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Form of work Job Description
Location: Melbourne | Northern Metropolitan
Job type: Full time / From 24/04/2023
Organisation: Education and Training
Salary: Salary not specified
Occupation: Facilities Management
Reference: 1337052
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
Some attendance would be required over the term breaks to coordinate any works happening during this time. Attendance required is negotiable.
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.
Responsibilities
Coordinate the use and maintenance of school buildings and equipment.
Liaise and negotiate with service providers in respect to the cost and quality of services.
Supervise the delivery of contracted services.
Manage the development and collection of resource material at the school.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
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).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: brett.west@education.vic.gov.au
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
DET Values
The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
Other Information
Until 2026 teachers will have a higher than normal curriculum development role. This curriculum is developed in detail, is shared and is collaborative in nature.
In 2022 we have Year 7. In 2023 we add Year 8, and then each year level after that.
As a School, we prioritise developing the skills of our staff and students, with observation, measurement, goal setting and improvement for all.
For an applicant’s information package please email greenvale.sc@education.vic.gov.au
Applications should be constructed, and attached, as one PDF document.
Applications (single document) should include your cover letter, CV, response to the Key Selection Criteria and a list of 3 relevant referees.
Applications should be saved as a PDF.
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
The community of Greenvale has long-awaited its own a secondary school and is eager for it to be a success story: the secondary school of choice for local families and a school of which all in the community can be proud. The future of education for Greenvale is now here and students will be prepared for, and encouraged to dream, believe and achieve.
Our school opened on day 1 of Term 1, 2022 at 2 Glencairn Drive, Greenvale and will grow rapidly. In its first year of operation, the school will open to Year 7 students only, and progress by year level thereafter.
At Greenvale we are unrelentingly supportive and overwhelmingly positive with the growth of every individual student our absolute core focus. We have created a learning environment that is built on high expectations for all, where all students are engaged in academic enrichment with a diverse and challenging curriculum, while ensuring they enjoy the caring and supportive environment in which they learn every day.
Students are exposed to a diverse and challenging curriculum as well as offering academic enhancements in all learning areas.
The College also supplements students’ learning with a wide range of co-curricular programs as well as encouraging them to get involved with the wider community.
Our school vision, mission and values were developed in partnership with the community and are:
Vision:
We stay at the forefront of education to encourage the development of the whole student, providing them with the knowledge, skills and confidence to succeed and become lifelong learners who are generous, active and informed citizens.
Mission:
We’re on a mission to provide the best education we can for our students by partnering with our community and fostering the natural care and passion our staff have to make a difference.
Values:
Excellence: We relentlessly pursue excellence and achieve our best
Leadership: We support and influence others to achieve more than they thought possible
Respect: We respect others for who they are and value their opinions
Teamwork: We work together to achieve our goals through trust and mutual support
Facilities
Current funding allows for the following permanent facilities:
Administration and Learning Resource Centre building
STEM building
Learning Neighbourhood building
Stage 1 carpark
2 x bike shelters
1 x temporary hardcourt
Landscaped outdoor play and learning areas
At completion of Stage 1 works, the school will accommodate a capacity of approximately 550 students.
Future stages will be delivered when Stage Budgets release additional funding and will allow for the construction of the remaining facilities:
Additional Learning Neighbourhood building
Visual Arts Building
Performing Arts and Physical Education (PAPE) building including indoor multi- court
4 x hardcourts
Sports oval
Landscaped outdoor play and learning areas
Stage 2 carpark
