Temping Company Jobs In Melbourne

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  • reception & office co-ordinator

    Key Accountabilites Reception Services Greet visitors and employees. Brief visitors and coordinate their attendance to meetings. Receive and direct telephone inquiries. Receive deliveries. Oversee meeting room setup throughout the day, checking at start of the day, especially prior to important meetings. Process new access card requests and maintain access card logs. Manage catering bookings. Manage stationary orders Provide office induction for new employees located at the Melbourne office. Provide desk name signage to each new employee at the Melbourne office. Coordinate the employee photos and desk location register. Coordinate with Lead Team EA to ensure you are across the arrival of all important visitors throughout the day and they are greeted accordingly Manage the booking of basement car parks according to correct protocol. Manage Pool Car bookings according to correct protocol. On a daily basis prepare outgoing mail for pickup and organise couriers if required. Maintain cleanliness of the kitchen. Manage the Melbourne office communications relating to kitchen, bathrooms, meeting rooms. Travel services Oversee Company-wide travel arrangements (predominantly booked via an outsourced travel company). User Management services such as setting up new users. Process travel requests on online system. Support to Office Manager Full management of poool cars full records keeping with mail, travel and security passes organising trades when required Support to other Business units Liaise with other departments to ensure accurate record keeping of data. Provide support to HR Team with various administration™s tasks such as service awards management, ad hoc project work, processing of invoices, password resets etc. Assist Finance with Error Report within Concur How to apply If you are seeking a new challenge and have atleast 1 years corpoate reception experience please apply via the link below. Should you be suitable, we will be in touch. At Randstad, we are passionate about providing equal employment opportunities and embracing diversity to the benefit of all. We actively encourage applications from any background. Key Accountabilites Reception Services Greet visitors and employees. Brief visitors and coordinate their attendance to meetings. Receive and direct telephone inquiries. Receive deliveries. Oversee meeting room setup throughout the day, checking at start of the day, especially prior to important meetings. Process new access card requests and maintain access card logs. Manage catering bookings. Manage stationary orders Provide office induction for new employees located at the Melbourne office. Provide desk name signage to each new employee at the Melbourne office. Coordinate the employee photos and desk location register. Coordinate with Lead Team EA to ensure you are across the arrival of all important visitors throughout the day and they are greeted accordingly Manage the booking of basement car parks according to correct protocol. Manage Pool Car bookings according to correct protocol. On a daily basis prepare outgoing mail for pickup and organise couriers if required. Maintain cleanliness of the kitchen. Manage the Melbourne office communications relating to kitchen, bathrooms, meeting rooms. Travel services Oversee Company-wide travel arrangements (predominantly booked via an outsourced travel company). User Management services such as setting up new users. Process travel requests on online system. Support to Office Manager Full management of poool cars full records keeping with mail, travel and security passes organising trades when required Support to other Business units Liaise with other departments to ensure accurate record keeping of data. Provide support to HR Team with various administration™s tasks such as service awards management, ad hoc project work, processing of invoices, password resets etc. Assist Finance with Error Report within Concur How to apply If you are seeking a new challenge and have atleast 1 years corpoate reception experience please apply via the link below. Should you be suitable, we will be in touch. At Randstad, we are passionate about providing equal employment opportunities and embracing diversity to the benefit of all. We actively encourage applications from any background. Key Accountabilites Key Accountabilites Reception Services Reception Services Greet visitors and employees. Brief visitors and coordinate their attendance to meetings. Receive and direct telephone inquiries. Receive deliveries. Oversee meeting room setup throughout the day, checking at start of the day, especially prior to important meetings. Process new access card requests and maintain access card logs. Manage catering bookings. Manage stationary orders Provide office induction for new employees located at the Melbourne office. Provide desk name signage to each new employee at the Melbourne office. Coordinate the employee photos and desk location register. Coordinate with Lead Team EA to ensure you are across the arrival of all important visitors throughout the day and they are greeted accordingly Manage the booking of basement car parks according to correct protocol. Manage Pool Car bookings according to correct protocol. On a daily basis prepare outgoing mail for pickup and organise couriers if required. Maintain cleanliness of the kitchen. Manage the Melbourne office communications relating to kitchen, bathrooms, meeting rooms. Travel services Travel services Oversee Company-wide travel arrangements (predominantly booked via an outsourced travel company). User Management services such as setting up new users. Process travel requests on online system. Support to Office Manager Support to Office Manager Full management of poool cars full records keeping with mail, travel and security passes organising trades when required Support to other Business units Support to other Business units Liaise with other departments to ensure accurate record keeping of data. Provide support to HR Team with various administration™s tasks such as service awards management, ad hoc project work, processing of invoices, password resets etc. Assist Finance with Error Report within Concur How to apply How to apply If you are seeking a new challenge and have atleast 1 years corpoate reception experience please apply via the link below. Should you be suitable, we will be in touch. At Randstad, we are passionate about providing equal employment opportunities and embracing diversity to the benefit of all. We actively encourage applications from any background.

