Executive Support

Location Profile

Ashwood School

Ashwood School is a coeducational specialist school catering for approximately 140 primary and secondary students with a mild intellectual disability. Located in the eastern suburbs of Melbourne, we proudly serve families from the municipalities of Monash, Boroondara, Manningham, Stonnington, Whitehorse, Glen Eira and Bayside.

We aspire to be a centre of excellence and school of first choice in special education, delivering a supportive yet challenging environment where every student is empowered to reach their full potential and become a valued, active member of the community.

Our Mission

To develop independent learners who achieve their maximum learning outcomes through a focused, engaging and individualised curriculum that builds academic, social, emotional, communication, independence and employability skills for a successful life beyond school.

Individualised Learning

Every student at Ashwood School has a tailored Individual Education Plan (IEP) developed in close partnership with families at Student Support Group (SSG) meetings. Goals are informed by ongoing assessment using the Victorian Curriculum, the Victorian Pathways Certificate (VPC) and a range of specialist tools, ensuring teaching is precise, evidence-based and responsive to each child¿s needs.

Small class sizes and a high staff-to-student ratio allow our highly qualified teachers, education support staff and allied health professionals to provide the intensive, personalised support that drives outstanding progress.

Student Voice & Leadership

Student voice and agency are at the heart of Ashwood School. From Primary through to Year 12, students are actively encouraged to express their ideas, lead initiatives and contribute to school decision-making.

Our leadership opportunities include:

• Primary classroom monitors and Grade 6 Leaders
• Secondary House Leaders (Visual Arts, Performing Arts, Technology)
• Compass Program leaders
• Year 11¿12 School Captains and Sports Captains
• Student Representative Council (SRC)

Class representatives meet regularly and our School Captains play a central role in leading weekly whole-school assemblies. Students have successfully shaped programs such as Outdoor Education, RIPOR Days, Wellbeing Week and cultural celebrations.

School Values ¿ RIPOR

Everything we do is guided by our core values:

• Respect ¿ Caring for others, ourselves and our environment
• Integrity ¿ Being honest, trustworthy and fair
• Passion ¿ Approaching learning and life with enthusiasm and persistence
• Optimism ¿ Staying confident, resilient and positive
• Responsibility ¿ Taking ownership of our words, actions and community

These values are explicitly taught and celebrated daily through our RIPOR expectations: Be a Learner, Be Safe, Be Responsible.

Student Wellbeing

We prioritise a safe, inclusive and connected school community. Our dedicated wellbeing team delivers developmentally appropriate programs that build social-emotional skills, mental health literacy and a strong sense of belonging, ensuring every student feels supported and ready to learn.

Our Staff

Ashwood School is fortunate to have a large, highly experienced team of special education professionals. Teachers, education support staff and therapists work collaboratively, with ongoing professional learning aligned to school priorities. We actively support staff to further their qualifications in the field of special education.

Community & Family Partnerships

We warmly welcome parent and community involvement. New families are paired with a ¿parent buddy¿ to help them feel connected from day one. Regular communication, parent workshops, celebrations and volunteering opportunities strengthen the partnership between home and school.

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.

SC6  A commitment to professional learning and growth for both self and others.

Role

An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.

An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.

Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).

A role at this range may include:

• Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
• Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
• Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
• Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.

An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.

Responsibilities

• Provide routine clerical or other administrative support responsibilities including general telephone, front office enquiries, mail deliveries, assisting with stock control, supporting organisation of meetings, receiving and initial processing of standard paperwork
• Maintain, enter and retrieve data from the schools IT systems, such as the school's records system, including computerised student, staff and school records
• Maintain and update office records, enrolment data, diary records, and basic written records
• Support or coordinate the preparation of standard routine internal and external communication according to school procedures (e.g. form letters, newsletters)
• Source basic data or factual information from given sources to support school administrative functions, e.g. books, reports, manuals, catalogues, tables, forms, etc.
• Coordinate the delivery of administrative services within the school
• In consultation with the principal, determine and manage work priorities within the school office
• Develop and implement strategies to ensure effective administration procedures
• Coordinate the implementation of requisitioning, purchasing and issuing procedures
• Manage client reception and office operations
• Liaise with school staff in regard to support requirements
• Coordinate staff timetabling
• Undertakes VASS and/or VET administration support
• Supports the first aid facilities and assists in delivering first aid to students

Who May Apply

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

Diversity and Inclusion

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 marrung@education.vic.gov.au

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

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