Business Manager - Melbourne, Australia - State Government of Victoria, Australia

Description

Business Manager - Thompsons West Primary School (Interim Name) (Ed Support Level 1-Range 5)

Job posted: 29/04/2024

SC1 Demonstrated capacity to lead an office team, including capacity for directing the work of others.

SC2 Demonstrated knowledge and experience in respect to human resource and financial management records systems.

SC3 Sound knowledge of financial management legal requirements and practices, including the capacity to produce reports and provide advice in respect to those reports.

SC4 High level organizational skills, including the capacity to prioritise work flows.

SC5 High level written and verbal communication skills.

Role

A Business Manager role will usually undertake tasks that impact on the whole school. The role seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, finance or human resources.

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.

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 in matters relating to the school finance, human resources or school administration.

Responsibilities

Deliver School Services

• Manage the design and production of school publications and documents

Finance

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

General Administration

• Ensure the provision of a range of administrative support functions for the Principal and teaching staff.
• Provide administrative support to external service providers as required.
• Manage the processing of student admissions, registrations, enrolments and transfers.
• Provide required level of administrative support for school events, functions and projects.
• Implement induction programs for new staff, volunteers and other workers to the school.

Human Resources

• Research, plan and prepare development programs for support staff.
• Manage recruitment procedures.
• Provide authoritative advice to the leadership team on support structures and work practices.
• Assist in the development of work practices that ensure appropriate occupational health and safety standards are maintained.
• Manage procedures relating to employee relations issues.
• Assist in the development of human resource planning.

Manage School Resources

• Coordinate the use and maintenance of school buildings and equipment.
• Liaise and negotiate with service providers in respect to the cost and quality of services.
• Supervise the delivery of contracted services.
• Manage the development and collection of resource material at the school.
• Draft reports and make recommendations on operational issues.
• Evaluate and report on the operational efficiency of computer systems in production, making recommendations for improvement where appropriate.
• Develop techniques and procedures that will affect work practices beyond the work place.
• Manage a technical program with a broad scope across the school.

Who May Apply

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

EEO AND OHS Commitment

Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines ).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via

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:

The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:

Thompsons West Primary School will open in Term 1, 2025 and will be a state-of-the-art educational facility that from the outset will strive for high student achievement and excellence. Thompsons West Primary School will be a dynamic learning community providing diverse and challenging educational opportunities. As a learning community, we will have a collective commitment to nurturing strong positive attitudes to lifelong learning to develop our students as empowered citizens with strong voice and agency.

We will recruit highly professional, dedicated and dynamic staff who are committed to ensuring all students achieve their personal best potential by constantly striving for their own continual professional growth and encouraging students to do the same in learning and wellbeing.

Thompsons West Primary School principal and staff, along with our school community have the exciting opportunity of establishing a dynamic and vibrant learning community with a strong and positive culture to serve our local community. An aspirational culture that is inclusive and welcoming, with high expectations for success.

Our Vision

To develop confident and curious learners with strong learner agency who respect and care themselves, others and our lands and always strive for growth.

Our Mission

We aim to develop the skills, attitudes, abilities, and dispositions of students to achieve their full academic, creative and emotional and social potential to enable them to be confident and responsible global citizens who can make positive lifelong contributions to society and the world.

Our Values

Respect

Care

Kindness

Growth

Thompsons West Primary School will embrace contemporary research and evidence-based pedagogies and teaching and learning practices. We will be committed to ensuring every student has the best possible opportunity to succeed, achieving academic and personal wellbeing success. We will provide an innovative, inclusive, and future focused learning environment where all stakeholders are expected to be creative and critical thinkers to achieve and thrive as learners, leaders and citizens.

We aim to develop the capacity of all students to be empowered agentic learners with aspirational expectations of learning, progress and achievement. Agentic learners who understand what and why they are learning, how they are going, where they will go next working in partnership with staff to monitor their progress and co-create learning goals to inform future learning.

The curriculum at Thompsons West Primary School will be based on Victorian Curriculum, which is expected of all government schools in Victoria. Contemporary pedagogical teaching and learning practices will be implemented across all areas of the curriculum with consistent instructional models across all classrooms.

Students and their wellbeing will lie at the centre of Thompsons West Primary School's vision and will drive all our decisions and actions. Students with high levels of learner agency will be actively involved in partnership with staff in identifying and addressing issues in their learning environments to ensure their learning needs are met.

The following principles (Timperley, Spiral of Inquiry) at the core and guide our pedagogical approach:

1. Learners at the centre

2. Social nature of learning

3. Emotions are integral to learning

5. Stretching all students

6. Assessment for learning

7. Building horizontal connections

Our school culture will be inclusive and welcoming, ensuring everyone has a sense of pride, belonging and high expectations for continual growth and success built on trust, respect, care and kind interactions. It will be underpinned by an aspirational school community, where all learning community members (staff, students, parents, and local community) hold high expectations, positive beliefs, a collective growth mindset and mind frames about themselves and others as learners and about learning. A collaborative culture with collective responsibility for student achievement, engagement and wellbeing, and one that values both student and adult learning. A culture where we can grow, learn and expand together with a collective commitment to always having our student's best interests at the centre of all decisions and actions.

Our aim is to develop our students into:

• Passionate, confident, and curious learners who have a lifelong love and joy of learning.
• Thriving, empowered global citizens with highly developed learner agency and voice to impact positive change in society.

Our Thompsons West Primary School learner beliefs and mindsets/frames are informed by the research conducted by John Hattie and the principles of Visible Learning and visible teaching and Russell Quaglia's work around student voice.

