Carnegie Primary School, founded in 1888, is in the south-eastern suburbs, approximately 15 kilometres from Melbourne. Current enrolment is approximately 580 students with a high percentage of students having English as an additional language. 170 students speak a language other than English at home. This is 29.93% of the student body. 88 of these students were born in Australia but speak a language other than English at home. They represent 15.49% of the student body.
Our School Vision: We foster a learning environment where every child is empowered to succeed to succeed through explicit teaching and shared routines. We ensure that students acquire the skills and knowledge necessary to thrive academically and socially. We believe in setting high expectations for all, supporting each child's unique journey and preparing them to face challenges with confidence and resilience.
Our school values: Respect, Resilience, Curiosity and Integrity are at the forefront of what we embed daily.
We are implementing School Wide Positive Behaviours that reinforce respectful, responsible, and safe behaviours throughout the entire school community to foster a culture of mutual respect and cooperation.
Our comprehensive curriculum is designed to cater for the individual needs of a diverse range of students. We promote and implement evidence-based teaching and learning strategies. Our school¿s focus is Numeracy and Literacy underpinned by a strong wellbeing strategy. We have 20 teachers trained in the multi-sensory synthetic phonics program (Orton-Gillingham) and we are focused on training the entire staff, with additional teachers completing the Advanced Morphology training, the study of complex word structures to understand language intricacies. We were part of the Leading Mathematics initiative that involved teachers and leaders investigating, analysing and strengthening our approaches to mathematics learning, teaching and leadership. Our school wide initiatives are based on the science of learning and acknowledge how our brains work and remember things (Cognitive Load), and the best ways to teach. We are in the process of writing a Carnegie Playbook to ensure that `every year, every teacher is getting better¿. We know that we cannot improve practices that are not clearly defined. Our staff are dedicated, passionate and committed to working collaboratively to ensure optimal teaching and learning opportunities for the students.
Specialist programs are offered in Physical Education, Visual Arts, Performing Arts, Science and Japanese.
High expectations are held for every student at our school. We celebrate diversity and advocate and implement intervention to personalise learning and afford opportunities for all our students, making reasonable adjustments always. We offer additional Literacy Intervention (Mini Lit and Mac Lit) and to support our students. We run a range of `Student Excellence¿ programs and challenges as well as providing Education Support Officers in classrooms.
Carnegie Primary School prides itself on recognising the leadership potential of our students and supporting their development in this area. Students are encouraged to participate in a range of additional learning that the school provides in sport, the Arts, high abilities extension opportunities, and caring for the environment.
The school fosters close links with parents and the broader community and recognises the importance of the partnerships to support and extend student learning achievement and growth, engagement and wellbeing. We see ourselves as partners in the creation of healthy learning environments and excellent educational and wellbeing outcomes. We share a commitment to, and a responsibility for, ensuring inclusive, safe and orderly environments for all staff and students.
Description Type Selection Criteria
Description
1. Administrative Expertise
Ability to learn and / or demonstrated ability to provide high-quality administrative support to the Business Manager, including student enrolments, records management, understanding of accounts payable and receivable and coordination of school events and processes.
2. Knowledge of DET Systems and School Understanding of, or ability to learn, Department of Education (Victoria) policies, systems (e.g. CASES21), AIMS, Make Safe, EduPay, Compass, Student Insights, OHS and administrative compliance.
3. Communication and Interpersonal Skills
Strong communication skills with the ability to build effective relationships with staff, students, parents/carers, and external providers, maintaining
confidentiality and professionalism.
4. Organisation and Time Management
Proven capacity to manage competing priorities, meet deadlines, and work effectively in a busy school environment with minimal supervision.
5. Teamwork and Leadership (Range 3 emphasis)
Demonstrated ability to work collaboratively within a team, with capacity to support, guide, or supervise others and contribute to achieving team
outcomes.
This role is Monday to Friday during school terms, with an opportunity to negotiate time fraction.
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.
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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.
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
