Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Accounting, finance and procurement
Location: Melbourne - Southern suburbs
Reference: 1508080
KSC1 Demonstrated ability to work independently, flexibly and constructively within a team and within a busy environment to ensure continuous efficient operation, with emphasis on experience and skills coordinating a general office.
KSC2 Demonstrated knowledge and experience in respect to financial management record systems (CASES21, Compass, Asset Management Systems, eduPay, Recruitment, for example) with emphasis on possessing the technical skills relevant to the position.
KSC3 Sound knowledge of financial management, legal requirements and practises, including the capacity to produce reports and provide advice and support in respect to these reports.
KSC4 Demonstrated capacity to supervise the work of other support staff, develop and maintain timelines, and develop procedures and guidelines relative to the work area.
KSC5 Demonstrated capacity to contribute to the culture of the college and its community.
KSC6 Demonstrated commitment to professional learning and growth for both self and others.
Attendance for this position may require ad hoc leave purchase
Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.
Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.
Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.
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.
GENERAL ADMINISTRATION
FINANCE
HUMAN RESOURCES
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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 [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.
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
Officer Secondary College was founded in 2015 and has grown rapidly. Currently our enrolments continue to sit around 1000 students. The College is located in Melbourne¿s South-East with convenient access via the M1 motorway and Pakenham train lines.
Vision
Officer Secondary College is a 21st century learning community with strong, vibrant partnerships between students, teachers, families and the broader community. Our educational philosophy is centred on evidence-based practice and high quality relationships. This is underpinned by the values: Respect, Creativity, Inclusion, Critical Thinking, Excellence and Citizenship. The College motto is `Learning together, learning to lead, together we inspire.¿ We believe that every student should have an opportunity to choose a life that has meaning, and that every child can achieve success.
At Officer Secondary College, we believe that teaching and learning is an ongoing journey. We embody a culture of continuous improvement and promote a culture of high expectations. This is visible through our INSPIRE instructional model, our PLC structures and a shared ownership of student learning data.
New Teacher Support
Our College is committed to excellence, and have highly effective systems to support teachers that are new to the college. The bulk of all meeting time has a professional development focus and there are a number of highly subscribed optional professional development sessions to further augment teacher skills. All teachers new to the college are assigned a mentor, who supports them with induction and classroom coaching to hone their skills.
Additional information about our professional development and support for new teachers can be found in the employment section of the school website:
https://www.officersc.vic.edu.au/employment/
Teaching and Learning at Officer
The Teaching and Learning program at Officer Secondary College is grounded in evidence and research. Our INSPIRE Instructional Model (IM) embodies the elements of the new VTLM 2.0, with structures embedded across the College to support both the elements of teaching and learning. It focuses on three key elements: What we teach, How we teach, and Who we teach. We are committed to building the capacity of all our teachers in each of these areas and provide a wide range of professional learning opportunities to support teachers throughout the year.
Officer Secondary College is a Professional Learning Community (PLC). Significant meeting time is devoted to teachers working in subject teams to analyse formative assessment data, identify appropriate interventions and share effective strategies. We know that this is the most effective model to maximise both teacher and student learning.
Learning Communities
Officer Secondary College has a ¿school within a school¿ model to ensure that every student has a core team of teachers and leaders they can connect with, and build ongoing relationships with, over the course of their schooling. Our 6 Learning Communities were named by our students, reflecting our focus on student voice and inclusion. These Learning Communities foster an encouraging and friendly atmosphere in which students can learn effectively, and on preventing problems before they occur. The Learning Communities extend beyond just the students, with every member of staff belonging to a Learning Community, working with Leadership, Teachers and Students to ensure that every student feels safe, known and is making learning growth.
Each Learning Community is led by a Learning Community Leader; whose primary responsibility is to support the students in their Learning Community during their time at Officer Secondary College. This support includes closely monitoring the academic and personal growth of each student in their Learning Community. Students remain in the same Learning Community throughout their time at Officer Secondary College, which allows Learning Community Leaders and Learning Community Staff to develop a close relationship with each student and understand each student individual needs. Learning Community Leaders liaise with student¿s families as the need arise.
Officer Secondary College provides a supportive environment in which students are prepared to take on challenges, be that in the classroom, in sport or by taking a role in student leadership. Our supportive environment means that students can develop the leadership qualities needed to succeed in school and beyond.
Positive Behaviour Support
Officer Secondary College has an embedded School-wide Positive Behaviour Support framework that has been awarded the Gold Level of implementation. SW-PBS is a core part of the work of Leadership, Staff and Students at Officer Secondary College, and underpins the WHO we teach in our INSPIRE model. We use SW-PBS to improve the social, emotional, behavioural and academic outcomes for children and young people. By implementing SWPBS, teachers and students at Officer Secondary College have more time to focus on relationships and classroom instruction. Students and staff benefit from:
a safe and orderly learning environment where students are well known
increased respectful and positive behaviour
increased time focused on instruction
improved social-emotional wellbeing
positive and respectful relationships among students and staff
increased adoption of evidence-based instructional practices
a predictable learning environment with improved perceptions of safety and increased attendance
Applicants must include the following in their application:
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.
PLEASE ENSURE THAT YOU INCLUDE YOUR VIT/WWCC DETAIL IN YOUR APPLICATION