Accounts Payable

Location: Melbourne | Southern Metropolitan
Job type: Part time / From 28/01/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Finance
Reference: 1448855
Location Profile Pakenham Secondary College is a Year 7-12 College located within the Cardinia Shire on Melbourne's South East fringe. The school now serves a large and diverse community within a designated urban growth corridor.
The College is committed to providing all students with learning opportunities designed to develop socially responsible citizens and build pathways to their futures. We are committed to continuous improvement. We value growth through connection.
The key values that underpin all work at the College is based around the acronym SOAR.
S ocial and personal responsibility
This means everyone is accountable for their own actions and share responsibility for the development of a positive learning environment.
O pportunities for all
This means that all members of the school community are provided with a variety of learning opportunities to further develop themselves and participate in the decision-making process of the school.
A chieving personal best
This means there is an expectation that all members of the school community commit to a culture of excellence.
R espect and relationships
This means that the school recognises the importance of productive relationships, with all members of the school community showing respect for themselves, others and the environment.
The school community has become increasingly diverse with students from a variety of ethnic and racial backgrounds creating a diverse school population. It is anticipated that student enrolment numbers will be approximately 910 in 2024. We are a great school offering outstanding opportunities to our students in the areas important to our College Community.
Learning excellence across all areas Sport Performing Arts Student leadership and our Community. The curriculum across Years 7 to 9 is based around a core plus elective model with students in Year 10 having the opportunity to access a VET or VCE subject. Senior students are able to access the VCE and a variety of VET courses and School Based Apprenticeships. The school is committed to supporting students in achieving at least one qualification upon the completion of their secondary education.
The school completed a new Strategic Plan is focussed on improving student achievement, engagement and well-being with the key focus areas and Key Improvement Strategies outlined below:
Key Improvement Strategies Maximise student learning in literacy and numeracy: Develop, implement and embed a whole-school approach to formative and summative assessment. Build capability of staff to capture, analyse and utilise assessment and data to evaluate the impact of instructional strategies and determine the next stage of instruction for differentiated student learning. Build teacher capability to differentiate learning tasks to meet students at point of need. Strengthen students' agency, engagement and connectedness to school and peers: Strengthen opportunities for student voice, agency, and leadership. Develop teacher capability to support students to set goals and monitor own learning progress. Engage students to support the development of learning opportunities that are engaging and promote curiosity. Improve social and emotional wellbeing of all students: Develop and implement a tiered and responsive approach to support student wellbeing and inclusion (SWPB). Strengthen the partnership between staff, students, carers, and families to create a shared responsibility for student wellbeing. The College has recently received $11.3 million in funding as part of a Capitol Works Program with works scheduled to commence in 2024.
Pakenham Secondary College strives to implement the Child Safe Standards as outlined in Ministerial Order No.870 to ensure the safety and wellbeing of all students at the College and promote an organisational culture that manages the risk of child abuse and neglect. The school has developed policies and procedures specifically aimed at keeping children safe.
Selection Criteria SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
SC2 Demonstrated capacity to work and collaborate with others in a team environment.
SC3 Demonstrated capacity to communicate effectively, including high level oral and written communication skills.
SC4 Possess the technical knowledge and expertise relevant to the position. Demonstrated ability to manage all Accounts Payable transactions according to DET guidelines and manage Assets for the College.
SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
SC6 A commitment to professional learning and growth for both self and others.
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 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. Process all Accounts Payable transactions including purchase orders and payments to creditors. CSEF applications. Maintain school Assets and arrange stocktake of items. SAM4Schools administration. Archives - Ensure documents are filed and kept in accordance with DET guidelines. AIMs responsibilities - Ensure inspections and orders are completed in AIMS. Advance Grant record keeping and assist with end of year acquittal. File and maintain PD forms for staff. First Aid relief. Purchasing Card processing. Any other duties as directed by the Principal or his delegate. 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.
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:
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