Education Hiring for FINANCE MANAGER at Melbourne, Northern Metropolitan Full Time

Role

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 ( 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 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.

Responsibilities

• Manage and direct the preparation of annual budgets and regular financial statements and contribute to the financial decision making of the school.
• Prepare funding submissions for the leadership team and school council.
• Direct the accounting processes of the school and ensure that all funds, including school investments, are effectively accounted for according to Treasury regulations.
• Provide advice to staff on spending against budget in respect to faculties, programs and other school projects.
• Administer government grants and other school income.
• Manage fund raising activities.

Who May Apply

Individuals with the aptitude, experience and / or qualifications to fulfill the specific requirements of the position.

EEO AND OHS Commitment

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 ).

Aboriginal and / or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and / or Torres Strait Islander people in the Department.

Mobile : 0477 726 801 or email on :

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

DET Values

The Department’s employees commit to upholding DET’s Values : Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights.

DET’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 DET values is available at

Other Information

The start date may be changed with negotiation between the principal and successful applicant.

People who have professional expertise in the area but do not have current provisional or full registration from the Victorian Institute of Teaching may apply.

Preference will be given to applicants with teacher training. Applicants who are not eligible for provisional or full registration will be required to obtain permission to teach from the Victorian Institute of Teaching prior to commencing employment.

For more information please visit :

Applications should include :

1. A cover sheet providing the name of the applicant, record number (where appropriate), home address and telephone where you can be contacted, the position you are applying for and the vacancy number of the position.

2. Specific Key Selection Criteria response.

3. A CV with a summary of experience and qualifications.

4. The names, email addresses and contact details of three referees who can provide information regarding the application.

Link to Edgars Creek Secondary College Child Safe Code of Conduct

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

Edgars Creek Secondary College opened in 2018 and is located in Epping North / Wollert. It is a co-educational school that will form part of a wider education and community precinct, which along with the secondary college will include a primary school, a community activity centre and a council reserve.

The school has a state-of-the-art STEM building, with a series of science labs, flexible break-out spaces, and material tech and digital technology learning spaces.

The spaces have been specifically designed to cater for contemporary teaching and learning approaches with a focus on interdisciplinary project-based learning in the areas of design, technology and the sciences.

Edgars Creek Secondary College also includes an additional two-storey administration and library resource centre. Edgars Creek Secondary College is designed to be a school that is an important piece of community infrastructure with its facilities being used in the future for the delivery of both educational programs and community projects. y

The College is now in its sixth year with over 1200 year 7 12 students. The College was allocated $22,800,000 in capital works funding in the 2019 State budget.

This has enabled the college to open in the 2022 academic year with new specialist Food, Performing and Visual Arts, Media and Recording Studio, Ceramic, Textile, and Sports Hall facilities along with a Learning Communities classroom building.

Vision :

Edgars Creek Secondary College is a school that provides all young people with the opportunities to be passionate about learning, innovative and creative with their learning while developing a strong sense of community and global responsibility.

Mission :

Edgars Creek Secondary College is to provide an educational experience that will not just prepare students for future pathways in the 21st Century but stimulate students to see the possibilities for innovation and inspire them to create their own unique opportunities for the future be it through further education, training or business enterprises.

Aim :

Edgars Creek Secondary College aims to equip all young people with the skills and capabilities they need for economic, social and cultural success in the 21st century.

The personalized learning needs of all young people will be catered for via a highly differentiated curriculum. This will be supported by the use of evolving technologies, collaborative and problem-based learning and strong literacy and numeracy core skills.

Students will build their skills, self-confidence, leadership abilities and community spirit through a rigorous, but rich and varied curricular and co-curricular program.

Expectation :

At Edgars Creek Secondary College the expectation is that all teachers are committed to collaborating in a multidisciplinary way while working in a professional learning community.

All teachers are expected to develop and / or demonstrate a deep understanding of the College’s pedagogy ( of High Impact Teaching strategies;

the work of Hattie and Marzano; data analysis) and the ability to action the delivery of a guaranteed and viable Victorian curriculum.

The College has begun to develop a coaching and peer observation model which contributes to ongoing adult learning and skill improvement.

It is an expectation and requirement that all teachers will embrace the School Wide Positive Behaviour framework that focuses on the teaching and re-teaching all students behaviour expectations and routines.

All staff work in partnerships with parents and families to provide ongoing feedback about student learning growth and wellbeing.

Since the foundation year, the College has made a commitment to building the literacy and numeracy skills of all students.

The College is committed to expanding a strong independent reading focus at Middle school which is complemented by a sophisticated library program.

The College’s Middle School students have been engaging with the Scaffolding Numeracy in Middle Years framework which provides the opportunity to both support and extend students in mathematical skills, and most importantly critical and problem solving skills in relation to both Mathematics and Science.

All students participate in a weekly Wellbeing Program and House activity program. In 2019, the College introduced a Spanish Language Program, Library Program and the curriculum areas of Food and Design Technology.

The College continues to build partnerships with DET education programs and external providers such as : Whittlesea Tech School;

and the Victorian Schools Space Education Centre.

Teaching and Learning

The College has a continuing strong focus on establishing a strong Professional Learning community culture supported by an inquiry model of investigation.

Collaborative planning is supported through weekly PLC meetings and the roles of the Assistant Principal – Curriculum and Pedagogy, Learning Specialist and Instructional Leaders along with the use of three external coaches / critical friends to build teacher capacity.

An emphasis on understanding the evidence-based practices and importance of differentiating learning tasks, providing students and parents with effective feedback and structured lesson planning are core expectations.

Positive Climate for Learning

The School Wide Positive Behaviour framework is the key pedagogy in setting high learning and behaviour expectations along with promoting inclusion.

The College strongly advocates and teaches young people the importance of learning and behaviour routines in order to achieve maximum success at school.

• During 2019 the College established a School Wide Positive Behaviour working party which lead the development of the expectations behaviour matrix;
• the role of the Home group and classroom teacher and House points and rewards system. The importance of the school values in helping to create a safe and positive climate for learning has been communicated by regular assemblies;

newsletters, social media, use of awards and acknowledgements and direct instruction to students.

Student Voice and Agency

The College has established a culture of learning where the use of Learning progressions and Developmental rubrics is part of how staff support individual learning and develop differentiated tasks.

The College prides itself on the focus on an increase in formative assessment and an ongoing emphasise on learning growth.

Students have begun to increase their input into developmental rubrics thereby taking further responsibility with their learning.