Cranbourne East Secondary College (CESC), located in the Hunt Club Estate, adjacent to Cranbourne East Primary School and Marnebek School, was established in 2011. The College is in Cranbourne East, approximately 55 kilometers south-east from Melbourne CBD.
The Cranbourne East community and cohort is very multicultural, with a significant number of students born overseas and coming from language backgrounds other than English. Students from refugee backgrounds make up approximately 5.4% of the entire cohort, EAL students 7.6%, and >1% of students are indigenous. The 2024 SFOE index is 0.4403.
As a Public Private Partnership school, we continue to experience rapid enrolment growth, with a year 7-12 enrolment exceeding 2100 students, and expected incremental growth over the next few years.
The College currently has approximately 235 full-time and part-time staff that compose of teaching, education support, leadership, principal class, allied health, and paraprofessional staff. The Leadership Team is made up of an Executive Principal, 9 Assistant Principals, 14 Learning Specialists, 26 Leading Teachers, and 3 ES Leaders.
Cranbourne East Secondary College continues to develop a strong sense of community through areas of focus including house culture, student voice and agency, attendance and connectedness, transitions, SWPBS, and wellbeing.
CESC is known and respected for the high expectations we have of our entire community, in all aspects of college life. These expectations extend beyond agreed behaviours and are ingrained in the learning that students are demonstrating in the classroom and form the basis for our comprehensive extra-curricular programs.
At Cranbourne East Secondary College, we stand by our purpose and motto:
¿Giving every student, every opportunity to exceed their potential by providing a high-quality pathway to success.¿
We endeavour to promote an atmosphere of mutual respect, understanding and co-operation which is underpinned by our College values of Respect, Growth, Achievement, and Responsibility.
It is these values that form the basis of our positive school-wide behaviour recognition which also encompasses extra-curricular engagement, leadership, and community service.
Strategic focus areas to improve NAPLAN (Reading, Writing, and Numeracy) alongside student experiences, linked to Attitudes to School Survey, are on an upwards trend. There have been marked improvements in AtoSS in 2024 and 2025 alongside an increase to Year 9 students performing in the Strong and Exceeding bands in NAPLAN.
The College is organised into year level teams for both students and teachers. Year Levels are led by teams of teaching and ES staff, overseen by a Sub-School Assistant Principal. Teams include leadership in the space of connectedness, engagement, transition, and voice and agency.
English, Maths, Science, Humanities, and Health and Physical Education are compulsory from Years 7 to 10 with the Arts, Technology and Languages compulsory in years 7 to 9 and offered as electives in year 10.
Enrichment and support interventions are numerus at the College, including Connect 4 Success, Effective Reading Program, English and Mathematics enrichment classes, Applied Learning Programs, and Hands on Learning. Equal are the extra-curricular opportunities like Inter-School Sport, instrumental music program, and annual College Production.
As students move into Senior School, broad and robust Victorian Certificate of Education (VCE) opportunities exist, with or without the Vocational Major (VM). Ongoing growth in our VCE results has led to a consolidation of median student study score of 30 in 2024. Students have an immense breadth of subjects to choose from, with high enrolment and participation in Vocational Educational Training (VET) on-site and with community providers.
Our highly resourced careers team ensures each of our students are provided quality individual counselling towards their chosen career pathway, whilst supporting careers education from year 7 in our Pastoral Program.
Our college wide, Instructional Model & Professional Learning Teams drive our teaching and learning practices. This approach to teaching and learning promotes consistency between learning areas and year levels, and supports targeted pedagogical approaches, using data, to meet students at their point of need to promote growth and achievement for every child.
We recognise and value the importance of wellbeing for all our students and in response have a dedicated team overseeing an extensive range of supports that ensure our students enter our classrooms ready to learn. This team works closely with sub-school leaders and work extends into the classroom with a collective focus on trauma-informed practices, SWPBS, and tiered supports.
KSC1. Demonstrated capacity to coordinate complex administrative processes and manage competing priorities in a large and dynamic school environment.
Including the ability to effectively manage staff absences, replacement staffing, daily operational requirements and timelines while maintaining accuracy and attention to detail.
KSC 2. Demonstrated capacity to perform duties consistent with established guidelines, policies and industrial agreements, including coordinating and supporting others in relation to specialised work functions relevant to daily organisation and workforce management.
Including the ability to exercise judgement and initiative when responding to operational challenges and changing priorities.
KSC 3. Demonstrated high-level communication and interpersonal skills, including the capacity to provide advice, support and information to staff, leadership, external agencies and service providers.
Including the ability to communicate sensitively, professionally and effectively in both written and verbal forms.
KSC 4. Demonstrated capacity to work collaboratively with a broad range of stakeholders, including members of the administration team, teaching staff, education support staff, school leadership and external providers.
Including the capacity to coordinate the work of others and undertake lower-level supervisory and training responsibilities where required.
5. Demonstrated high-level proficiency in the use of information technology systems, including student management, timetabling and workforce management platforms, together with a commitment to continuous professional learning and process improvement.
Experience using Compass, Edval, Web Daily and the Microsoft Office Suite (Word, Outlook, Excel and Teams) will be highly regarded, together with the capacity and willingness to learn new technologies and systems.
