of our teachers have access to in class coaching for literacy, numeracy and student wellbeing. In addition to this, teams are also supported through the planning process with instructional leaders attending weekly planning meetings, engaging in lesson planning, problem solving and providing teams with targeted professional learning as requested. As a leadership team we are focused on building expert educational practitioners for today and the school leaders of tomorrow. Our vision for Wedge Park Primary School is: Every student matters and every moment counts. We aim to: Ensure high quality teaching through professional learning, feedback, teamwork, collegiate support and communication. Respect and develop the unique and individual strengths, talents and needs of every student through fostering a positive growth mindset. Develop every students Literacy, Numeracy and social emotional skills to enable students to be successful in a changing world. Create a positive environment where everyone is encouraged to grow academically, socially, emotionally, physically and creatively to their full potential whilst demonstrating the core values of the school: Responsible, Respectful, Learners. Welcome community involvement through an open, supportive and consultative environment where contributions are valued. If you have any questions or are interested in joining our team, please do not hesitate to contact the school. Selection Criteria SC1. Highly developed interpersonal and communication skills with a proven ability to build and maintain positive and collaborative relationships with students, staff, parents, and the wider school community. SC2. Demonstrated experience in performing a broad range of administrative tasks within a school environment, including but not limited to enrolment processes, student attendance, event coordination, financial procedures, and the proficient use of platforms such as CASES21, Compass, and Microsoft Applications. SC3. Demonstrate leadership capability with the ability to guide and support administrative staff, build team capacity, delegate responsibilities effectively, and foster a positive, productive workplace culture across the school community. SC4. Proven ability to adapt to and manage unforeseen challenges in a fast-paced school office setting, showing flexibility, initiative, and resilience in meeting the evolving demands of the role. SC5. Demonstrated commitment to ongoing professional development and a proactive approach to continuous learning in a school administration context. SC6. Consistent application of advanced organisational and time management skills to effectively prioritise tasks, ensuring accuracy and efficiency in all areas of administrative operations. 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 employees position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher. This role has potential for further term employment. Responsibilities Ensure the provision of a range of administrative support functions for the Principal and teaching staff. Provide administrative support to external service providers as required. Manage the processing of student admissions, registrations, enrolments and transfers. Provide required level of administrative support for school events, functions and projects. Implement induction programs for new staff, volunteers and other workers to the school. 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 education.vic.gov.au 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 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
