Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Land, asset, resources and facilities management
Location: Melbourne - CBD and Inner Metro suburbs
Reference: 1520046
SC1 Demonstrated ability to manage Building Projects, Building & Grounds maintenance and cleaning of facilities.
SC2 Familiarity with the DE's computerised maintenance system (AIMS) would be an advantage.
SC3 Sound computer skills including spreadsheets, word and electronic controls for plant and equipment.
SC4 Demonstrated a high level of interpersonal communication skills, oral and written.
SC5 Demonstrated an ability to undertake basic maintenance tasks.
SC6 Demonstrated an understanding of all relevant acts, regulations and compliance requirements.
Overseeing the maintenance of all School buildings, property and relevant equipment
Responsible for maintenance of essential services
Planning the cyclic maintenance program for the buildings of the School
Ensuring all compliance regulations are met and appropriately documented
Use and maintenance of the AIMS (Asset Information Management System) computer systems including data entry
Implementation of the cyclic maintenance program, through the employment of appropriate trades people.
Budgeting for both the cyclic maintenance program and the emergency management of repairs to the School's building
Supervise contractors to ensure that they perform their respective duties in a competent and efficient manner.
Ensuring the daily standard of comfort and safety is maintained in the physical environment
Ensuring efficient use is made of natural resources
Responsible for ensuring that Occupational Health and Safety is managed as per DE¿s Occupational Health and Safety Management System
Liaise and negotiate with builders, contractors and tradespersons and protect the school¿s position and interests.
Engage and induct all contractors and liaise with external contractor teams such as cleaning
Monitoring all maintenance contracts to ensure requirements are met and, when required and in consultation with management, negotiating new contracts.
Raising of Purchase Orders in respect of works arranged with contractors.
Moving of furniture and setting up exam/special events rooms, as required.
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
SCHOOL PROFILE & VISION
Mount Alexander College or MAC is an inner-city school located in Flemington, 5 kms from Melbourne CBD. It has become the school of choice for families living in the Kensington, Flemington, Ascot Vale and Moonee Ponds Community, with enrolments doubling in the past 4 years. In 2016, MAC underwent significant change, transforming itself into an innovative and progressive school with a focus on student empowerment and student-centred learning. MAC¿s approaches to curriculum provision and pedagogy, student engagement and wellbeing have gained national and international recognition.
At Mount Alexander College our vision is to foster an inclusive and supportive learning environment that empowers students to direct their own learning. We endeavour to create a school that remains connected and engaged with the community and caters for all kinds of success. Finally, we aim to help students reach their full potential as global citizens who, with integrity, can positively contribute to the world.
OUR VISION IN THE CLASSROOM
In fostering an inclusive and supportive environment for our students we must know them, their strengths and their areas for improvement. We use formative assessment to guide our instruction and empower students to direct our instructional choices. Learning at MAC is collaborative, both peer to peer but also students and teachers work together to negotiate the best learning pathway. Our students are connected to each other and the broader world, both through their use of digital technologies and in their access to a global perspective in all their classes. Our classes draw on local expertise and community engagement where possible to allow our students to see how the learning in the classroom relates to their everyday lives. Our students understand themselves as learners, they are informed about their progress, how they have improved and what they need to do further to continue to improve. Our school values are celebrated and embedded in our work in the classroom.
Mount Alexander College is a school where teachers:
stimulate and support ongoing teacher learning and collaborative teacher research within the school;
develop and improve the quality of teaching practices of pre-service teachers;
develop innovative curriculum and teaching resources and practices that are shared across Victorian secondary schools;
promote and provide credentialed professional learning for teachers in Victoria and elsewhere;
actively participate within local school networks and partnership arrangements with local tertiary providers;
take an active role within the local community.
The Mount Alexander College learning environment and curriculum:
supports a teaching and learning culture that is exciting, reflective, engaging and student centred;
supports independent thinking and a respect for student work and the work of others;
fosters a strong sense of identity and belonging;
caters for an innovative and broad scaffolded curriculum;
facilitates innovative, evidence based pedagogies;
incorporates flexible internal and external learning spaces supported with the most current technologies to support learning; and
enables students to link with and work collaboratively with other schools, tertiary institutions and state, national and international organisations.
At Mount Alexander College we promote teaching and learning that is collaborative, technology rich, reflective, purposeful and personalised that prepares students for our rapidly changing world. Our common instructional model supports the development of a shared language about teaching practice and supports teacher reflection. Jane Pollock¿s GANAG lesson planning schema and the effective implementation of the High Impact Teaching Strategies underpins the teaching and learning cycle at MAC. Staff participate regularly in cycles of inquiry within Professional Learning Teams and in doing so, strive to provide highly stimulating learning that is tailored made to meet the passion and needs of our students.
At Mount Alexander College, we strongly promote our values of Community, Engagement, Excellence and Respect.
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.
School holiday attendance of 30 days is required.