    location East Melbourne, Victoria


  • Office Manager

    Reference 1189687 Location Profile VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. Selection Criteria SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. 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 (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 Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Who May Apply Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.aspx 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. Reference 1189687 Location Profile VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. Selection Criteria SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. 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 (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 Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Who May Apply Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.aspx 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. Reference 1189687 Location Profile VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. Selection Criteria SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. 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 (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 Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Who May Apply Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.aspx 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. Reference 1189687 Location Profile VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. Selection Criteria SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. 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 (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 Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Who May Apply Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.aspx 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. Reference 1189687 Location Profile VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. Selection Criteria SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. 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 (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 Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Who May Apply Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.aspx 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. Reference 1189687 Location Profile VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. Selection Criteria SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. 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 (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 Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Who May Apply Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.aspx 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. Reference 1189687 Location Profile VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. Selection Criteria SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. 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 (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 Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Who May Apply Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.aspx 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. Reference 1189687 Reference 1189687 Reference 1189687 Reference 1189687 Reference 1189687 Reference 1189687 Reference 1189687 Reference 1189687 Reference 1189687 Location Profile VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. Selection Criteria SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. 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 (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 Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Who May Apply Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.aspx 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. Location Profile VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. Selection Criteria SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. 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 (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 Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Who May Apply Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.aspx 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. Location Profile VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. Selection Criteria SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. 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 (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 Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Who May Apply Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.aspx 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. Location Profile Location Profile Location Profile Location Profile VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. Extensive swimming and camping programs. Duke of Edinburgh Program (Senior students) Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs. Multi Sensory Programs (Snoezelen and hydrotherapy) Recreation and Sporting programs which include riding for the disabled, bowling, basketball Work Education and experiences for senior students Community access via the four school buses and Travel Training Attractive outdoor active and passive recreation areas including a sensory amp edible garden. Expanding computer and technology resources. Selection Criteria Selection Criteria Selection Criteria Selection Criteria SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC1 SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC2 SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC3 SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC4 SC5 Commitment for professional learning and personal growth. Role Role Role 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 (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. 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. 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. 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. 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 Responsibilities Responsibilities Responsibilities Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Coordinate the delivery of administrative services within the School Office. In consultation with the Business Manager, determine and manage work priorities within the School office. Develop and implement strategies to ensure effective administration procedures. Manage Accounts receivable and Accounts Payable Maintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries. Maintain schools records system, including computerised student, staff and school records. Coordinate the implementation of requisitioning, purchasing and issuing procedures. Produce the school™s newsletter. Process banking, accident reports amp SAL student locator Liaise with school staff in regard to support requirements. Who May Apply Who May Apply Who May Apply Who May Apply Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment EEO AND OHS Commitment EEO AND OHS Commitment EEO AND OHS Commitment The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. Child Safe Standards Child Safe Standards Child Safe Standards 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx DET Values DET Values DET Values 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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.aspx httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.aspx Other Information Other Information Other Information 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. 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. 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. 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.

