Job Title

Selection Criteria Criteria 1 - 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. Criteria 2 - Demonstrated capacity to work and collaborate with others in a team environment. Criteria 3 - Possess the knowledge and expertise relevant to the position with the use of software and technical equipment, including, but not limited to Cases21 finance and families, Microsoft suite and third-party education software (Compass). Criteria 4 - Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area. This includes proficiency in high level written an oral communication skills. Criteria 5 - Demonstrated sound knowledge of financial management requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Criteria 6 - A commitment to professional learning and growth for both self and others. Role Full Time hours 8.30am - 4.36pm 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 employees position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher. Responsibilities Ability to Follow DET Finance Policy & Procedures Ability to manage own workload and timelines Finance Monitoring Sub Program reports Bank account reconciliations Preparation of profit and loss statements for camps, excursions and fundraising activities Management of sundry debtors School Saving Bonus receipting and management General Office Support Meet and greet all visitors to the school and check WWC Answer incoming calls Provide support to staff regarding student payments for camps, events and other payments to the school by parents Communication: Liaise with Level leaders on planning excursions, camps and incursions with planning and budgets Liaise with external parties regarding facility hire and contracts. Provide information to parents regarding payments, statements, CSEF / SSB and School policy Records Management Enter all charges onto CASES21 Ensure that all events entered on Compass are approved timely Ensure that Compass reports and CASES21 reports are accurate and updated Remove all student charges as soon as practical when they have exited. Ensure that all new students charges are entered onto CASES and Compass Ensure that all reports are filed as required (electronically or paper-based) incline wit DET policy Ensure that all CSEF applications are processed and updated Entering purchase orders and invoices into CASES21 Other Typical duties Remove all charges when event/camp has been completed Process instalment payments via Compass as required Ensure that banking is updated daily Process and pay parent refunds in a timely manner Ensure that all money coming into the school is processed timely and receipted Ensure that all Compass batches are updated daily Reception duties including telephone and desk enquiries as required Provide cash floats for school-based activities Producing school documents, including letters, excel spreadsheets Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment 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 education.vic.gov.au 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: 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: Other Information 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 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 Location Profile SCHOOL PROFILE STATEMENT Mount Eliza North Primary School strives to create a community of learners who are empowered to inquire, achieve and contribute to the world around them. Mount Eliza North Primary, an accredited International Baccalaureate World School offering the Primary Years Program (IB PYP), is situated on a large tract of hilly land bordered by an extensive nature reserve. It is located in the Mornington Peninsula suburb of Mount Eliza, 5 kilometres from Frankston and 45 kilometres from the centre of Melbourne. The school was opened in November 1979 and was built to an architecturally designed plan incorporating many open plan teaching spaces. Thirteen state of the art portable classrooms have been installed to cater for the student population. The school is currently capped at 650 students with the majority of families residing within the neighbourhood boundary. The playground provides extensive areas for students in a unique, bushland setting whilst the vast grounds provide ample provision for outdoor activities and Physical Education. The playgrounds include an oval, synthetic turf soccer pitch and games area, an outdoor basketball/netball court, additional asphalt areas and purpose built play equipment for each sub school. The school has a full size gymnasium with adjoining music/band room complex. The IB PYP develops active global citizens. Our school community values knowledge that is relevant and significant. We develop skills which enable students to become lifelong learners with positive attitudes towards learning. The IB program provides a concept driven, inquiry based framework for teaching and learning which allows for every child to maximize their learning potential. At Mount Eliza North Primary School, classroom organisational structures allows teachers to meet the individual needs of the children. We teach to the developmental stage of the child, not the chronological age of the child. This belief is supported through whole school teacher practice, whole school intuition and school programs. At Mount Eliza North Primary School, we are committed to continuous improvement and excellence in teaching and learning. Students learn in an engaging environment where we develop inquiring, knowledgeable, caring young people. Students acquire knowledge and apply understanding through high quality programs as well as extensive specialist classes including Physical and Outdoor Education, Perceptual Motor Program, Performing and Visual Arts, French, German and Library. Our students are also able to access private instructional lessons for instruments such as flute, clarinet, trumpet, saxophone, drums, guitar, violin, keyboard and singing. Learning Technologies are a key component of all education programs in the school. Each classroom has a variety of digital devices, including netbooks, iPads and desktop computers. Year 3 to 6 classes have large screens in their classrooms and all Junior School classrooms have large interactive screens. An extensive student leadership program is provided to promote nurturing and development of organisation, initiative, confidence and responsibility in our students. A proactive Student Representative Council has two representatives from each grade. Student leaders at Mount Eliza North Primary School have an increased sense of responsibility to help others and to model leadership principles and values. There is a strong partnership between parents and staff with a high level of parent participation including: school council, Parents and Friends Association (PFA), classroom helpers, student mentoring, excursions, the camping program, fundraising and social activities. At Mount Eliza North Primary School, we have a Principal and two Assistant Principals. The first Assistant Principal is responsible for Wellbeing, School Organization and Facilities while the second Assistant Principals role is the IB PYP coordinator and curriculum - pedagogy leader. The school staff has a range of teaching experience. Our support staff includes three office staff, a first aid officer and integration aides. All staff are enthusiastic, supportive, willing to embrace change and prepared to take on additional responsibilities. To support our students through their transition to and from primary school, the school has developed excellent relationships with Walkers Road Kindergarten, Mount Eliza Secondary College and other local schools and kindergartens. Special Features: International Baccalaureate World School - Primary Years Program Year 6 Leadership Program Student Representative Council Learning Intervention Phonological Awareness Program through employment of an additional Speech Therapist Language program (French, F 4 and German 5 - 6) Instrumental Music: 10 music instructors, various instruments School Band & Ensemble Group School choir Years 3 to 6 Camps: Years 2 to 6 School Council: Very active and supportive PFA: Very active and supportive Parent Class Representatives Special Events: Showcase of the Performing and Visual Arts Year 6 Exhibition Annual Mount Eliza Art & Design Show