Selection Criteria

SC1 Demonstrated high level of experience and skill in coordinating a secondary college timetable and supporting an administrative role within the college.
SC2 Demonstrated high level capacity to liaise with other support staff and to develop procedures and guidelines relating to the work area.

SC3 Possess the technical knowledge and expertise relevant to the position as timetabler and daily organiser, and the ability to use and implement timetabling software and other software relating to Administrative functions.

SC4 Demonstrated high level capacity to provide advice and support to management in respect to the work area.

SC5 Demonstrated commitment to professional learning and growth for both self and others.
SC 6 Demonstrated high level experience in CASES21 administration, student exits and student exemptions in accordance with DET procedures.

Role

This is a 48/52 position with up to 30 recall days a year
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.

Responsibilities

• Daily management of timetable and provide support to daily organisation functions. Experience with Timetabling Solutions Software is strongly preferred.
• Management of timetable, having regard for team teaching and other complexities
• Liaise with the Assistant Principal HR regarding timetable complexities, ensuring compliance with the VGSA and local agreements
• Daily Org - Post/notify relevant areas of absent staff, replacement classes, room changes and cancelled classes
• Check and manage activities in advance
  
  • Timetable creation
  • Maintenance of Timetable files and other Google Documents and Forms such as Web Ex link excel Document on One Drive.
  • Middle Years staffing changes.
• CASES21 Student Administration and enrolment processes
  
  • Ensure all data transfers are processed, Students in Cases are correct.
  • Updating all student information, ensuring processes are followed with Exiting students.
• Any other duties as required by the Principal team and Business Manager
• Perform administrative functions as directed by the Business Manager and Principal team

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 marrung@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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy

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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

Other Information

Proven recent experience in the Timetabling Solutions Software is essential to this role.
Experience in and/or knowledge of working in an online educational environment while not essential would be highly advantageous. The Virtual School Victoria utilises its own Student Database, not CASES21 Administration. Training will be provided.
Prospective applicants are advised to visit the Virtual School Victoria website www.vsv.vic.edu.au
The successful applicant will be required to work from the schools location at 315 Clarendon Street, Thornbury. Standard hours are 8.15am to 4.36pm Monday to Friday.
Applications should be prepared in a standard font, preferably ARIAL or TIMES NEW ROMAN, at size 11 or 12. Pages should be single sided and have well delineated sections using clear headings.
Applicants are advised to include:
1. A cover sheet providing the name of the applicant, record number (where applicable), home and email address, telephone number and a telephone number where the applicant can be contacted during business hours.
2. A specific response to each of the five selection criteria of no more than one page per criterion.
3. A separate curriculum vitae that is a summary of experience and qualifications.
4. The names of three referees including contact details, work and mobile phone numbers, email address, current position and relationship to the applicant.
Late applications will not be considered.

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Location Profile

Virtual School Victoria is the state¿s leading virtual school, offering around 135 courses online, including VCE subjects. With an annual enrolment in excess of 4000 students from Prep to Year 12, Virtual School Victoria is the largest state government school in Victoria. Around 1500 students are enrolled full time, while around 2500 students, most in years 11 and 12, complete subjects with us while based in other schools.

The Virtual School Victoria student cohort is both diverse and unique. We provide education to:

• school-based students who do not have access to the courses they need in their own school
• children and young people with chronic physical and mental health circumstances that make it difficult for them to attend mainstream schooling
• children and young people involved elite level sports and performing arts
• children and young people who are travelling within Victoria, around Australia or overseas
• young adults wishing to complete their education in a way that they find engaging
• rural and regional children and young people who, due to distance, cannot attend a local school.

In addition to offering a host of teaching and learning courses approved by the VCAA, our specialist teachers provide students with individualised learning and support. Virtual School Victoria teachers are dedicated to building the confidence and resilience of each and every student. Like any school, our teachers regularly support and interact with students, but they do so in a different way to most schools: they do so virtually.
A Learning Advisor role is undertaken by all teachers as a core element of their teaching position at the Virtual School Victoria. Building positive relationships with students and their support network in overall aim of the role is to connect with and encourage students to belong to the school community in order to optimise their student engagement, learning and wellbeing outcomes.
Virtual School Victoria has recently launched Australia¿s first Prep to Year 12 pedagogical model for online learning, strengthening our role as a system leader and building on our goal of consistently providing high-quality and targeted teacher practice. Instantaneous, real-time, interactive learning is a key to teaching at Virtual School Victoria. Teachers develop engaging learning materials and utilise our online Learning Management System to create real time and asynchronous collaborative teaching and learning opportunities for students.
Virtual School Victoria students learn by taking part in online collaborative and interactive activities, communicating and interacting with other students and by receiving personalised support and feedback from their teachers. Students participate in active learning targeted to their needs. Teachers use purposeful ongoing assessment strategies to ensure continuous student progress. Data forms an important component in this process and guides personalisation and changes to student learning programs.
Virtual School Victoria¿s expertise in virtual learning has made us a school of choice for many students and the Victorian families who enrol their children with us annually.
Our vision is to see Virtual School Victoria as a system leader in online, virtual and blended learning: sharing our knowledge and expertise, and leading system conversations around digital learning. Virtual School Victoria wants to lead a community of practice that will evolve and strengthen digital learning in Victoria, and positively influence and support other schools to develop in this space.
Currently Virtual School Victoria is entering the second implementation year of the Government¿s Expanding the VCE into Rural and Regional Victoria Initiative. The initiative will see VSV deliver all the VCAA VCE Studies Units 1 ¿ 4 by 2023.
The Virtual School Victoria teachers work mostly in teams. As such it is important that all staff demonstrate effective teamwork. In particular, staff must be collaborative, cooperative and recognise the value of others¿ contributions with a view to negotiating the best outcomes for teams, students and Virtual School Victoria as a whole. Leading teachers must be able to build and develop these teams.