    location East Melbourne, Victoria


  • Office Manager

    VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. Selection Criteria SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. 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 (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 Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Who May Apply Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.aspx 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 Departments Human Resources website at httpwww.education.vic.gov.auhrwebPagesdefault.aspx 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 Departments Human Resources website at httpwww.education.vic.gov.auhrwebPagesdefault.aspx Program Benefits No job description available VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. Selection Criteria SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. 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 (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 Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Who May Apply Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.aspx 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 Departments Human Resources website at httpwww.education.vic.gov.auhrwebPagesdefault.aspx 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 Departments Human Resources website at httpwww.education.vic.gov.auhrwebPagesdefault.aspx Program Benefits No job description available VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. Selection Criteria SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. 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 (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 Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Who May Apply Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.aspx 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 Departments Human Resources website at httpwww.education.vic.gov.auhrwebPagesdefault.aspx 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 Departments Human Resources website at httpwww.education.vic.gov.auhrwebPagesdefault.aspx Program Benefits No job description available VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. Selection Criteria SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. 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 (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 Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Who May Apply Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.aspx 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 Departments Human Resources website at httpwww.education.vic.gov.auhrwebPagesdefault.aspx 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 Departments Human Resources website at httpwww.education.vic.gov.auhrwebPagesdefault.aspx Program Benefits No job description available VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. Extensive swimming and camping programs. Duke of Edinburgh Program (Senior students) Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs. Multi Sensory Programs (Snoezelen and hydrotherapy) Recreation and Sporting programs which include riding for the disabled, bowling, basketball Work Education and experiences for senior students Community access via the four school buses and Travel Training Attractive outdoor active and passive recreation areas including a sensory amp edible garden. Expanding computer and technology resources. Selection Criteria Selection Criteria Selection Criteria SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC1 SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC2 SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC3 SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC4 SC5 Commitment for professional learning and personal growth. Role Role 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 (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. 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. 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. 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. 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 Responsibilities Responsibilities Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Coordinate the delivery of administrative services within the School Office. In consultation with the Business Manager, determine and manage work priorities within the School office. Develop and implement strategies to ensure effective administration procedures. Manage Accounts receivable and Accounts Payable Maintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries. Maintain schools records system, including computerised student, staff and school records. Coordinate the implementation of requisitioning, purchasing and issuing procedures. Produce the school™s newsletter. Process banking, accident reports amp SAL student locator Liaise with school staff in regard to support requirements. Who May Apply Who May Apply Who May Apply Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment EEO AND OHS Commitment EEO AND OHS Commitment The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. Child Safe Standards Child Safe Standards 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx DET Values DET Values 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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.aspx Other Information Other Information 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 Departments Human Resources website at httpwww.education.vic.gov.auhrwebPagesdefault.aspx 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 Departments Human Resources website at httpwww.education.vic.gov.auhrwebPagesdefault.aspx 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 Departments Human Resources website at httpwww.education.vic.gov.auhrwebPagesdefault.aspx 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 Departments Human Resources website at httpwww.education.vic.gov.auhrwebPagesdefault.aspx Conditions of Employment Conditions of Employment 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 Departments Human Resources website at httpwww.education.vic.gov.auhrwebPagesdefault.aspx 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 Departments Human Resources website at httpwww.education.vic.gov.auhrwebPagesdefault.aspx 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 Departments Human Resources website at httpwww.education.vic.gov.auhrwebPagesdefault.aspx 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 Departments Human Resources website at httpwww.education.vic.gov.auhrwebPagesdefault.aspx 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 Departments Human Resources website at httpwww.education.vic.gov.auhrwebPagesdefault.aspx Program Benefits Program Benefits Program Benefits No job description available No job description available No job description available No job description available

