ICT Systems Administrator
First seen by Alion on Oct 30, 2026.
KSC 1: Demonstrated experience administering, maintaining and troubleshooting ICT infrastructure and cloud-based services such as, Microsoft 365, Microsoft Entra ID, Google Workspace, Windows Server and virtualised environments, with an understanding of identity management, security and device management.
KSC 2: Demonstrated experience developing, maintaining and troubleshooting scripts and automating processes using technologies such as Python, PowerShell or equivalent, including working with web APIs, data processing and systems integration.
KSC 3: Demonstrated capacity to investigate, diagnose and resolve complex technical issues across a broad range of ICT systems, including servers, basic network connectivity, cloud services, end-user devices, endpoint management, AV systems and educational applications and escalate issues where required
KSC 4: Demonstrated communication, interpersonal and organisational skills, including the ability to work collaboratively with technical and non-technical stakeholders, prioritise competing tasks and provide effective technical support.
KSC 5: Demonstrated commitment to continuous improvement, technical documentation and professional development, with the ability to evaluate and implement approved technologies, improving existing systems and contribute to school and Department of Education ICT initiatives.
The ICT Systems Administrator will work collaboratively with the ICT Manager, eServices team, staff, students, Monash University, Department of Education technical teams and external providers to maintain secure, reliable and effective ICT systems at John Monash Science School.
The position has a primary focus on cloud and SaaS systems administration, scripting and automation, systems integration and infrastructure maintenance. The Systems Administrator will undertake technical work with an appropriate degree of autonomy, investigate and resolve complex issues and contribute to the development and improvement of school ICT services under the direction of the ICT Manager.
As a member of the eServices team, the position also provides general ICT operations and end-user support, assists with device deployment and classroom technologies, and undertakes other related support duties as required or instructed by the ICT Manager, Principal or School Leadership, consistent with the classification and requirements of the 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 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.
ResponsibilitiesThe ICT Systems Administrator will be responsible for:
1. Scripting, Automation and Systems Integration
Develop, maintain, troubleshoot and improve scripts, automated workflows and system integrations using technologies such as Python, PowerShell and web APIs. Support data synchronisation, transformation, reporting and other automated processes. Identify and recommend opportunities to improve, modernise or replace existing solutions to enhance reliability, security and efficiency and implement agreed changes within established requirements.
2. Cloud Services and Identity Administration
Administer and support school-managed Google Workspace, Google Cloud Platform, Azure and Microsoft Entra ID services, including user accounts, groups, permissions, authentication, application integrations, virtual machines and associated cloud infrastructure.
3. School Applications and Data Systems
Maintain and troubleshoot ICT systems and integrations supporting school operations, including Canvas LMS, Compass and other educational and administrative platforms.
4. Infrastructure and Systems Maintenance
Maintain, monitor and update school ICT infrastructure, systems and software, including Windows Server, Hyper-V and Azure virtual environments, storage, backup systems and associated services. Collaborate with Monash University and external providers to investigate and troubleshoot infrastructure and connectivity issues as required.
5. Endpoint Management and Device Deployment
Support the management, configuration and deployment of school ICT devices, including standard operating environments, software deployment, device imaging and mobile device management. Contribute to the development and improvement of endpoint management processes and technologies, including Microsoft Intune and other modern deployment solutions.
6. Technical Support and School ICT Operations
Investigate and resolve complex or escalated ICT issues affecting staff, students and school systems. Work collaboratively with the eServices team to provide general technical support as required, including assistance with end-user devices, classroom technologies, audio-visual systems and other school ICT equipment.
7. Department of Education Systems and Initiatives
Provide technical support for Department of Education ICT systems, services and initiatives in collaboration with the Specialist Technician, ICT Manager and Department technical teams. Develop and maintain familiarity with relevant Department technologies, processes and requirements to assist with troubleshooting, system integration and implementation of approved initiatives.
8. ICT Projects, Documentation and Continuous Improvement
Contribute to the planning, documentation and technical implementation of school ICT projects and improvements defined or approved by the ICT Manager. Identify and recommend opportunities to improve the security, reliability, efficiency and maintainability of ICT systems and services.
Undertake other related ICT and administration duties as directed by the ICT Manager,Principal or School Leadership team, consistent with the classification and requirements of the position.
Who May ApplyIndividuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
Diversity and InclusionThe 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 [email protected]
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 StandardsVictorian 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 ValuesThe 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 https://www2.education.vic.gov.au/pal
About John Monash Science School
In 2010, The Department of Education and Training and Monash University collaborated to develop a secondary school designed to advance students with an interest in sciences, mathematics, and associated technologies. John Monash Science School is the expression of this unique educational partnership. Monash University has committed significant resources and has dedicated staff in both the Faculties of Education and Science to support students and staff of our school.
The vision for John Monash Science School is to be a nationally and internationally recognised centre for excellence in innovative research-based teaching and learning in the later years of secondary science, mathematics, associated technologies, resource development and pedagogy. The school will contribute to Victoria's, and the Nation¿s, long term economic, social, cultural and environmental goals through delivery of high quality and innovative education.
John Monash Science School will:
- engage students through innovation in a relevant and integrated curriculum and investigation- based learning approaches;
- provide pathways into senior secondary and university studies for high achievers pursuing Science and Mathematics;
- develop high quality effective teaching strategies to be shared amongst teachers throughout the state; and
- provide ongoing up-to-date knowledge in rapidly advancing areas of science.
Learning Environment and Curriculum
At John Monash Science School, we focus on providing students not only an education of the highest academic standard, but one which also encourages independent, creative thinking. Working with like-minded peers, expert teachers, and taking advantage of world-class facilities, students at our school are challenged and supported to grow and develop holistically in order to achieve their goals.
Inquiry-based learning is one teaching and learning approach at our school. Some of the documented benefits of this style of learning are that it:
- teaches problem-solving, critical thinking skills, and disciplinary content
- promotes the transfer of concepts to new problem questions
- teaches students how to learn and builds self-directed learning skills
- develops student ownership of their inquiry and enhances student interest in the subject matter
These skills are essential for our students to develop into `life-long learners and give them an advantage for any further studies they choose to undertake.
For further information about our school, please visit our website - https://jmss.vic.edu.au/
Applicants should provide evidence of their experience and ability to meet the following selection criteria:
Salary: Salary not specified