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Business Manager

3 months ago


Hawthorne, United States Schools (Government) Full time

Role

[Attendance requirement for this position]

A Business Manager role will usually undertake tasks that impact on the whole school. The role seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, finance or human resources.

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.

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 in matters relating to the school finance, human resources or school administration.

Responsibilities

Deliver School Services

Manage the design and production of school publications and documents

Finance

Manage and direct the preparation of annual budgets and regular financial statements and contribute to the financial decision making of the school. Prepare funding submissions for the leadership team and school council. Direct the accounting processes of the school and ensure that all funds, including school investments, are effectively accounted for according to Treasury regulations. Provide advice to staff on spending against budget in respect to faculties, programs and other school projects. Administer government grants and other school income. Manage fund raising activities.

General Administration

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.

Human Resources

Research, plan and prepare development programs for support staff. Manage recruitment procedures. Provide authoritative advice to the leadership team on support structures and work practices. Assist in the development of work practices that ensure appropriate occupational health and safety standards are maintained. Manage procedures relating to employee relations issues. Assist in the development of human resource planning.

Manage School Resources

Coordinate the use and maintenance of school buildings and equipment. Liaise and negotiate with service providers in respect to the cost and quality of services. Supervise the delivery of contracted services. Manage the development and collection of resource material at the school.

Support School Council

Draft reports and make recommendations on operational issues. Evaluate and report on the operational efficiency of computer systems in production, making recommendations for improvement where appropriate. Develop techniques and procedures that will affect work practices beyond the work place. Manage a technical program with a broad scope across the school.

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 ).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via

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:

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:

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

Please ensure that your application includes:

A resume including relevant experience as well as personal details (name, address and contact numbers, business and home) A section addressing the selection criteria and the requirements for application under the Who May Apply section Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

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

Location Profile

There is scope for flexible work arrangements for the right candidate - full time, 9 day or 8 day fortnight.

SCHOOL PROFILE

Macclesfield Primary School was established in 1909 and is situated within a semi-rural residential area on the eastern edge of the Dandenong Ranges.

Macclesfield Primary School is committed to implementing a comprehensive Teaching and Learning program to provide the best educational opportunities for all students. Our Teaching and Learning goal is to give all students access to educational experiences that are challenging, purposeful and comprehensive, and that result in all children achieving success in learning. The provision of high quality teaching and learning in a multi-age setting is the goal of a continuous improvement cycle.

At Macclesfield, parents are welcomed and encouraged to participate in all school activities and to be partners with teachers in developing positive relationships between home and school. The school council and parent community provide highly valued support to all aspects of the school¿s endeavours.

Macclesfield Primary School Vision Statement:

Macclesfield Primary School aims to create an inspiring teaching and learning community, where we nurture curiosity and bestow a life-long love of learning.

School-Wide Positive Behaviour Support (SWPBS)

What is SWPBS?

SWPBS is a framework that brings together school communities to develop positive, safe, supportive learning cultures.

SWPBS assists schools to improve social, emotional, behavioural and academic outcomes for children and young people.

Benefits of SWPBS:

·increased respectful and positive behaviour

·increased time focused on instruction

·improved social-emotional wellbeing

·positive and respectful relationships among students and staff

·increased adoption of evidence-based instructional practices

·a predictable learning environment with improved perceptions of safety and increased attendance

(Department of Education and Training)

At Macclesfield Primary School, staff, students and the wider school community worked collaboratively to select three key Values, carefully aligned to our IB Attributes.

Each value is explicitly taught in all classrooms and at all levels across the school.

Our three Values are:

Be Principled Be Caring Be a Learner

IB Learner Profile

The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

As a school we have introduced the Learner Profile to the students. Please discuss these with your child and reinforce the language at home.

The Learner Profile attributes are to be: Inquirers, knowledgeable, Thinkers, Communicators, Principled, Open minded, Caring, Risk Takers, Balanced and Reflective

Inquirers:  they develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable:  they explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers:  they exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators:  they understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Principled:  they act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Open-minded:  they understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Caring:  they show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk-takers:  they approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced:  they understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective:  they give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.