Es1-3 Manager Information Technology Ongoing

ES1-3 Manager Information Technology Ongoing 7 days ago, from Department of Education & Training Victoria Monbulk College was opened in 1963 and is a Year 7-12, co-educational college with an enrolment of 560 students and has a SFOE index of 0.36.
It is located 50km east of Melbourne in the heart of the Horticulture Industry with many parents/students working in this field.
Hospitality and Tourism are also large employers in the area.
Monbulk College provides a broad curriculum.
In addition to offering a wide variety of VCE studies, the College offers the Vocational Major and VET courses and is part of a Head Start cluster.
The College has a well-established transition program and Information Communication Technology is used extensively.
The college runs an Instrumental Music program and has a Sister School relationship with Ujiyamada Commercial High School in Ise-shi, Mieken, Japan and Schwerin Sports Gymnasium in Germany.
Monbulk College has successfully participated in state and national Schools Volleyball Competitions, regularly being placed in the top ten schools.
Monbulk College is an active member of the Dandenong Ranges Network and works cooperatively in joint ventures with surrounding primary and secondary colleges.
Parents of the college are regarded as active participants in their children's education and display a pride in the College as evidenced by involvement in College committees and activities.
An active student leadership body is responsible for promoting student issues and concerns.
A major upgrade of the college has recently been completed and includes new state of the art administration, library, and STEAM facilities along with spacious classrooms.
Monbulk College is committed to maximising educational opportunities for all students, striving for ongoing improvement and enhancing our links with the wider community.
As an e-smart accredited school the college has a BYOD program and addresses cyber safety.
As a government college it ensures that processes are in place to ensure student safety in all areas and team leaders and the well-being coordinator are used to ensure the child safe standards are maintained by all employees.
Year Level Teams are an important focus of the college in ensuring improved student outcomes in both learning and well-being.
Professional learning through peer observation is a feature of the college and is part of the performance and development process which is completed by all teachers through Teams.
Selection Criteria · Demonstrated high-level Information Technology management experience.· Demonstrated capacity to manage the work of other staff to develop procedures and guidelines relating to Information Technology within the College.· Demonstrated ability and experience in organising and determining work priorities required of the IT Manager position.
This will include the flexibility and responsiveness to undertake unscheduled or emergency work.· Sound knowledge of the technical knowledge and expertise relevant to the position.· Demonstrated capacity to provide advice and support to management in respect to the work area.· Demonstrated commitment to professional learning and growth for both self and others.
Role An IT Manager role at this range is distinguished by having some degree of professional autonomy to determine how targets and goals are achieved within clearly established directions or framework.
Professional autonomy will generally be limited by standard procedures and school policy.
Deviation from standard procedures and school policy will require guidance and direction from a senior manager.
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.
Supervision of students can only be required where it is an integral part of the employee's position or in circumstances where supervision is required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.
Responsibilities Management of staff to achieve the expected outcomes is a key responsibility in this area.
Staff management issues will be resolved with minimal reference to a senior manager, although guidance will be required in more complex cases.
Within the IT Manager role, responsibilities would include, but not be limited to: Managing all information and communications technology for the college, including: Staff Notebooks; College owned notebooks and desktop equipment; Server and network infrastructure in collaboration with the Specialist Technician; All technical-related liaison with relevant software support teams; Library software functions.
Managing appropriate communications and flow of technical operations and notifications for all staff, students and relevant members of the school community, including: ICT Notifications; Account management, such as login sheets to students; Department of Education advisories and support requests.
Providing advice, recommendations, and developments of aspects of information technology.
Adapting the way work is organised and modify existing practices within precedent and established methods.
Managing the delivery of administrative and/or operational services, including: Equipment, assets, processes and policies for optimal operation and support for teaching and learning; Proposals presented to leadership and the principal team; Purchasing, installing, configuring, and maintaining software, services, and hardware on a regular basis; Analysing existing processes and opportunities for developmental opportunities and publishing such optimised items without the need for consultation or approval.
Conducting training and instruction to school colleagues with steps, guides and learning opportunities, including: Following Department of Education provided actions to instruct to colleagues; Training new software and processes to other school technicians.
Undertaking specialist technical projects, including: Decommissioning outdated or problematic hardware and reinstalling new hardware in place; Undergoing major upgrades or performing changes; Investigating incidents, reports and one-off tasks for specific employees or government officials.
Implementing non-standard technical systems and equipment to a specification.
· Adhering to privacy and student safety for all technical equipment.
Explaining professional concepts and approaches to school stakeholders, colleagues, and staff.
Applying sound theoretical knowledge and practical expertise.
Providing professional services independently within defined school procedures, including: Professional qualified Communication Design practices, such as marketing, branding, producing and client liaison; Supporting school services and processes with internal professional services and instruction; Providing external professional technological and creative advice based on experience and practice, for reliance and opportunity for reputational development of the school, and to minimise time-delays and dependence of external entities and financial cost; Assured reduced mitigation for unexpected absences of the local technician and specialist technician; Crafting internal administration systems and process using methodology, templates and diagrams for documentation and presentation.
Influencing operational leadership and strategic planning for school service delivery; Preparing and analyses reports from School databases to support decision making.
Providing reports for school staff or stakeholders, requiring in-depth factual analysis, including assessments and recommendations for consideration by others, including: Curriculum influence on the technological development and process affecting student BYOD set up and the Notebooks for School Staff Program device set up; Proposal requests from leadership and the principal team to assist with strategic decisions based on the information and communications technology used in the college; Generating and producing reports on-demand for any technological area, such as internet access, device allocation; Routine meetings with the principal and education support leader for school service delivery for two-way discussion and instruction based on the information and communications technology used in the college.
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 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: 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 No job description available 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 #J-18808-Ljbffr