    location Springvale, Victoria


  • Office Manager

    Reference 1189687 Location Profile VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. Selection Criteria SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. 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 (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 Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Who May Apply Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.aspx 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. Reference 1189687 Location Profile VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. Selection Criteria SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. 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 (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 Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Who May Apply Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.aspx 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. Reference 1189687 Location Profile VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. Selection Criteria SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. 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 (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 Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Who May Apply Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.aspx 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. Reference 1189687 Location Profile VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. Selection Criteria SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. 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 (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 Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Who May Apply Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.aspx 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. Reference 1189687 Location Profile VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. Selection Criteria SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. 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 (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 Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Who May Apply Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.aspx 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. Reference 1189687 Location Profile VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. Selection Criteria SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. 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 (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 Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Who May Apply Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.aspx 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. Reference 1189687 Location Profile VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. Selection Criteria SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. 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 (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 Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Who May Apply Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.aspx 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. Reference 1189687 Reference 1189687 Reference 1189687 Reference 1189687 Reference 1189687 Reference 1189687 Reference 1189687 Reference 1189687 Reference 1189687 Location Profile VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. Selection Criteria SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. 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 (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 Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Who May Apply Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.aspx 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. Location Profile VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. Selection Criteria SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. 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 (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 Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Who May Apply Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.aspx 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. Location Profile VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. Selection Criteria SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. 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 (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 Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Who May Apply Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.aspx 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. Location Profile Location Profile Location Profile Location Profile VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. Extensive swimming and camping programs. Duke of Edinburgh Program (Senior students) Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs. Multi Sensory Programs (Snoezelen and hydrotherapy) Recreation and Sporting programs which include riding for the disabled, bowling, basketball Work Education and experiences for senior students Community access via the four school buses and Travel Training Attractive outdoor active and passive recreation areas including a sensory amp edible garden. Expanding computer and technology resources. Selection Criteria Selection Criteria Selection Criteria Selection Criteria SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC1 SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC2 SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC3 SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC4 SC5 Commitment for professional learning and personal growth. Role Role Role 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 (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. 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. 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. 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. 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 Responsibilities Responsibilities Responsibilities Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Coordinate the delivery of administrative services within the School Office. In consultation with the Business Manager, determine and manage work priorities within the School office. Develop and implement strategies to ensure effective administration procedures. Manage Accounts receivable and Accounts Payable Maintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries. Maintain schools records system, including computerised student, staff and school records. Coordinate the implementation of requisitioning, purchasing and issuing procedures. Produce the school™s newsletter. Process banking, accident reports amp SAL student locator Liaise with school staff in regard to support requirements. Who May Apply Who May Apply Who May Apply Who May Apply Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment EEO AND OHS Commitment EEO AND OHS Commitment EEO AND OHS Commitment The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. Child Safe Standards Child Safe Standards Child Safe Standards 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx DET Values DET Values DET Values 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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.aspx httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.aspx Other Information Other Information Other Information 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. 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. 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. 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.

