1. Demonstrated excellent working knowledge of CASES21 Finance, Asset Management and knowledge of AIMS and EduPay.

2. Demonstrated experience of administrative and personnel management and a commitment to work as a supportive team member.

3. Demonstrated high level written and oral communication skills and high level interpersonal skills with an ability to relate effectively and sensitively with teaching and support staff as well as students, parents, external providers and the wider VSV community.

4. Demonstrated ability to work independently, flexibly and constructively in a team ensuring the continuous and efficient operation of the work environment as well as working creatively and proactively to enhance work systems, practices and relationships.

5. Well-developed organisational skills with a demonstrated ability for effective time management, establishing priorities, procedures and guidelines relating to the work area

This position has a maximum of 30 recall days.

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.

Finance

Accounts Receivable - Invoicing and collecting payments, Cash/Credit Card and Cheque through the cash register. Direct Debit payments from the bank statement and payment from Digistorm (Online payment system).  Student payments to be entered into the Student Database.

Receipt camps/excursions. Update excel spreadsheets with payments.  Maintain profit and loss spreadsheet.

Accounts Payable – Direct Deposit and BPay, Purchase Card payments for online orders.

Banking - Bank Reconciliation, Direct deposits from the bank statements, Cash register receipts, Purchase Card reconciliation, Accounts Payable, Monitoring Eschool Online Ordering system, Monitor and prepare subschool and associated budgets.

CSEF- process applications, monitor student funding balances.

Front office duties - Receipting payments for enrolments, school excursions, camps and professional development for staff, Liaise with students and parents, Reception relief when required.

Administration – Short Term Leave Replacement Paperwork, Monitoring Investment Accounts, CASES21 EOFY and EOY roll over, Liaise with creditors, schools, parents, and other organisations.

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

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).

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: brett.west@education.vic.gov.au

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

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 http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

This is a 12-month fixed term position with a view to ongoing employment in 2024.

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.

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. 

You can learn more about what it’s like to work at VSV here - Virtual School Victoria (vsv.vic.edu.au))

Prospective applicants are advised to visit the VSV website www.vsv.vic.edu.au

Applications should be prepared in a standard font, preferably Arial or Calibra, 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), VIT number, 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, and a short explanation as to which selection criteria each referee can best comment on

Late applications will not be considered.
 

• 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

Virtual School Victoria (VSV) is the state’s leading virtual school, offering over 150 online courses to students from Prep through to Year 12. Annual enrolment in the mainstream VSV program is in excess of 5000 students with an additional 5000 students per term enrolled in the Victorian High Ability Program (VHAP).  Approximately 2000 students are enrolled full time, while around 3000 students, mostly in years 11 and 12, complete subjects with us while based in other schools.  Over the past three years the student population has grown by over 1500 students.  More students enrol with Virtual School Victoria than any other school in Victoria.

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 and the Victorian High Ability Program, our 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 in the mainstream VSV program as a core element of their teaching position. The aim of the role is to build positive relationships with students and their support network in order to optimise their engagement, learning and wellbeing outcomes. The Learning Advisor role also involves team teaching the Social & Emotional Learning (SEL) program to students in Year 7 to Year 10.    

Virtual School Victoria delivers the Victorian Curriculum and the Victorian Certificate of Education through a blend of real-time, interactive learning and self-paced course-work.  Teachers develop engaging learning materials and utilise our online Learning Management System to create individual and collaborative teaching and learning opportunities for students.  Learning program development is guided by the Pedagogical Model for Virtual Learning.

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 along with our school values of growth, empathy, respect and collaboration, have 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 online learning. Virtual School Victoria wants to lead a community of practice that will evolve and strengthen online learning in Victoria, and positively influence and support other schools to develop in this space.

Virtual School Victoria is entering the fourth implementation year of the Government’s Expanding the VCE into Rural and Regional Victoria Initiative. The initiative will see VSV offer all VCAA VCE Studies Units 1 – 4 in 2023.  

Virtual School Victoria staff work mostly in teams in a rostered hybrid of remote and onsite work. As such it is important that they all 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. Leaders in the school must be able to build and develop these teams.