Role 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. Responsibilities Timetable: The successful applicant is responsible for preparing and implementing the school's timetable to reflect the curriculum directions and priorities of the school and the VGSA (2022) agreement. Lead the development and maintenance of a timetable that reflects school priorities and promotes effective teaching and learning Liaise with the Executive Team regarding timetable complexities, ensuring compliance with the VGSA and local agreements Identify and resolve timetable problems and find appropriate solutions where there are potential conflicts Experience with the Timetabling Software Edval/ Griddle is strongly preferred, but full training will be provided Daily Organiser: Ensure absent staff are covered daily. Have excellent communication and organisational skills and an ability to work collaboratively with staff. Check and manage activities in advance Post/notify relevant areas of absent staff, replacement classes, room changes, yard duties and cancelled classes Ability to work with and induct CRTs, ability to develop a resource of CRTs to be called upon when required. Emergency Management Co-Ordinator This role requires the management of the schools Emergency Management Co-Ordinator working withing the requirements of DE & school policies & procedures Occupational Health & Safety Co-Ordinator This role requires the management of the schools Occupational Health & Safety Co-Ordinator Management Co-Ordinator working withing the requirements of DE, worksafe & school policies & procedures The Daily Organiser, Timetabler, Emergency Management and Occupational Health & Safety Representative will have a central role in the daily and overall operation of the staffing of the school. They will work closely with the principal class and business manager to develop a timetable, Emergency Management system and OH&S that maximises the distribution of resources to deliver a high quality program for all students. The hours of work each day will be from 7.30am to 3.36pm inclusive of ¿ hr lunch break. Aitken Hill Primary School is seeking a dedicated, highly organised individual with exceptional inter personal skills to fulfil the role of Daily Organiser, Timetabler, Emergency Management and Occupational Health & Safety Representative. Anything additional as advised by the Principal or Business Manager 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 education.vic.gov.au 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: https://www2.education.vic.gov.au/pal/child-safe-standards/policy DE Values 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 Other Information 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 Location Profile Aitken Hill Primary School neighbours rapidly growing residential areas in the suburb of Craigieburn. The school is located at the intersection of Elevation Boulevard and Rhyolite Drive. The school will work in partnership with the community to provide authentic learning opportunities and best academic outcomes for all students. Aitken Hill Primary School opened in 2019, with a current enrolment of 890 in 2025. The school truly presents as an innovative, unique and contemporary school. The curriculum, approach to pedagogy and culture that the new school develops will work in harmony with the design of the school buildings. At Aitken Hill Primary School, architectural form and educational ethos align to emphasize creativity, collaboration, innovation, wellbeing and community engagement. The Learning Communities have been carefully designed to allow for a flexible learning space incorporating a variety of different educational modes to take place in the one building. There are 2 Learning Community buildings which can each house up to 200 students. This P-6 Learning Community incorporates a rich array of educational activities including messy wet areas, quiet reflective areas, withdrawal spaces, some library spaces and small classroom spaces. Each learning community building houses 8 groups of 25 students with the key focus on flexible spaces. Below is further information regarding the layout of the Learning Community buildings. Focus on Teaching and Learning The quality of classroom teaching at Aitken Hill PS will be a significant indicator of the school¿s effectiveness. Effective teachers know how students learn and build on the knowledge their students bring with them. Purposeful teaching will ensure that all students have the opportunity to learn in a classroom environment that has clear learning objectives, challenging learning goals and ongoing and systemic monitoring and feedback. Curriculum links include: - Science: wet and messy activities (freezing, melting) basic physics (dropping objects) - Art: painting, drawing, sculpting etc. - All learning areas: model-making, experiment and investigation. High Expectations for All Learners Aitken Hill PS has high expectations for all members of the school community. Teachers and students will be challenged to take advantage of all opportunities to learn and to persist when confronted with situations that require new learning. An explicit focus on effort rather than ability underpins learning interactions and the modelling of desired behaviours as there is a shared belief that all students can learn to high levels. High expectations are also evident in the quality of the relationships between all members of the school community and their engagement and contribution to the wider community. A commitment to continuous improvement will be reflected in the way that the schools consistently communicate the importance of self-improvement and higher standards when initial targets and goals are met. Accountability The school is establishing a rigorous and intelligent system of accountability through which school, teacher and student performance can be monitored and evaluated. The school will use performance data to identify, support and monitor all students and plan professional learning activities for staff. Valid and reliable accountability measures will also allow the school leadership team to provide parents with meaningful information about the progress of the school and their children. Learning Communities Aitken Hill is aspiring to become a learning community that shares a common vision and goals, where all members work collaboratively to enhance the teaching and learning environment. Learning communities comprised of individuals with diverse expertise and knowledge which is valued, and through collaboration, drawn out, shared and used to solve school-based challenges. The learning community fosters openness, dialogue, inquiry, risk-taking and trust. In this environment, teachers feel they can make informed and responsibly decisions about innovative teaching strategies. Stimulating and Secure Learning Environment Aitken Hill PS understands that the nature and quality of the environment in which students and teachers work in has a significant impact on their learning. Effective schools are stimulating places to those learning, working and visiting. The design of the environment embodies the values and principles of the school and fosters creativity and a culture of learning. Quality relationships contribute to an environment where all members feel safe, secure and valued. Staff will be expected to contribute to: Creating a professional learning community Developing a shared practice where all are engaged to continually improve Developing a pedagogy and curriculum reflective of 21stcentury learning which maximises the use of flexible spaces Developing safe and supportive learning communities based on School Wide Positive Behaviour Support Community engagement and involvement in the life of the school School contact details: education.vic.gov.au Phone: 8377 1000
