Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Administration
Location: Melbourne - Eastern suburbs
Reference: 1491215
SC1 Demonstrated capacity to lead an office team, including capacity for directing the work of others.
SC2 Demonstrated knowledge and experience in respect to human resource and financial management records systems.
SC3 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports.
SC4 High level organizational skills, including the capacity to prioritise work flows.
SC5 High level written and verbal communication skills.
This role is 0.6 FTE (22.8 hrs per week). Days and times are to be negotiated with the Principal.
An initial 6 month period is being offered with the possibility of a further 6 month term.
A Business Manager role will usually undertake tasks that impact on the whole school. The role seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, finance or human resources.
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.
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 in matters relating to the school finance, human resources or school administration.
Deliver School Services
Finance
General Administration
Human Resources
Manage School Resources
Support School Council
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 [email protected]
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
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
Please ensure that your application includes:
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.
Gladysdale Primary School is located in semi-rural Yarra Valley and has a rich history and strong sense of community. Celebrating its Centenary in 2018, Gladysdale Primary School's population is diverse with students travelling from Yarra Junction, Wesburn, Three Bridges and Powelltown. Our buildings and grounds are spacious with ample play areas. Currently we have 22 students enrolled.
Our workforce consists of our Principal, 2 full-time and 1 part-time teacher, 6 part-time Education Support staff and a part-time Business Manager. We also have a Specialist staff member who provides AUSLAN and Patch to Plate instruction for 3 hours each week.
The school's facilities include our newly opened Administration building that also houses our Patch to Plate kitchen, our open plan BER classroom building, the heritage listed Gilderoy school house that acts as our library, a portable building that provides Art and our Shelter In Place building.
Classroom teachers meet regularly and work together to ensure that learning is personalised and meet the needs of all students. Staff encourage students to become responsible for their learning, providing regular feedback and opportunities for student voice and agency.
Gladysdale Primary School has an array of extra curricula programs that ensures all students are exposed to a range of learning activities and environments, including camp for Years 3-6 and a variety of sporting activities.
Our school values at Gladysdale Primary School are: Respect (we respect ourselves by valuing who we are and doing our best; we respect others by treating them fairly and in the way we would like to be treated; we respect our community by being inclusive and friendly to others and taking care of our environment). Resilience (we accept feedback and use it for improvement; we bounce back when things just don't seem to be going right and we make an effort to make things right again); Integrity (we are honest with each other; we are accountable for the decisions we make; we own up to our mistakes); and Teamwork (we make sure that we listen and contribute; we make sure that we encourage and give others the opportunity to contribute; and we work together to achieve our best.