    location East Melbourne, Victoria


  • Office Manager

    Reference 1189687 Location Profile VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. Selection Criteria SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. 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 (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 Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Who May Apply Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.aspx 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. Reference 1189687 Location Profile VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. Selection Criteria SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. 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 (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 Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Who May Apply Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.aspx 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. Reference 1189687 Location Profile VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. Selection Criteria SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. 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 (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 Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Who May Apply Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.aspx 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. Reference 1189687 Location Profile VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. Selection Criteria SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. 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 (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 Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Who May Apply Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.aspx 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. Reference 1189687 Location Profile VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. Selection Criteria SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. 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 (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 Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Who May Apply Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.aspx 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. Reference 1189687 Location Profile VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. Selection Criteria SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. 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 (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 Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Who May Apply Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.aspx 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. Reference 1189687 Location Profile VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. Selection Criteria SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. 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 (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 Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Who May Apply Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.aspx 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. Reference 1189687 Reference 1189687 Reference 1189687 Reference 1189687 Reference 1189687 Reference 1189687 Reference 1189687 Reference 1189687 Reference 1189687 Location Profile VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. Selection Criteria SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. 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 (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 Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Who May Apply Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.aspx 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. Location Profile VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. Selection Criteria SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. 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 (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 Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Who May Apply Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.aspx 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. Location Profile VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. Selection Criteria SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. 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 (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 Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Who May Apply Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.aspx 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. Location Profile Location Profile Location Profile Location Profile VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. VISION STATEMENT Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future. Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development. Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise. In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand. MISSION STATEMENT Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities. Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist. Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. Several off-campus integration programs are conducted at local primary schools. In addition there is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life. THE PROFILE There are 175 school-aged students in 2018, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years. The Department of Education (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through the Victorian curriculum and the 16+ Independent Living Program. These are enhanced by Extensive swimming and camping programs.Duke of Edinburgh Program (Senior students)Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs.Multi Sensory Programs (Snoezelen and hydrotherapy)Recreation and Sporting programs which include riding for the disabled, bowling, basketballWork Education and experiences for senior studentsCommunity access via the four school buses and Travel TrainingAttractive outdoor active and passive recreation areas including a sensory amp edible garden.Expanding computer and technology resources. These programs are implemented by a multi-disciplinary team which includes -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist. Extensive swimming and camping programs. Duke of Edinburgh Program (Senior students) Therapy programs including Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy and Language Programs. Multi Sensory Programs (Snoezelen and hydrotherapy) Recreation and Sporting programs which include riding for the disabled, bowling, basketball Work Education and experiences for senior students Community access via the four school buses and Travel Training Attractive outdoor active and passive recreation areas including a sensory amp edible garden. Expanding computer and technology resources. Selection Criteria Selection Criteria Selection Criteria Selection Criteria SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC5 Commitment for professional learning and personal growth. SC1 Demonstrated capacity to manage a school office and provide high-level support to the Principal, staff, School Council and the wider community. SC1 SC2 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports. Demonstrated experience to utilise techology and software applicable to the role sound knowledge of CASES21 administration and finance, Student Absences and Accounts Receivable. SC2 SC3 Demonstrate high level organizational skills, including the capacity to prioritise work flows and be committed to work as a member of a team to ensure the continuous and efficient operation of the work environment. SC3 SC4 High level written and verbal communication skills and excellent interpersonal skills including the ability to communicate effectively with all members of the school community (students, parents and staff). SC4 SC5 Commitment for professional learning and personal growth. Role Role Role 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 (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. 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. 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. 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. 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 Responsibilities Responsibilities Responsibilities Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Coordinate the delivery of administrative services within the School Office.In consultation with the Business Manager, determine and manage work priorities within the School office.Develop and implement strategies to ensure effective administration procedures.Manage Accounts receivable and Accounts PayableMaintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries.Maintain schools records system, including computerised student, staff and school records.Coordinate the implementation of requisitioning, purchasing and issuing procedures.Produce the school™s newsletter.Process banking, accident reports amp SAL student locatorLiaise with school staff in regard to support requirements. Coordinate the delivery of administrative services within the School Office. In consultation with the Business Manager, determine and manage work priorities within the School office. Develop and implement strategies to ensure effective administration procedures. Manage Accounts receivable and Accounts Payable Maintain manual and computerized records of students, staff and other schools filing Attend to telephone and counter queries. Maintain schools records system, including computerised student, staff and school records. Coordinate the implementation of requisitioning, purchasing and issuing procedures. Produce the school™s newsletter. Process banking, accident reports amp SAL student locator Liaise with school staff in regard to support requirements. Who May Apply Who May Apply Who May Apply Who May Apply Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. Individuals with the aptitude, experience andor qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment EEO AND OHS Commitment EEO AND OHS Commitment EEO AND OHS Commitment The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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. Child Safe Standards Child Safe Standards Child Safe Standards 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx 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 httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx httpwww.education.vic.gov.auaboutprogramshealthprotectPageschildsafestandards.aspx DET Values DET Values DET Values 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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.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 httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.aspx httpwww.education.vic.gov.auhrwebworkmPagesPublic-Sector-Values.aspx Other Information Other Information Other Information 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. 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. 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. 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.

