Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Land, asset, resources and facilities management
Location: Melbourne - Western suburbs
Reference: 1483124
KSC 1: Demonstrated experience in facilities and maintenance management in an educational or similar setting.
Proven ability to plan, coordinate and oversee a range of facilities management tasks including maintenance scheduling, contractor supervision, minor works procurement and grounds upkeep. Experience using systems such as AIMS and managing compliance requirements across multiple facility areas is highly desirable.
KSC 2: Strong knowledge and application of occupational health and safety (OHS), risk management and WorkSafe compliance frameworks.
Demonstrated capacity to implement and maintain effective OHS systems and processes, including record keeping, contractor compliance, incident response and alignment with Departmental and legislative requirements.
KSC 3: Highly developed organisational, administrative and problem-solving skills.
Capacity to manage competing priorities with attention to detail, including asset management, documentation of maintenance activities, contractor liaison and emergency response. Ability to operate both reactively and strategically in a fast-paced environment.
KSC 4: Strong interpersonal and communication skills, with the ability to liaise effectively with a wide range of stakeholders.
Demonstrated ability to build productive relationships with contractors, staff, hirers and community members. Capable of clearly communicating requirements, managing expectations and representing the school in a professional manner.
KSC 5: Demonstrated capacity to work independently while contributing as part of a broader school operations team.
Ability to take initiative, exercise sound judgement and work autonomously to meet deadlines and maintain high safety standards, while collaborating with the Business Manager, Principal, Daily Organiser and other staff as required.
KSC 6: Commitment to the school¿s values, ethos and continuous improvement.
Willingness to support the school¿s broader goals, including sustainability initiatives such as the edible garden program, and contribute positively to the culture of a safe, inclusive and welcoming school environment.
The Facilities Manager plays a vital role in ensuring the safe, effective and efficient operation of the school¿s buildings, grounds, and physical resources. This position encompasses oversight of all maintenance, contractor coordination, OHS and WorkSafe compliance, capital works and the management of the school¿s asset register and edible garden program. The Facilities Manager operates with a high degree of autonomy and is a key member of the school¿s operational team, contributing to long-term planning, risk management and the creation of a safe and welcoming environment for students, staff, and the broader community.
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.
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 [email protected]
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
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
Welcome to Glengala Primary School, a vibrant and supportive community where every day brings new opportunities for growth, innovation, and connection. Our small, community-focused school in Sunshine West, nestled by Kororoit Creek, honours the Wurundjeri people, the traditional custodians of the land, and celebrates our shared heritage with respect and pride.
We are a dynamic team of educators and support staff, comprising 20 teaching staff (full-time equivalent 16.7) and 10 non-teaching staff (full-time equivalent 7.6). Our leadership team, including a Principal and an Assistant Principal, is committed to fostering a collaborative environment where our core values of Passion, Respect, Openness to learning, Understanding, and Drive (PROUD) guide our daily interactions and inspire excellence. We aim to be PROUD of ourselves, PROUD of others, and PROUD of our school.
At Glengala, 73% of our students come from a language background other than English, enriching our school with diverse perspectives and cultural experiences. We are dedicated to supporting every learner through targeted programs, including the Program for Students with Disabilities, the Tutor Learning Initiative, and specialised literacy and numeracy interventions. Our commitment to student success is reflected in our strong focus on engagement, attendance, wellbeing, and achievement. With an ICSEA value of 898, placing us in the 10th percentile nationally, we recognise the challenges our community faces and are deeply committed to making a meaningful impact in the lives of our students and families.
Our school is more than just a place to learn¿it is a community hub. We work closely with local providers to offer parental programs, including adult English classes, and maintain strong partnerships with community agencies to provide holistic support for families. Our active School Council, supported by subcommittees such as Finance and Teaching & Learning, encourages parent and carer involvement in school governance and policy development. We promote School-Wide Positive Behaviour and Respectful Relationships, explicitly teaching expectations, calming strategies, and the Zones of Regulation to support student wellbeing. The overwhelmingly positive feedback from our 2023 Parent Opinion Survey reflects our commitment to fostering strong family-school partnerships.
We value the expertise and experience of all staff members and are committed to ongoing professional development. Our Professional Learning Communities are supported by a School Improvement Team, including the Principal, Assistant Principal, and Leading Teacher. Staff have access to mentoring, learning walks (feedback cycles), and induction programs, ensuring continuous growth in the areas of student achievement, wellbeing, engagement, and leadership.
Our school grounds provide a safe, clean, and engaging environment for students, with a variety of active and passive play areas, including:
If you are looking for an inviting, exciting, and purposeful place to work, Glengala Primary School offers a unique environment where your passion for education can truly flourish. Join us in our mission to empower every student to achieve their personal best, and become part of a team that is dedicated to innovative teaching, continuous improvement, and meaningful community engagement.