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 - Southern suburbs
Reference: 1526013
Vision and Values
Discover¿Achieve¿Create
Timbarra offers specialist programs in the Primary area in Performing Arts (Champion School for the Musical Futures Program), Visual Arts and Physical Education. In addition to core curriculum areas, Timbarra offers Secondary students many co-curricular opportunities, particularly in sport and music. The Year 9 Electives program provides students with a wide variety of student choice catering for different learning styles and personal interests. Timbarra provides a unique Year 9 Melbourne Experience program and an extensive Careers and Transition Program, job skills workshops and individual pathway guidance for students in their transition from Timbarra College P-9 to their next educational setting.
All students have access to 'state of the art' facilities including Music, Food Technology, Media, Science, Technology, Engineering, Arts and Mathematics (STEM) Centre and Sporting Hub including a three-court basketball stadium, futsal court, full sized oval and cricket nets. We offer an extensive range of technology including the Musical Futures Program (Years 5-9) a 1:1 Year 7-9 netbook program, netbook pods situated in all Learning Neighbourhoods, iPads, Media Centre equipped with iMac computers, green room (filming) and podcast facilities. Timbarra offers a College Academy Program for students in Years 5-9 in Sport (Soccer, Netball, Basketball and AFL), Music (Young Warriors) and STEM.
Timbarra offers a Prep - Year 9 sequential program in Literacy and Numeracy with a strong emphasis on student voice and differentiation across all levels of the College. Timbarra provides enrichment/support and extra curricula programs including the Tutor Learning Initiative (TLI) Program for Primary students and the Victorian High Achievers Program (Literacy/Numeracy).
The College¿s Explicit Instructional Model ensures that all teaching staff follow an Explicit Teaching Model with an emphasis on student choice, SMART goal setting and differentiation to accommodate the needs of all students. Our Inquiry Based units of work promote the development of high order thinking skills incorporating student¿s personal interests. The College has implemented DET Professional Learning Communities of Practice model across the school.
Timbarra College P-9 strives to develop resilient independent learners and takes pride in promoting positive and respectful relationships for all members of the school community. The College promotes a positive learning environment supporting the growth of each individual with an emphasis on student voice and agency and is committed to continually improving educational programs, facilities and resources for the benefit of all students. We believe "We are the difference'.
SC1 Demonstrated ability to efficiently manage and maintain grounds completing works as required within a school environment. Skills in the use of tools/technical equipment as relevant to the position.
SC2 Demonstrated technical knowledge, expertise and proficiency in minor repairs and maintenance to the interior and exterior of buildings within a school environment. Skills in the use of tools/technical equipment as relevant to the position.
SC3 Demonstrated capacity to liaise, engage and supervise the work of external contractors being mindful of OHS practices and protocols.
SC4 Capacity to provide advice and support to Management on impending maintenance tasks ensuring budget awareness to ensure cost efficient outcomes.
SC5 Demonstrated high level oral and communication skills, technical knowledge and expertise relevant to the position in software systems.
This is a full time position. School holiday attendance is required. A leave purchase allowance will be paid.
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.
Undertake hands-on maintenance and repair tasks as required, including painting, plastering, plumbing, welding, gardening, landscaping, equipment servicing, and graffiti removal, to support the smooth daily operation of the school.
Apply practical building skills such as carpentry alongside sound decision-making, time management, and organisational abilities.
Respond promptly to staff repair requests involving furniture, fixtures, lighting, and general infrastructure.
Maintain the cleanliness, safety, and presentation of all external areas, ensuring a welcoming and secure environment.
Support school events (e.g. Open Nights, BBQs, Assemblies, Cultural Events, Sports Days) by assisting with the setup, relocation, and packing down of furniture and equipment.
Liaise with contractors to ensure works are completed safely, efficiently, and in line with OHS regulations and school procedures.
Maintain a safe and compliant working environment by adhering to Occupational Health and Safety (OHS) requirements, conducting regular workplace inspections, and ensuring adherence to all relevant policies and procedures.
Operate within the strategic direction of the College, reporting to and receiving guidance from the Facilities Assistant Principal and/or Business Manager regarding daily tasks and priorities.
Ensure the facilities area functions effectively and efficiently, in accordance with school expectations, including maintaining accurate records and documentation. Knowledge in AIMS or capability to learn AIMS is essential.
A current Drivers Licence and Employee Working with Children Check is required for this position. Working with Heights Licence, Test & Tag Licence, Trade qualification and relevant experience preferred.
First point of contact as staff representative for alarm activation, security and after-hours concerns.
Operation of security locks and alarm systems. Collection of supplies, tools, equipment or fuel for specific tasks. This may include travelling to locations away from the school site. eg: Bunnings, etc.
Undertake OH&S Training and adhere to all safety regulations
Perform other duties as directed by the Facilities Assistant Principal and/or Business Manager.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]
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.
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