Maintenance Officer

Job type: Full time / From 28/01/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Facilities Management
Reference: 1457197
Location ProfileTarneit Prep-9 College is situated in the western suburbs of Melbourne in the local area of Wyndham. The College was established in 2013 with an enrolment of 331 students and reached a peak of 2366 students in 2023. The Wyndham area has seen the opening of more than 10 schools in the past few years which has resulted in the altering of the College's enrolment zones and consequently the College is beginning to see a decline in enrolments, particularly in the primary area. This will need careful management throughout the new School Strategic Plan.
The secondary enrolment numbers grew rapidly throughout the last School Strategic Plan and during the turbulent times of COVID-19. Student wellbeing and engagement proved to be a challenge because of the rapid growth and disrupted learning period and has required the college to rethink its approach to ensure students develop the skills needed to be confident, resilient, aspirational students who reach their best. The introduction of a House Model in 2022 will remain a strong focus to support the college to build students' sense of connectedness and to empower students to be active agents of their learning.
The college has experienced workforce shortages that has resulted in the employment of a high proportion of graduate teachers, Permission to Teach teachers and casual staff. Some secondary staff have been required to teach outside their field. The Professional Learning Community (PLC) Model has been implemented at the College and will continue to be used as the main vehicle for building teacher capacity. The focus will be on:
Build a culture where every adult knows their students and takes responsibility for learning achievement, growth and wellbeing.Focus PLCs on differentiated teacher learning using student data to ensure all students make measurable and ambitious gains, for which all staff share accountability.Engage staff and students in giving and receiving feedback to ensure continuous improvement in teaching and learning across the college.Develop shared and high expectations that are visible and referenced. Ensure teachers participate in peer observations and reflect and act on feedback.The School Performance Report moved the rating for reading and numeracy from Transform in 2022 to Renew in 2023. Over the previous strategic planning period the college introduced an instructional model, documented its guaranteed and viable curriculum, and strengthened collaborative processes. The college reported that these are not yet embedded and there was further opportunity to improve learning outcomes for students. It is intended that the college continue to expand the use of evidence-based teaching and learning strategies to improve learning achievement and growth. The college will continue to strengthen the use of data and evidence to differentiate and evaluate curriculum and pedagogy to improve student learning and wellbeing and embed the use of HITS to increase cognitive challenge and the use of rich learning tasks.
The Tarneit community comprised of diverse family backgrounds, with 42% of student's parents being born in India, 8% of student's parents being born in Australia and New Zealand and the other 8 from the top 10 countries of birth (of Parents) coming from Pakistan, Samoa, Ethiopia, Philippines, Sudan, Bangladesh and Somalia. The College has seen an increase of students coming to the school from other countries, particularly into the later stages of primary and early stages of secondary and therefore will need to review its approach to EAL. The College Student Family Occupation index has slightly declined and is 0.4719 indicating that the community come from mid-social economic backgrounds.
Selection CriteriaDemonstrated ability to work independently and efficiently when completing and maintaining records, general maintenance, gardening tasks and repairs.Demonstrated strong and proactive work ethic, an eye for detail and problem-solving abilities to achieve the best possible outcomes for the school.Demonstrated ability to work and communicate as part of a team and regularly liaise with contractors on the school site and the maintenance team overseeing buildings and grounds.Demonstrated technical knowledge and expertise with regard to the use of specialised equipment associated with the requirements of the role.Demonstrated ability to identify and assess potential risks and work within DET OH&S guidelines that may impact on the safety of members of the school community (students, staff or members of the wider school community).RoleAttendance during school holiday periods may be required as necessary and negotiated. 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.
ResponsibilitiesProvide general gardening and maintenance duties within the school environment.Perform work as prescribed by the Business Manager or Principal.Closely follow established set routines, methods and procedures.Work closely and professionally with the maintenance team together with all staff, students and contract staff.Ensure the College grounds and equipment are in a safe condition at all times.Maintain all grounds storage/work/utility areas in a clean and tidy state and to OHS requirements.Ensure that appropriate security of the site/equipment is maintained.Comply with all OHS requirements in performance of daily duties.Comply with all Sun Smart provisions.Other duties as directed by Principal.Who May ApplyIndividuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS CommitmentApplicants 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.
Child Safe StandardsVictorian 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.

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