SC1 - Demonstrated working knowledge of school budgeting; including report production, the interpretation and analysis of reports.
SC2 - Demonstrated knowledge and experience in respect to financial management record systems, DET procurement policies and procedures, Cases21 administration and finance, Compass and similar systems.
SC3 - Highly developed organisation sills with a demonstrated ability for effective time management, establishing policies and procedures and guidelines relating to the work area.
SC4 - Possess the technical knowledge and expertise relevant to the position.
SC5 - A commitment to professional learning and growth for both self and others.
SC6 - Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
[Attendance requirement for this position]
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.
- 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.
- Manage accounts payable.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]
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.
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Be part of a team that leads with Compassion, Respect and Excellence.
Outstanding opportunity to work in an International Baccalaureate (P.Y.P) school in Tarneit/Werribee.
Davis Creek Primary School is a new co-educational Prep to Year 6 school that opened in 2020. Over this time, we have grown rapidly due to our positive reputation within our local community of Tarneit. We have rapidly grown from 253 students to over 900 students in 2026. Tarneit is a thriving multi-cultural community positioned only 25km from the CBD of Melbourne.
We are seeking an enthusiastic, positive, and passionate Finance Officer to work as part of the school team and school community to contribute to our collaborative culture at our school.
We have an administration building including a library, two learning community buildings and a Performing Arts and Physical Education (PAPE) building. We have beautiful school grounds which promote active and passive play spaces.
Implementing a Rich Curriculum Framework - Planning Curriculum Together with Students at the Centre
At Davis Creek Primary School, we believe the strongest learning happens when explicit teaching and inquiry work together. Our role is not simply to help students acquire knowledge, but to ensure they can learn, grow, apply their understanding, and think deeply about the world around them.
We believe great teaching is driven by teacher expertise, not scripts. Rather than relying on pre-packaged lessons or PowerPoint presentations, we invest in developing teachers who have a deep understanding of the Victorian Curriculum, the IB Primary Years Programme, and the pedagogy that sits behind high-quality instruction. Professional judgment, responsive teaching, and knowing our learners are at the heart of every classroom.
At Davis Creek Primary School, we believe that every student deserves access to a rich, engaging and inclusive curriculum that inspires curiosity, fosters critical thinking and develops a lifelong love of learning. With students at the centre of all decision-making, our curriculum is designed to be rigorous, relevant and responsive to the diverse needs, strengths and aspirations of every learner.
Our rich curriculum framework is underpinned by a guaranteed and viable curriculum aligned to the Victorian Curriculum and informed by evidence-based teaching practices. Through collaborative planning, professional dialogue and curriculum mapping, teachers work together to design high-quality learning experiences that ensure consistency, coherence and high expectations across the school.
Planning curriculum together is central to our approach. Teaching teams engage in ongoing collaboration to analyse student learning data, identify needs and design purposeful learning sequences that maximise student growth. This collective responsibility ensures that every student has equitable access to challenging and meaningful connections between their learning and the world around them.
To strengthen the implementation of our curriculum framework, we will continue to build teacher expertise through professional learning, collaborative inquiry and instructional coaching. Staff will regularly evaluate the impact of curriculum delivery, assessment practices and teaching strategies to ensure continuous improvement and responsive support for all learners.
By planning curriculum together and placing students at the centre, Davis Creek Primary School is committed to developing confident, capable and compassionate learners who embody our values of CARE. Through a rich curriculum framework, we empower students with the knowledge, skills and dispositions they need to thrive both now and in the future.
Another major feature of our school's curriculum is the development of a high-quality Music, STEM, Visual Arts, Mandarin and Sporting Program that fosters student's intellectual, social and physical development.
Narrageil Ketherba - Stronger Together
We believe that together we will achieve more.
Vision
Davis Creek Primary School's vision is to nurture a creative and collaborative learning environment where teachers and students can;
achieve beyond their goals and provide excellence in teaching and learning in a safe and supportive education environment
flourish as caring individuals who display compassion and build positive relationships
embrace challenges and take principled action, both locally and globally developing international mindedness
be engaged, empowered and energised learners who demonstrate a high level of agency
develop positive and genuine partnerships with the community.
Mission
Davis Creek Primary School's mission is to develop and support a successful and inclusive environment where all students actively participate in and assume ownership of their learning. Together we create a rigorous instructional program, which promotes globally minded, empathetic, creative, curious, confident, and reflective lifelong learners.
Values
Davis Creek Primary School's values are based on the acronym of Curious, Agency, Respect and Excellence C.A.R.E
Please visit our website to learn more about our school to ensure our school's philosophy is aligned to yours.
