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Job Post Details

College Operations and Timetabler - job post

Government schools
4.0 out of 5 stars
Melbourne Northern Suburbs VIC
Full-time
You must create an Indeed account before continuing to the company website to apply

Job details

Job type

  • Full-time

Location

Melbourne Northern Suburbs VIC

Full job description

Overview

Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Melbourne - Northern suburbs
Reference: 1532369

Selection Criteria


SC1 Demonstrated technical knowledge and problem solving ability to utilise computer software packages such as Edval, relevant to the building and maintenance of a secondary school timetable
SC2 Demonstrated high level interpersonal and communication skills which reflect a strong ability to build constructive professional relationship with stakeholders
SC3 Demonstrated ability to work independently as required to meet deadlines and complete tasks to an excellent level
SC4 Demonstrated capacity to work effectively as an effective team member
SC5 Demonstrated capacity to coordinate events
SC6 Experience and ability to use a daily organisation package such as Compass

Role

[Attendance requirement for this position]
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

  • Manage the design and production of school publications and documents.
  • Provide strategic advice on specific support services and their impact on students, school curriculum and services.
  • Manage the use of and access to school resource and reference material.
  • Provide administrative support to external service providers as required.
  • 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.

Who May Apply

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

Diversity and Inclusion

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 marrung@education.vic.gov.au
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.

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

College Operations
  • Administer and implement College Operations processes in line with DET policies and procedures, as well as the College¿s Excursions, Activities and Camps policies.
  • Excursion/Incursion administration including guiding staff on completion of risk assessments and completing Student Activity Locator entries.
  • Attend regular meetings with the College Operations team to improve processes, problem solve and ensure a consistent approach
  • Minute College Operations meetings
  • Maintain and update CSC events calendar (Compass)
  • Prepare and communicate College calendars and updates
  • Support staff to accurately complete all College Operations submissions as per DET and School processes and policies
Student Reports / PT interviews
  • Complete administrative processes for report writing using the appropriate software provided by the College (Compass)
  • Complete administrative processes for Parent / Teacher Interviews & GPA
Programs
  • Work with the College Operations EO to plan, implement and communicate programs and timetables within the school community including;
    • Awards ceremonies including Mid and End of year awards nights. (Program, invited guests, emails to families, refreshments)
    • Photo day and associated processes (i.e. following up absenteeism)
    • Exams, Engagement days, Orientation days, On Demand and PAT testing
  • Review, evaluate and document programs and process in the spirit of continuous improvement.
  • Support or coordinate other operational programs as required by the College.

Timetabler
  • Lead the development of the timetable, including collaborating with others to ensure that the required deadlines are met
  • Update timetable on a regular basis throughout the year as directed by the Principal and/or Operations AP, including communicating when changes cannot occur and possible solutions for these
  • Communicate current timetabling situation on a regular basis, including recommendations for improvement and/or solutions
  • Develop expertise in the Edval and Compass systems and share this knowledge by upskilling others in these systems
  • Liaise regularly with the Operations Team, Pathways Team and Human Resource Manager to ensure the timetabling system is reflective of the College needs
  • Ensure timetables are displayed across the school for students and staff to access, including regularly updating these when changes are made.
  • Promoting access to timetables, including distributing to Sub School EOs, communicating to the community and developing lessons for students on how to read their timetables
  • Review timetable to ensure optimal uses of learning spaces, College resources and staff time on a regular basis
  • Report issues relating to timetabling to Edval and Compass to attempt to resolve these. Communicate with staff, students and/or other members of the community on these issues where appropriate.
  • Implement both College and DET policies relating to this role

    Essential Knowledge
  • Compass
  • EDVAL Daily

Conditions of Employment

  • 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

We welcome passionate and imaginative educators into our learning community. We commit to supporting and valuing staff in their professional practice and growth through:
  • Belonging to an inclusive and multicultural community
  • Knowing that together we make a difference
  • Intellectual and practical engagement in our profession
  • Teaching for conceptual understanding.
Our organisational design model of one Assistant Principal and One Leading Teacher (PEGs) moving through with their cohort from year 7 through to year 12, allows for the embedding of relationships and encompasses the four pillars of:
  • Professional Culture
  • Knowing our Students
  • Curriculum
  • Pedagogy.
Staff work collaboratively in meeting time, cycling through each pillar in a directly connected sequence using the Inquiry Cycle framework. Our school has achieved Silver status in embedding the School Wide Positive Behaviour Support framework and we are currently developing an inclusive curriculum framework strongly aligned to the VTLM 2.0. At Craigieburn Secondary College we teach for Understanding and ensure that all students have access to and success in their academic and social learning.
As a new member of our community, you will be supported through a structured induction program, with embedded and dedicated time release for mentoring and coaching. Being able to quickly build strong and positive relationships between staff, students, and families, is underpinned by our values of belonging and respect, and is front and centre of our practices through form teacher roles, community events and extra-curricular opportunities.
On the lands of the Wurundjeri people, our community is wonderfully diverse with over fifty different language backgrounds being represented through our families and staff. We support and celebrate this diversity with a team of multicultural and integration staff, events, and performances. A significant proportion of our students experience challenges at home and are supported through breakfast and homework clubs, as well as a dedicated allied health team that includes counsellors, youth workers, mental health practitioners and a speech pathologist. Learning is supported through targeted fluency and tutoring programs, with learning partners ensuring Individual Learning Plans are developed and effectively implemented.
Staff at our school have many opportunities to expand on their teaching practice through leadership responsibilities and positions that promote individual and professional growth. These opportunities are reflective of our commitment to enhancing our students' personal and educational growth in the following ways:
  • Student voice and agency
  • Applied learning
  • Restorative practices
  • Community leadership
  • Inclusive and differentiated teaching and learning
  • Reflective and evaluative practices
  • Enrichment and engagement programs.
2026 will see Craigieburn Secondary College continue to interweave SWPBS and VTLM 2.0 using an explicit teaching planning template. We will continue to develop our work within a multi-tiered system that encompasses Wellbeing, Behaviour and Academic supports.
College Values: Belonging | Understanding | Respect | Growth
Applications close Sunday 5 July 2026 at 11.59pm
Posted
22 June 2026
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