Finance Officer - (Es 1-2) Ongoing

Job type: Full time / From 15/07/2024
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Finance
Reference: 1420554
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 in a team environment, including high level oral and written communication skills.
SC4 Possess the technical knowledge and expertise relevant to the position.
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 An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.
An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor.
Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).
A role at this range may include:
Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.. Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples. An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.
Responsibilities Maintain the schools financial records. Prepare financial documentation and data for budget preparation. Reconcile school spending against the school's budget. Ensure all relevant financial reports are checked and any discrepancy is investigated and reported to senior management. Prepare financial reports. Provide advice to program coordinators and teaching staff on spending against the budget. Processing accounts receivable, including external hirers.  Processing accounts payable. Responding to family account queries in a timely manner. Processing CSEF applications. Processing Family payments. Processing Scholarship funds and applications. Assisting with reception where required. Assisting the Business Manager with School council reporting where required.  Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS CommitmentApplicants 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 ******
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:
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:
Please contact Terumi Sathananthan (Acting Business Manager) on 9836 0555 for further information.
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 Camberwell High School opened in 1941 with an enrolment of 350 girls and boys. Today we have 1000 students who continue to thrive in a school community which promotes contemporary learning and takes pride in its long history and rich traditions.
The school¿s motto Disco Consulere Aliis (Learning to be considerate of others) underpins all that we do. Combined with our school values of achievement, creativity, respect and responsibility we focus on developing learners who excel, have high expectations of themselves in all they do and are ready to make an impact within the global community as active and engaged citizens.
A key document that outlines the school¿s educational vision is the Camberwell High School vision for learning. As a school community we value learning that is transformative, focused on growth, dynamic and built on positive relationships and respect.
Teachers work collaboratively to ensure that they provide opportunities for students as individuals to explore ideas in depth, learn in different ways and at different levels. Students are encouraged to take responsibility for their own learning and track their own growth and through collaboration and negotiation with teachers and their peers explore ideas, build understanding and develop skills.
To be a successful learner at school and to flourish in today¿s fast paced world our learners need to be equipped with skills which enable them to be responsive and adaptable. The school has developed a school wide approach to doing this which we refer to as the learning dispositions. Teachers work with students on building these learning behaviours and approaches and they provide regular feedback to students and parents about their development.
We are a diverse community with varied perspectives and work as a community of staff, students and parents to develop agreement about the key attributes we believe our learners should have. The CHS Learner (read more below) captures the essence of what we are striving for in successfully educating each individual graduate of Camberwell High School.
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