Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Melbourne - Southern suburbs
Reference: 1550388
KSC 1: Facilities Maintenance Experience and Technical Skills
Demonstrated experience in general maintenance, minor repairs and grounds upkeep, ideally in a school or similar environment, with proficiency in the safe use of tools and equipment and the technical knowledge to diagnose and resolve a range of maintenance issues.
KSC 2: Work Health and Safety, Child Safety and Departmental Guidelines
Sound knowledge and application of workplace health and safety practices, including hazard identification, safety inspections and compliance, along with an understanding of, and commitment to, child safety standards and relevant Department of Education policies, procedures and guidelines. This includes the ability to work safely in a specialist school environment where students may be present on site.
KSC 3: Autonomy, Prioritisation and Reliability
Demonstrated capacity to work independently with minimal supervision, including managing competing priorities across more than one school site, respond to urgent repairs and prioritise work effectively, while consistently following required processes, reporting and documentation, and coordinating with contractors where required.
KSC 4: Communication, Teamwork and Support to School Leadership
Demonstrated capacity to communicate effectively and collaborate with a diverse team, including school leadership, teachers, education support staff, families and contractors, and to provide clear advice and updates to management on maintenance needs, risks and priorities.
KSC 5: Contribution to School Culture and Student Wellbeing
Demonstrated commitment to contributing positively to a safe, inclusive and supportive school community, with an understanding of the needs of students with disability and a willingness to adapt practices, show initiative and engage in ongoing professional learning.
Position context
¿ A commitment to providing a safe, inclusive and well-maintained environment for students, staff, families and visitors.
¿ This a dual-school role, working across both specialist and mainstream school environments, and is an important member of the Education Support team at each site.
¿ The position maintains the buildings, grounds and facilities of both schools to a high standard, and combines hands-on maintenance, grounds upkeep, cleaning and waste management, contractor coordination and operational support.
¿ The role works with a high degree of independence within established guidelines, and liaises regularly with the leadership of both schools, staff, contractors, service providers, community hirers and visitors.
Work arrangements
¿ The position is planned as one day per week at each school.
¿ The schedule is flexible and can be negotiated with the leadership of both schools according to operational needs, such as urgent repairs, contractor attendance, seasonal grounds work and school events.
¿ The role requires strong communication and time management skills to liaise with the leadership of both schools, coordinate priorities and complete tasks efficiently across both sites.
¿ The role requires adaptability to work effectively in two distinct school settings, each with different student cohorts, site layouts, systems and procedures.
Role purpose
¿ Maintain safe, functional and well-presented buildings, grounds and facilities that support the day-to-day operation of both schools.
¿ Support workplace health and safety, child safe and security requirements across both sites.
¿ Contribute to a positive, collaborative and inclusive culture at each school through reliable, proactive and professional work.
¿ Show initiative and flexibility, and adapt to the changing needs of both school communities.
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.
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
Wayart School is currently being built and will open from Day 1, Term 1, 2027. Wayart is a Boonwurrung word meaning young eucalyptus tree. It is pronounced "WHY-art".
Located on Pioneer Way in Officer, the school has been designed to meet increasing enrolment demand within Melbourne's growing south-east corridor and will provide educational programs for students with mild to profound intellectual disability. When fully operational, the school will cater for up to 144 students.
The school has been purpose-built to provide a safe, inclusive and engaging learning environment that supports communication, regulation, independence and meaningful participation for every student.
When the school opens in Term 1, 2027, facilities will include:
Two learning neighbourhoods
Administration and library building
A multi-purpose building including specialist spaces for music, drama, food technology and fitness, as well as a canteen
Outdoor hard courts and car parking
Junior and senior playgrounds
An adventure playground
Productive garden and active green space
Wayart School is being established with a strong focus on evidence-informed practice, inclusive education and collaborative teamwork. Staff will work together to create structured, engaging and supportive learning environments that promote positive outcomes in learning and wellbeing.
Guided by our motto, "Belonging first. Connection always. Growth for all.", we are committed to creating a school culture where every student, staff member and family feels welcomed, valued and supported to thrive.
Vision
We deliver high-quality teaching within an inclusive and predictable learning environment, supporting every student through tailored adjustments to achieve meaningful progress in learning and wellbeing.
Mission
We provide a structured, responsive learning program tailored to each student¿s strengths, needs and goals. Through collaborative practice, evidence-informed teaching and targeted supports, we ensure every student can access learning, participate meaningfully and make ongoing progress in their education.
Values
Belong - Everyone feels safe, included and valued.
Connect - Strong relationships guide learning and wellbeing.
Grow - Learning and progress for all.
"Belonging first. Connection always. Growth for all."
Our Commitment
At Wayart School, we are committed to:
Delivering evidence-informed, trauma-informed and differentiated teaching for students with intellectual disability and complex learning needs.
Using explicit teaching, ongoing assessment and allied health collaboration to support communication, access and student growth.
Embedding the Victorian Curriculum, Berry Street Education Model and SWPBS within a cohesive approach to learning and wellbeing.
Creating structured and supportive learning environments that promote regulation and readiness to learn.
Maintaining a culture of unconditional positive regard where every student feels valued, included and supported to thrive.
Building strong partnerships with families, carers and external professionals to support student success.
We are seeking passionate and collaborative staff who are excited by the opportunity to help establish Wayart School from its very first day. Successful applicants will play an active role in building a positive and inclusive school culture grounded in high expectations, strong relationships and continuous growth for students, staff and families alike.
Kurmile Primary School (previously Officer Brunt Road Primary School - interim name) is one of 14 new schools to open from the start of the school year in 2024. Located in Fairweather Parade Officer and easily accessible from all directions, this new school in a developing neighbourhood will soon be the centre of this community.
The school has been operational from day one, term one in 2024 and enrols students from prep to grade 6. The school includes: an administration and library building; 3 learning neighbourhoods which include dedicated food technology, visual art and STEM rooms; a community hub with an indoor multi-use court; canteen; arts/music spaces; 2 outdoor hard courts; a sports field with competition grade soccer pitch and carpark. More information about the school build can be found on the Victorian School Building Authority (VSBA) new schools website.
Our vision at Kurmile Primary School is to build a dynamic learning environment that supports our students to be leaders in their community, demonstrating our core values of respect, responsibility, integrity and cooperation.
We believe that collaboration between students, staff and families is integral to our success. Through the sharing of ideas, resources and expertise, our learning environments are supportive and dynamic. We value diversity, promoting positive relationships and provide a safe and caring environment where all students feel valued and motivated to learn.
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
Building and facilities maintenance
Grounds and outdoor areas
Cleaning and waste management
Workplace health and safety, security and compliance
Contractor and service coordination
Records and operational support
Events and community support
General