AddressLilydale High School has a long tradition of providing excellent educational programs for students Years 7 to 12 and is highly regarded in the community. Great efforts are made to see that its students consistently attain outstanding achievements in a wide variety of areas, including VCE results, sports and community service activities. Collaborative decision-making processes, resulting in clearly defined policies and programs, aim to ensure that each child is challenged and extended academically, creatively, socially and physically.
The school offers a comprehensive curriculum for Years 7 to 12 in the following eight Key Learning Areas: English, Languages, Technology, Science, Mathematics, Humanities, Physical and Sport Education and the Arts. All Year 7 and 8 students study units from these core areas. Year 9/10 students select from a wide range of units offered by all areas of study within set requirements. VCE subject choice is determined by vocational or further study ambitions and is made from a comprehensive range of courses. Special features of the curriculum include the provision of an accelerated program for academically gifted and talented students and the study by Year 10 students of VCE units. The school also offers VET and VCAL courses. The current Charter Priorities are: Improved Student Outcomes including improved NAPLAN and VCE results; Improved Connectedness and Improved Transitions from Year 8 to 9 to 10.
Our Vision Statement underpins all the school's decisions and actions: Lilydale High School is dedicated to providing an environment that values academic excellence and maximises opportunities and pathways to enable all students to become resilient and contributing members of the community. In brief, Excellence in learning, resilience in life, thriving in community. We are committed to providing a safe, secure and welcoming environment for all students. The school believes that each student's happiness, confidence, feelings of security and sense of belonging are dependent upon an environment where all members are considerate, respectful and courteous to each other. A strength of the school is its ability to maintain a pastoral concern for each student from the initial enrolment to post school experience.
Experience in a large school setting is preferred.
Selection criteria include, but is not limited to:
- Strong knowledge of accounting standards and regulatory frameworks, with experience in managing external audits and responding to all Government and statutory financial reporting requirements
- Ability to lead, manage and supervise the financial operations of Lilydale High School on a day-to-day basis
- Experience in preparation of budget and cashflow statements and other financial reporting documents
- Proven ability or demonstrate capacity to develop, communicate and implement financial policy, controls and procedures
- Demonstrated leadership in developing and managing governance, compliance, controls and risk management programs and processes
- Excellent analytical and problem-solving abilities, with a keen attention to detail
- Proficiency in CASES21 software with the ability to create excel spreadsheets, and the ability to analyse data to prepare reports as required
- Effective communication skills with the ability to interact confidently with stakeholders at all levels of Lilydale High School
- Proficiency in Compass platform and managing events
Range 4 is distinguished by broader management responsibility, particularly in the areas of finance. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.
Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.
Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.
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.
- Maintain the financial records and financial systems of a large secondary school
- Assist in the preparation of school budgets and other financial proposals as required
- Provide reports to the Principal and the School Council. These reports would include reports to Council meetings and appropriate Council, Executive and other sub-committee meetings.
- In consultation with the Principal and School Council, manage the school's budget involving liaison with school staff and senior management to ensure budget targets are met.
- Negotiate and manage straightforward contracts and service agreements.
- Oversee the work of the education support staff assisting with Accounts Payable and Accounts Receivable, including processing of Compass payments.
- Oversee school Income and Expenditure in line with Program Budgets and provide reports as appropriate or as required.
- Interpret and analyse data to inform and provide authoritative advice to senior management.
- Have a sound knowledge of GST and BAS procedures.
- Have an understanding of Fringe Benefits Tax and apply where appropriate.
- Undertake administrative tasks as required by the Principal. These would relate to the supply of school materials, services and equipment and the collection and banking of money on behalf of the school.
- Provide support to the Principal and School Council in all school financial matters.
- Attend all School Council meetings and School Finance Council sub-committee meetings as required.
- Communicate and liaise with parents, school council members, staff and students of the school.
- Understanding of AIMS platform.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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
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
This is a full-time, fixed term position with a view to ongoing.
The successful candidate will be subject to a National Police Check and Working With Children Check.
Shortlisted candidates will be contacted by telephone to arrange an interview.
Applications must include:
- cover letter (maximum 2 pages) addressing the selection criteria;
- updated Curriculum Vitae, including:
- qualifications
- experience
- professional accreditation
- three (3) professional referees, including your current employer
- 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