    location East Melbourne, Victoria


  • Medical Affairs Operations Manager

    Come join a company that tackles fascinating problems and find solutions to complex challenges. With deep expertise in influenza science, our team works on cutting-edge research, pioneering technologies to optimise the manufacturing process and improve the effectiveness of influenza vaccines. We operate as one integrated global organisation, drawing together expert staff from different countries to collaborate. Together, we are working on the front line to protect communities from seasonal influenza and global pandemic threats. When you join Seqirus, you join a team dedicated to making a difference in peoples lives. Its a feeling of possibility, creativity, and purpose that inspires us every day. Responsibilities Qualifications Located at Collins Square CBD, Melbourne and part of the Medical Affairs team, this is a Full time position. The Medical Affairs Operations Manager is responsible for the operational execution of Medical Affairs, including Medical Information, and the processes and systems that support Medical within Asia Pacific with a current emphasis on Australia and NZ. The role is responsible for developing and implementing Medical Affairs processes and systems to ensure effective and efficient operations of Medical Affairs. This role is responsible for managing the Medical Information function, overseeing the adverse events process, ensuring the Medical components of Pharmacovigilance agreements are implemented. Reporting to the Regional Head of Medical , the role helps ensure strong relationships with Global Medical Operations and partner companies . . To be successful in this role you will have excellent leadership skills , be solution focused with strong negotiation skills and the ability to build excellent working relationships with key stakeholders internally and externally to the business. Your excellent communication and project management skills will allow you to operate effectively in a cross functional environment to develop and implement robust processes and systems to ensure an optimal performing team.. You will have a tertiary qualification in Life Science or Medicine with specific expertise in Medical information , Medical Affairs , Pharmacovigilance , Quality or Regulatory Affairs being an advantage. You will also have a minimum of 4 years experience of experience in the Pharmaceutical Industry and good regional and local regulatory knowledge.. If you are looking to develop your skills and shape the health of Australians, please apply. Applications must address the selection criteria above and include a current CV, covering letter and reference number R-114057 Applications will close on Friday 10th April 2020 CSL advises that screening including criminal history, medical assessment, confirmation of experience, stated qualifications and other relevant checks form a part of the candidate suitability evaluation process. Where applicable, this applies to current CSL employees. CSL employees must notify their current manager when selected for interview for any advertised internal vacancies. Important notice to Employment businesses Agencies Seqirus does not accept unsolicited referrals from employment businesses andor employment agencies in respect of the vacancies posted on this site. All employment businessesagencies are required to contact Seqirus Talent Acquisition to obtain prior written authorization before referring any candidates to Seqirus. The obtaining of prior written authorization is a condition precedent to any agreement (verbal or written) between the employment business agency and Seqirus. In the absence of such written authorization being obtained any actions undertaken by the employment businessagency shall be deemed to have been performed without the consent or contractual agreement of Seqirus. Seqirus shall therefore not be liable for any fees arising from such actions or any fees arising from any referrals by employment businessesagencies in respect of the vacancies posted on this site. Capabilities Worker Type Employee Worker Sub Type Regular Come join a company that tackles fascinating problems and find solutions to complex challenges. With deep expertise in influenza science, our team works on cutting-edge research, pioneering technologies to optimise the manufacturing process and improve the effectiveness of influenza vaccines. We operate as one integrated global organisation, drawing together expert staff from different countries to collaborate. Together, we are working on the front line to protect communities from seasonal influenza and global pandemic threats. When you join Seqirus, you join a team dedicated to making a difference in peoples lives. Its a feeling of possibility, creativity, and purpose that inspires us every day. Responsibilities Qualifications Located at Collins Square CBD, Melbourne and part of the Medical Affairs team, this is a Full time position. The Medical Affairs Operations Manager is responsible for the operational execution of Medical Affairs, including Medical Information, and the processes and systems that support Medical within Asia Pacific with a current emphasis on Australia and NZ. The role is responsible for developing and implementing Medical Affairs processes and systems to ensure effective and efficient operations of Medical Affairs. This role is responsible for managing the Medical Information function, overseeing the adverse events process, ensuring the Medical components of Pharmacovigilance agreements are implemented. Reporting to the Regional Head of Medical , the role helps ensure strong relationships with Global Medical Operations and partner companies . . To be successful in this role you will have excellent leadership skills , be solution focused with strong negotiation skills and the ability to build excellent working relationships with key stakeholders internally and externally to the business. Your excellent communication and project management skills will allow you to operate effectively in a cross functional environment to develop and implement robust processes and systems to ensure an optimal performing team.. You will have a tertiary qualification in Life Science or Medicine with specific expertise in Medical information , Medical Affairs , Pharmacovigilance , Quality or Regulatory Affairs being an advantage. You will also have a minimum of 4 years experience