Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Administration
Location: Melbourne - Southern suburbs
Reference: 1490197
1. Capacity to develop and manage complex school timetables and operations
Demonstrated knowledge or capacity to acquire the skills required to design, implement, and manage a whole-school timetable that complies with curriculum guidelines and VGSA requirements, while ensuring effective use of staff, rooms, and resources to support student learning.
2. Strong data management and ICT skills, or the capacity to learn
Proven ability, or the capacity to quickly develop the ability, to use school management systems (e.g., Timetabling software, Compass, Edrolo, CASES21 or similar) to create, update, and maintain timetables, manage reporting cycles, set up parent teacher interviews, and analyse operational data to support school planning and improvement.
3. Collaboration and stakeholder engagement
Demonstrated ability to work effectively with school leaders, teachers, support staff, students, and parents to coordinate timetabling, course counselling, subject selections, and calendar management, ensuring smooth school operations and minimal disruption to learning.
4. Problem-solving and adaptability
Proven problem-solving skills and flexibility to manage daily adjustments to timetables, respond to unexpected changes such as staff absences and room alterations, and ensure compliance with Department of Education guidelines, school policies, and relevant legislation.
5. Organisation of school events, camps, excursions and exams
Experience in, or the capacity to support the organisation of school-based activities including exams, events, camps and excursions through risk management processes, logistical coordination, permissions, and staff resourcing.
6. Communication and professional support skills
Highly developed written and verbal communication skills with the ability to provide clear and timely information to staff, students, parents and carers about school operations, and to support staff with training and guidance in the use of digital platforms such as Compass
[Attendance requirement for this 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.
For a Highvale specific role description please use the following link: https://www.highvalesc.vic.edu.au/wp-content/uploads/2025/08/Timetabler-College-Operations-Role-Description.pdf
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
Established in 1977, Highvale Secondary College is a 7-12 co-educational single school campus located in Glen Waverley within the City of Monash. Our College has approximately over 1200 students enrolled, including 50 International Students from several different countries. The College is a registered provider of the International Student program. Our student body is divided into the Junior School Years 7 - 9 and Senior School Years 10-12. The schools SFOE index is 0.1905 which is classed as low. The school has 110.41 equivalent full-time staff: 4 Principal class, 83.8 teaching staff and 23.61 education support staff.
In 2019, the school completed a major refurbishment creating modern teaching spaces, including specialist spaces for all learning domains, a purpose-built Theatre, a well-resourced Library, Robotics and 3D printing room, Careers Centre and Wellbeing Centre providing a welcoming and safe space. Our Senior Study Centre provides a collaborative study space and is supervised to ensure students maximise this area. Students can access numerous recreational spaces, including our gymnasium and hardcourt surface basketball courts, large oval and outdoor table tennis tables. The College has established gardens and large shaded spaces that provide tranquil areas for students to relax and catch up with friends during recess and lunchtimes.
Highvale Secondary College has a culture which aims to empower students to be active, motivated, and independent learners, working co-operatively and individually to prepare them for a digital and changing society. Our School Wide Positive Behaviour Support (SWPBS) framework aims to create and maintain a positive and safe learning environment, and student voice is encouraged throughout the entire school. The College values of Respect, Responsibility, Resilience, Integrity, and Excellence are central to our school culture and are embedded in all elements of our school.
Our Learning and Teaching programs are designed to cater for the learning needs of all students through differentiation to ensure that they are challenged. We have a vertically structured curriculum that offers a broad range of subjects as students make choices based on ability and interest. We actively promote academic excellence with an emphasis on acceleration, enrichment, student leadership and promotion of positive self-esteem. There is opportunity to accelerate into Victorian Certificate of Education (VCE) studies at year 10, as well as Vocational Education and Training (VET) and Victorian Certificate of Education Vocational Major (VCE VM) options.
Our highly recognised Instrumental Music Program enables students to develop skills and expertise, providing a valuable co-curricular experience. Students can learn and play a variety of instruments, including strings, brass woodwind, percussion, and voice. Our students have the opportunity of performing in several bands and ensembles within our school and throughout the wider community to further connect with our school and perform in front of authentic audiences. The college also offers a range of other opportunities for students including, sporting opportunities, clubs, school camps at Years 7, 11 and 12, and international experiences.