SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in specific work functions relevant to the role, such as daily organisation, staff replacement, scheduling and timetable construction and management.
SC2 Demonstrated hands-on experience constructing a full school timetable from scratch using Edval, together with proficiency in Compass, including maintaining accurate staffing, absence and timetable data.
SC3 High-level oral and written communication skills, with demonstrated capacity to collaborate and liaise effectively (via Microsoft Teams and in person) with a range of stakeholders within and outside the school, as well as to provide timely advice and support to senior management and staff on daily organisation and timetabling matters.
SC4 A commitment to ongoing professional learning and growth, for both self and others.
SC5 Demonstrated capacity to exercise a high degree of independence, judgement and accountability across a broad and complex range of daily organisation and timetabling functions, including budget monitoring and liaison with a wide range of staff, consistent with Range 4 responsibilities.
This position is a 48/52 basis. Some work is required during school holiday periods, accruing as time-in-lieu during these periods.
The Daily Organiser / Timetabler 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 position ensures continuity of teaching and learning programs through efficient allocation of staff resources, and provides high-level administrative support to the Principal Team.
The position operates with a significant degree of independence and judgement within established guidelines, and requires advanced administrative, organisational and communication skills, together with proficiency in Compass, Edval and Microsoft Teams.
Coordinate the daily organisation of teaching and education support staff to ensure continuity of educational programs, using Edval and Compass.
Participate in regular meetings of the Operations Committee which approves future events and ensures that all elements of the school¿s calendar are adequately staffed.
Manage staff absences and arrange casual relief teacher (CRT) coverage, including liaison with agencies, timesheets and induction of relief staff.
Construct, maintain and update the school timetable (semester and annual) from the ground up, including subject allotments, room allocations and staffing changes in Edval.
Communicate daily staffing changes, room changes and cancellations to staff, students and families via Compass.
Coordinate and schedule meetings, events and staff calendars using Microsoft Teams, and maintain relevant Teams channels for staff communication.
Liaise with the Principal Team, Business Manager, Learning Area Leaders and teaching staff to resolve day-to-day staffing and scheduling issues.
Maintain accurate records of staff absences, extras, time-in-lieu (TiL) and relief costs, and provide reporting to the Business Manager and Principal¿s Advisory Committee (PAC).
Support the coordination of school events (exams, camps, excursions, assessments, school photo day) that affect the daily timetable.
Manage the scheduling and daily timetable adjustments required for school photo day, including liaison with the photography provider, communication of the schedule to staff and students and coordination of groups on the day.
Provide expert advice to the Principal Team on organisational and timetabling implications of school decisions.
Liaise closely with a wide range of staff ¿ including Learning Area Leaders, teaching staff, casual relief staff and external agencies ¿ to ensure consistent daily organisation processes.
Prepare, monitor and manage the casual relief teacher (CRT) budget, and report on expenditure to the Business Manager.
Operate with a high degree of independence and minimal day-to-day direction, exercising judgement across a broad and complex range of daily organisation and timetabling functions.
Undertake other administrative duties as directed by the Principal Team/Business Manager, consistent with the ES classification.
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
Preparation of application:
Applicants should adhere to the following procedures for the submission of their application.
1. Applications must be no longer than 10 pages using a font no smaller than size 12.
2. Applications should include a CV containing their address, contact numbers (business and private), classification (where applicable), current position, evidence of qualifications, VIT registration or WWCC number.
3. Applications must address each of the key selection criteria.
4. Applicants must provide the names and contact numbers (mobile preferred) of three professional referees who can confirm their responses to the key selection criteria (NOTE: the panel may contact referees outside the list and would normally contact current or past principals).
Please submit applications through Recruitment Online.
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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
Nossal High School is committed to being an innovative, inclusive, and dynamic educational environment. We challenge ourselves to be creative and critical thinkers with good communication skills and the resilience necessary to succeed in an ever-changing world. We build skills, self-confidence, leadership abilities and community spirit through a rigorous, rich, and varied curricular and co-curricular program. We want our graduates to be ambitious, ethical, and responsible citizens who conduct themselves with humility and compassion.
Nossal High School Values
Nossal is a school that:
¿¿¿ ¿Leads and develops leadership
¿¿¿ ¿Creates and cultivates creativity
¿¿¿ ¿Is respectful and fosters respectful citizenship
¿¿¿ ¿Inspires and seeks inspiration
¿¿¿ ¿Is ethical and develops ethical behaviours
¿¿¿ ¿Pursues excellence and celebrates individual progress
¿¿¿ ¿Develops resilience and independence and nurtures wellbeing
¿¿¿ ¿Encourages a strong work ethic with an emphasis on personal growth ¿
The Nossal High School logo consists of two books (representing academic study), forming a butterfly (emerging from a chrysalis), taking flight (signifying the future), and showing a link to the past (the school is built on the old Casey Airfield).
The Nossal High School Motto - ¿Embrace the Challenge¿
This was the original statement presented to the foundation cohort on their introduction to their new school. It is a phrase that instils the hope and high expectations we have for Nossal students to grow in intellectual, social, physical and leadership pursuits. They have been thrown the challenge to succeed in a global world and we want them to embrace it.¿
¿¿¿ ¿To embrace: to hold closely, to accept with eagerness.
¿¿¿ ¿To challenge: a call to demonstrate one¿s strength or ability. (Oxford, 2010)
Nossal High School was established in 2010 as the first co-educational fully academically selective Government school in Victoria. Along with the only other three academically selective schools, Melbourne High School, The Mac. Robertson Girls High School and Suzanne Cory High School, it forms the Victorian Select Entry Network of schools. Located in the urban growth corridor on the grounds of Federation University Berwick campus, the school draws enrolments from right across the Melbourne metropolitan area and into regional areas and offers programs for students in Years 9 - 12 only. Entry is competitive and via a common entry exam administered through VCAA and an independent testing company. Students in Year 8 or equivalent can apply to sit the exam for entry into Year 9 for the following year and can preference up to three of the schools. Enrolments are capped at 208 per year level for a school total of 832. Retention rates are very high with very few students leaving the school prior to year 12 completion and nearly all students exit to university. The 208 students offered places for Year 9 annually come from between 60 and 98 different schools; generally, around 50% from the non-government sector and a roughly 50:50 gender mix. Some students travel long distances to attend (ie. Craigieburn, Deer Park, Mernda, Traralgon etc.) and some families will move to the area once their child has secured a place at Nossal. A 4% cap on enrolments from anyone "feeder" school is applied across the 4 selective schools to limit the impact on individual schools. The cap is raised to 10% in the case of P-9 schools. 10% equity quota is applied, and testing fees are waived to encourage students from low SES families and ATSI to apply. 5% (10 students) annually are selected under the "Principal's Discretionary" category from the applicants who have sat the exam, and they are invited to submit an additional written application and attend an interview prior to selection. ¿
On most comparative performance measures Nossal achieves very good results, and "traditional" improvement measures are more nuanced and incremental, requiring contextual understanding. Challenging and longer-term approaches to achieve cultural rather than transformative change is often required to enable such improvement.
The school leadership team has always sought to challenge the school community and has set broad, big picture goals relating to curriculum and pedagogy; assessment; student voice; ICT; school culture and ethos. The school undertook a self-Evaluation in late 2022 and¿developed a new Strategic Plan early in 2023 following an "Influencing" review process.
Nossal students (and their parents) are highly motivated, highly aspirational, and very committed to their academic education and VCE results and nearly all aspire to university entry.