of experience in the Pharmaceutical Industry and good regional and local regulatory knowledge.. If you are looking to develop your skills and shape the health of Australians, please apply. Applications must address the selection criteria above and include a current CV, covering letter and reference number R-114057 Applications will close on Friday 10th April 2020 CSL advises that screening including criminal history, medical assessment, confirmation of experience, stated qualifications and other relevant checks form a part of the candidate suitability evaluation process. Where applicable, this applies to current CSL employees. CSL employees must notify their current manager when selected for interview for any advertised internal vacancies. Important notice to Employment businesses Agencies Seqirus does not accept unsolicited referrals from employment businesses andor employment agencies in respect of the vacancies posted on this site. All employment businessesagencies are required to contact Seqirus Talent Acquisition to obtain prior written authorization before referring any candidates to Seqirus. The obtaining of prior written authorization is a condition precedent to any agreement (verbal or written) between the employment business agency and Seqirus. In the absence of such written authorization being obtained any actions undertaken by the employment businessagency shall be deemed to have been performed without the consent or contractual agreement of Seqirus. Seqirus shall therefore not be liable for any fees arising from such actions or any fees arising from any referrals by employment businessesagencies in respect of the vacancies posted on this site. Capabilities Worker Type Employee Worker Sub Type Regular Come join a company that tackles fascinating problems and find solutions to complex challenges. With deep expertise in influenza science, our team works on cutting-edge research, pioneering technologies to optimise the manufacturing process and improve the effectiveness of influenza vaccines. We operate as one integrated global organisation, drawing together expert staff from different countries to collaborate. Together, we are working on the front line to protect communities from seasonal influenza and global pandemic threats. When you join Seqirus, you join a team dedicated to making a difference in peoples lives. Its a feeling of possibility, creativity, and purpose that inspires us every day. Responsibilities Responsibilities Qualifications Qualifications Located at Collins Square CBD, Melbourne and part of the Medical Affairs team, this is a Full time position. The Medical Affairs Operations Manager is responsible for the operational execution of Medical Affairs, including Medical Information, and the processes and systems that support Medical within Asia Pacific with a current emphasis on Australia and NZ. The role is responsible for developing and implementing Medical Affairs processes and systems to ensure effective and efficient operations of Medical Affairs. This role is responsible for managing the Medical Information function, overseeing the adverse events process, ensuring the Medical components of Pharmacovigilance agreements are implemented. Reporting to the Regional Head of Medical , the role helps ensure strong relationships with Global Medical Operations and partner companies . . To be successful in this role you will have excellent leadership skills , be solution focused with strong negotiation skills and the ability to build excellent working relationships with key stakeholders internally and externally to the business. Your excellent communication and project management skills will allow you to operate effectively in a cross functional environment to develop and implement robust processes and systems to ensure an optimal performing team.. You will have a tertiary qualification in Life Science or Medicine with specific expertise in Medical information , Medical Affairs , Pharmacovigilance , Quality or Regulatory Affairs being an advantage. You will also have a minimum of 4 years experience of experience in the Pharmaceutical Industry and good regional and local regulatory knowledge.. If you are looking to develop your skills and shape the health of Australians, please apply. Applications must address the selection criteria above and include a current CV, covering letter and reference number R-114057 Applications will close on Friday 10th April 2020 Applications will close on Friday 10th April 2020 CSL advises that screening including criminal history, medical assessment, confirmation of experience, stated qualifications and other relevant checks form a part of the candidate suitability evaluation process. Where applicable, this applies to current CSL employees. CSL employees must notify their current manager when selected for interview for any advertised internal vacancies. CSL advises that screening including criminal history, medical assessment, confirmation of experience, stated qualifications and other relevant checks form a part of the candidate suitability evaluation process. Where applicable, this applies to current CSL employees. CSL employees must notify their current manager when selected for interview for any advertised internal vacancies. Important notice to Employment businesses Agencies Seqirus does not accept unsolicited referrals from employment businesses andor employment agencies in respect of the vacancies posted on this site. All employment businessesagencies are required to contact Seqirus Talent Acquisition to obtain prior written authorization before referring any candidates to Seqirus. The obtaining of prior written authorization is a condition precedent to any agreement (verbal or written) between the employment business agency and Seqirus. In the absence of such written authorization being obtained any actions undertaken by the employment businessagency shall be deemed to have been performed without the consent or contractual agreement of Seqirus. Seqirus shall therefore not be liable for any fees arising from such actions or any fees arising from any referrals by employment businessesagencies in respect of the vacancies posted on this site. Important notice to Employment businesses Agencies Important notice to Employment businesses Agencies Capabilities Capabilities Worker Type Worker Sub Type

    location Parkville, Victoria


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