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: 1507021
SC1. Ability to carry out a physical role with demonstrated ability to proactively undertake and coordinate a range of school building and grounds maintenance duties.
SC2. Demonstrated capacity to work effectively as part of a team and independently with minimal supervision.
SC3. Demonstrated ability to communicate effectively with a wide range of people within a school environment, including leadership, contractors, and staff.
SC4. Demonstrated knowledge and awareness of Occupational Health and Safety (OHS) guidelines and compliance requirements.
SC5. Demonstrated commitment to professional learning and growth.
SC6. Demonstrated ability to support and coordinate projects relating to buildings, grounds, and overall school improvement.
The Facilities and Maintenance Officer is responsible for ensuring that the schools buildings, grounds, and equipment are well maintained, well presented, physically secure, compliant with all appropriate regulations, and provide a safe and welcoming environment for the school community.
The role involves both hands-on maintenance and coordination of facilities-related work, including liaising with contractors, responding to maintenance requests, and supporting compliance and safety processes.
Attendance may be required during the school vacation period; a leave purchase allowance will be paid for this attendance.
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.
General
Buildings, Grounds and Facilities
Compliance and Annual Inspections
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
Carrum Downs Secondary College has a growing enrolment of 930 students and in excess of 100 staff. CDSC fosters a supportive learning environment where every young person is supported to achieve their very best and to embody the values of Respect, Effort and Integrity.
The college offers a broad program culminating in wide variety of subjects offerings within the VCE and the VM VCE certificates. The core focus of the college is on developing students Literacy and Numeracy skills, to ensure they have an understanding of the diverse pathway options available to them and are able to access and pursue the pathways they enjoy. Students are encouraged to have a voice and identity, and the College boasts an extensive Student Leadership Program along with a host of extra curricula programs including: Instrumental Music, Sport, Performing and Creative Arts.
Our new STEAM building was recently added to further enhance our exceptional facilities which also includes an on-site student run café, auditorium, new Senior Centre and modern twin court gymnasium and weights room.
Our cutting-edge teaching programs, positive student relationships and wide-ranging learning experiences makes being a staff member at Carrum Downs Secondary College an appealing place to be. We are focused on reducing administrative burden on our staff and supporting all teachers to improve their classroom practice. We achieve this through providing all staff with access to high quality professional learning and opportunities to take on additional responsibilities and to grow.
At Carrum Downs Secondary College we are passionate that every student achieves their very best. We aim to enhance the intellectual, physical, social and emotional development of all students and to develop all students abilities. We strive to create and maintain a positive, caring and safe learning environment in which all students are provided the opportunity to achieve success.
Please contact our Principal Chad Ambrose [email protected] OR refer to the college website for further information: www.cdsc.vic.edu.au