Thompson West Primary School will provide a vibrant and dynamic learning environment that will support, nurture and encourage all stakeholders to continually strive for growth. Staff and students are continuous learners who are always growing and developing. Confidence, motivation and engagement in learning are key learner characteristics that are encouraged and nurtured in all learners in our school community:

• Confidence to engage in learning.
• Motivation to embrace the challenge of learning.
• Engagement in learning by striving and wanting to thrive in learning.

Embracing contemporary pedagogies, students develop as agentic learners: empowered learners with strong voice and learner agency who are active:

· self assessors,

· goal setters and

Agentic learners experience the joy of learning and constantly reflect and celebrate their learning. They embrace productive struggle in their learning and the thrill and feeling of exhilaration that comes from success in learning after persevering through challenges. They develop emotional literacy skills, communication, and collaboration skills, creative and critical thinking and problem-solving skills.

Agentic students have a strong voice that they confidently use to share thoughts and ideas in an environment underpinned by trust and respect, they offer realistic suggestions for the good of the whole and accept responsibility for not only what is said but also what needs to be done. (Russell Quaglia). Agentic students have well developed positive learning mindsets that form a frame of reference for lifelong learning and can harness the workings of their minds to continuously generate and strengthen the components of their mind. They are both independent and interdependent learners.

Our agentic students will have a focus on developing exceptional academic skills and knowledge alongside highly developed voice, learner agency and leadership skills that enable them to take responsibility and drive their learning and wellbeing.

Our learning community will provide an environment in which staff work in an inclusive, supporting, respectful and caring workplace, where students are highly engaged in meaningful and relevant learning tasks. We believe that, to all members of our staff, it will mean something significant to work at Thompson West Primary School, having exciting opportunities to contribute to co-creating our innovative and contemporary learning environment and to embrace the continual professional growth, learning and development opportunities to ensure our students are provided with learning environments that inspire them to continue to grow and learn. Innovation will be encouraged with creativity and curiosity being fostered in staff to help them imagine new possibilities for teaching and learning. Through our innovative pedagogical approaches, our students will be experience and feel the joy and exhilaration that comes from stretching themselves in their learning and working hard to achieve their learning goals. As members of our new learning community, staff will be committed and passionate about our pedagogical approach and take on the personal responsibility of working towards building and maintaining a positive learning culture for all.

We strive to engender a parent community that respects and appreciates the commitment of the members of staff and this, in turn, builds an environment where all members of staff feel appreciated and thus more willing to add discretionary effort. In a culture such as this, there is an expectation amongst staff that all will contribute in a significant way to the accomplishments of the school and that all will share in the pride of the resulting success.

With students at the centre of all decision making, staff work collaboratively engaging in ongoing professional learning and creating challenging, engaging and differentiated learning opportunities that embed Thompson West Primary School's pedagogical approach. Through our dynamic teaching and learning environment staff will develop students through differentiated, explicit, future focused teaching and learning opportunities that develop our students as agentic learners. Learners who have control and voice over their learning as they develop their own innovative learning dispositions, skills, attitudes and tools to manage and take responsibility for their aspirational learning, progress and achievement.

Staff work in a collaborative culture that promotes learner agency for all, where they see themselves as learners too.

"Collaboration is learning together."

"Collaboration is learning out loud."

"Collaborative professionalism is about how teachers and other educators transform learning and teaching together to work with all students to develop fulfilling lives of meaning, purpose and success."

Andy Hargreaves and Michael O'Connor. 2017

Staff, along with parents/carers have a collective responsibility to contribute in respectful, positive and meaningful ways to ensure we have our students' best interests at the centre of all that we do. There is an expectation that everyone will treat each other with respect, care and kindness.

Our students, staff and parents/carers as part of our vibrant and dynamic learning community have a collective commitment to the following beliefs and principles:

• We provide a safe, inclusive and challenging learning environment.
• We develop our students as holistic learners who will contribute positively to our society as they grow and develop.
• We all develop our `learner agency' as a continuous process and the pursuit of continuous improvement is inherent within our learning environment.
• We believe that all students can achieve success in learning and academic results, given adequate time and support.
• We hold high expectations and standards for staff, student and parents' interactions and behaviour.

As a learning community we are all invested in continually striving to learn and grow together to further develop our collective learner agency to ensure our students have the best possible learning and life outcomes.

Conditions of Employment

• All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
• Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
• A probationary period may apply during the first year of employment and induction and support programs provided.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at

Location Profile

Thompson Road West Primary School (interim name) will open Term 1, 2025 and will help the growing local population access a 21 st century education with a vibrant and dynamic learning environment close to home. It will be able to enrol up to 650 students when the school is complete.

The school is located at 75 Welsummer Drive Clyde North 3978 in the southern- eastern growth corridor, in the City of Casey. The school is currently open for enrolments for students in Prep to Grade 6 through the VSBA website. The 2025 new school zones are published online at When open for Term 1, 2025 the school facilities will include learning neighbourhoods, an administration building a community hub, hardcourts, and sports field/oval.

Our school will be culturally diverse with large proportion of students having a language background other than English (LOTE) spoken in the family home. We are proud of and celebrate our diversity and inclusive school community.

The community will be able to help choose the new school's name via the Engage Victoria website. Following consultation, the Minister for Education will make the final decision on the school's name which is expected to be by early Term 3, 2024.The Victorian School Building Authority (VSBA) leads the design and construction of new schools. This includes all new schools set to open in 2025.

We strive to provide a nurturing and challenging environment that empowers students to reach their personal best and full potential, both academically and socially.