Direct Reports: Executive Assistant Principals ¿ Teaching & Learning and Staffing & Operations; Business Manager, Timetabler
An education support class role at this range is distinguished by the introduction of:
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management responsibility and accountability for the delivery of services. At this level, an employee may direct and supervise the work of other staff members to achieve specific objectives in school administration, operations or educational programs; or
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professional student support positions where standard professional services are delivered.
An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required where it is an integral part of the employee¿s position or in circumstances where supervision is required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.
This is the minimum range at which business manager or occupational health and safety manager functions can be performed.
This is the minimum range for positions that carry a required qualification of AQF 7 level or equivalent (or in the case of Registered Nurses an equivalent qualification leading to registration).
A role at this range may include:
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Some degree of professional autonomy to determine how targets and goals are achieved within clearly established directions or framework Professional autonomy will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from a senior manager.
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Management of the expected outcomes is a key responsibility in some areas such as school administration, operations, technical, or educational programs. Senior management will be provided with 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.
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Management of staff to achieve the expected outcomes is a key responsibility in some areas, such as school administration, operations, or educational programs. Staff management issues will be resolved with minimal reference to a senior manager, although guidance will be required in more complex cases.
Professional support positions such as registered nurses (performing the role of Registered Nurse range 3 as described in schedule 3), speech pathologists, psychologists, occupational therapists, physiotherapists, and social workers. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from a manager or senior practitioner where relevant.
Role Purpose
The Daily Organiser is responsible for the effective coordination and management of the school's daily operations relating to staff absences, replacement staffing, daily timetabling adjustments and workforce deployment. Working within established Department of Education policies, school procedures and industrial agreements, the Daily Organiser ensures the continuity of teaching and learning programs through the efficient allocation of staff resources and the provision of high-level administrative support.
The position operates with a significant degree of independence and judgement within established guidelines and is responsible for coordinating complex daily staffing requirements in a large secondary school environment. The role requires advanced administrative, organisational and communication skills, together with expertise in the use of Compass, Edval, and Web Daily.
The Daily Organiser works closely with the Principal Team, Business Manager, Timetabler, Learning Specialists, Leading Teachers, Education Support staff and teaching staff to ensure the smooth and effective operation of the school's daily program.
Position Objectives
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Coordinate the daily organisation of teaching and support staff to ensure continuity of educational programs.
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Manage staff absences and replacement staffing arrangements in accordance with Department of Education and school policies.
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Support the effective operation of the school's timetable and daily staffing requirements.
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Provide specialised administrative support and advice to leadership and staff regarding daily organisation processes.
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Contribute to the efficient functioning of school operations through collaboration with internal and external stakeholders.
Daily Organisation and Staff Coordination
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Coordinate all aspects of daily staff organisation, including teacher absences, leave processing, staff replacements and coverage arrangements.
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Allocate Casual Relief Teachers (CRTs), teaching staff and Education Support staff to classes, yard duties and other supervision requirements using Web Daily, Compass and Edval.
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Monitor staffing requirements throughout the day and respond promptly to emerging operational needs.
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Liaise with teaching staff, CRTs and school leaders regarding staffing arrangements and daily operational matters.
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Maintain accurate records of staff absences, replacement allocations and workforce data.
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Ensure compliance with Department of Education policies, industrial agreements and school procedures relating to staffing allocations and workloads.
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Prepare and distribute daily organisational information and staffing communications to staff.
Timetable, Events and Operational Planning
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Support the maintenance and implementation of the school timetable using Edval.
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Coordinate staffing requirements associated with excursions, camps, sporting events, incursions, examinations, assessment programs and other college activities.
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Assist staff with the creation, approval and management of events and activities within Compass, ensuring compliance with school and Department requirements.
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Provide advice and support to staff in relation to Compass event processes, workflows and timelines.
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Monitor the impact of planned activities on staffing and timetabling and recommend solutions to minimise disruption to teaching and learning programs.
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Generate reports and data relating to staffing, timetabling and operational requirements as requested.
College Operations and Strategic Support
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Actively participate as a member of the College Operations Group (COG), contributing to the forward planning and coordination of the college calendar and major events.
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Work collaboratively with College Operations Group members to identify staffing, logistical and organisational requirements for upcoming events and programs.
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Contribute to the development and maintenance of a coordinated whole-school calendar that supports the effective delivery of educational programs and school operations.
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Provide administrative and organisational support for whole-school events, projects, functions and initiatives.
Administrative and Stakeholder Support
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Provide specialised administrative support to the Principal Team, Business Manager and teaching staff.
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Support external service providers, contractors and visiting personnel as required.
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Assist with the implementation of induction processes for new staff, volunteers and other workers.
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Maintain confidential records and documentation in accordance with Department of Education and school requirements.
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Develop and maintain positive working relationships with staff, students, families and external stakeholders.
Team Collaboration and Continuous Improvement
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Coordinate and support other administrative staff in relation to daily organisation and operational functions as required.
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Provide guidance and training to staff in the use of Compass, Web Daily and related systems.
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Identify opportunities to improve systems, processes and efficiencies associated with daily organisation and operational planning.
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Contribute positively to a culture of collaboration, professionalism and continuous improvement.
Other Duties
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Undertake other duties consistent with the classification and responsibilities of the position as directed by the Business Manager, Principal, Assistant Principal or other nominated member of the Principal Team.
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Support additional operational, administrative and organisational requirements that contribute to the effective functioning of the College.
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
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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
Please ensure that your application includes:
- A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- A section addressing the selection criteria and the requirements for application under the Who May Apply section
- Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
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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
