Facilities Officer

Location: Melbourne | Southern Metropolitan
Job type: Full time / From 22/07/2024
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Facilities Management
Reference: 1423553
Job posted: 01/07/2024
Closes: 14/07/2024
Occupation: Facilities Management
Job duration: From 22/07/2024
Contact: Chad Ambrose | 9708 1319
Reference: 1423553
Occupation: Facilities Management
Salary Range: Salary not specified
Work location: Melbourne | Southern Metropolitan
Selection Criteria SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
SC2   Demonstrated capacity to work and collaborate with others in a team environment.
SC3  Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
SC4 Possess the technical knowledge and expertise relevant to the position.
SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
SC6 A commitment to professional learning and growth for both self and others.
Role Trade qualifications or experience highly desirable, conditions negotiable.
The Facilities Maintenance position is required to work during periods of school holidays, with a 52/52 work arrangement (4 weeks annual leave per year).
An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.
An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.
Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).
A role at this range may include:
Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.
An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised  student/teacher support tasks, or technical tasks as experience in the role is gained.
Responsibilities · Maintenance of the building, gardens, and grounds of the College to ensure they are in a safe and well cared for condition at all times.
· Identify urgent and cyclic grounds works, prioritise and schedule these works.
· Provide support and advice to the Principal in relation to the maintenance and planning of necessary building and grounds works and their costing.
· Responsible for the use and maintenance of school owned gardening and grounds machinery
· Liaise with the head cleaner on maintenance issues.
· Conduct regular checks of student amenities and repair as required (shut down toilets and notify the Principal where issues arise)
· Where required support the daily removal of rubbish and empty recycle bins on a timely basis
· Responsible for the ordering of necessary supplies
· Complete appropriate paperwork for jobs completed and orders for supplies.
· Comply with Occupational Health &Safety and Work Safe standards.
· Attend relevant training as required.
· Maintain student lockers, cleaning and general repairs as required.
· Undertake appropriate renovation work as identified in collaboration with the college Principal.
· Work through maintenance log requests and liaise with the Maintenance team as required.
· Attend maintenance team meetings.
· Knowledge of the gas, electricity, and water emergency procedures
· Work co-operatively as part of a team
Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment 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 ******
Child Safe Standards 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:
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:
Trade qualifications or experience highly desirable, conditions negotiable.
Conditions of Employment All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
A probationary period may apply during the first year of employment and induction and support programs provided.
Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Location Profile Please contact the college Principal, Mr Chad Ambrose at ****** to discuss employment opportunities at Gleneagles Secondary College.
Gleneagles Secondary College employs in excess of 200 personnel and we are committed to supporting staff to focus on the work that we are all most passionate about - supporting our students to achieve their very best. We are focussed on removing administrative burden from our teaching staff and our structures and approach to student engagement supports a collective focus on student learning and engagement.
The College has an enrolment of over 1300 students from Year 7 to Year 12 and a staff of 150+. Ours is a culturally and ethnically diverse community with 50% of our students coming from a language background other than English and 5% have refugee status. Approximately 1% of our students identify as Aboriginal or Torres Strait Islander.
Our curriculum programs place Literacy and Numeracy at the core of our practice, providing students with broad access to the pathways they wish to explore and pursue. The design of curriculum is further underpinned by student voice and choice, VCE pathways and our collective knowledge of the educational demands of our student community. Our Senior student¿s pathway into a diverse range of vocations and university courses and we are proud of our strong track record of academic performance.
Our pedagogical approach (Prepare ¿ Engage ¿ Teach ¿ Reflect) aims to provide consistency for our students, as well as space for our teaching staff to be innovative, responsive, and engaging.
Our extra-curricular offerings are diverse, and we excel in the areas of Performing Arts, Sport and increasingly in the Technology and academic extra-curricular offerings such as Tournament of the Minds.
The professional growth of staff is paramount to our goals as a college. We continually offer diverse and engaging professional development opportunities that are driven by student and staff need. Staff meetings are designed to facilitate collaboration and learning, free from administrivia.
Student leadership, voice and agency is central to our work. Students have multiple opportunities to make decisions about their own learning and the direction of the College more generally, providing input into how we engage with the Community, Teaching and Learning, Environment and Student Engagement and Wellbeing. Students drive our RISE Model which stems from our school values of: Respect, Inclusion, Stamina and Excellence.
Where students require support in the classroom we offer additional staffing within the class, who work to extend and support small groups of students. We are committed to developing happy, healthy, and resilient children and we have invested significantly in student wellbeing expertise including: a large Student Wellbeing Team, Mental Health Practitioner, Doctors In Schools Program, Youth and Social Workers, School Nurse and a dedicated Inclusion Program.
Gleneagles Secondary College has an established record of academic excellence, and our success is attributed to a number of factors: dedicated staff, transparent and consultative leadership, and above all, strong relationships between all sectors of the school, especially between staff, students, our families and the wider community.
To apply for this role, you will be redirected to the Schools (Government) job application system.

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