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Facilities Administration

2 months ago

Melbourne, United States Schools (Government) Full time

Role

Attendance during term breaks maybe required and a leave purchase allowance will be paid for this time.

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 ( 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 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 employees 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

General Administration

Ensure the provision of a range of administrative support functions for the Business Manager, Executive Team and other staff as required. Provide administrative support to external service providers as required. Oversee the administration of day to day facilities and OH&S requirements across the school. Provide required level of administrative support for school works, maintenance and projects. Assist the Business Manager in the implementation of induction programs for new staff, volunteers and other workers to the school as required

Maintain School Resources

Coordinate the use and maintenance of school buildings and equipment utilising the AIMS system. Liaise, negotiate and seek quotes from service providers in respect to the cost and quality of services to further advise the Business Manager and Maintenance Manager. Supervise and coordinate the delivery of contracted services. Manage the development and collection of resource materials at the school. Manage the assets stocktake biennially. Annual management of the test and tag of equipment. Manage the AIMS system to ensure compliance across the School.  Organisation and Management of OH&S Management procedures for 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

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 ).

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:

DE Values

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:

Other Information

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

Please ensure that your application includes:

A resume including relevant experience as well as personal details (name, address and contact numbers, business and home) A section addressing the selection criteria and the requirements for application under the Who May Apply section Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

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

Location Profile

Wayi School is a Government P-12 specialist school in Craigieburn providing educational programs for students with disability and high needs who have mild to profound intellectual disability.

Wayi School is committed to providing a safe, supportive and inclusive environment for all students, staff and members of our community. Our school recognises the importance of the partnership between our school, and parents and carers to support student learning, engagement and wellbeing. We share a commitment to and a responsibility for, creating an inclusive and safe school environment for our students.

'Wayi' is a Woi-wurrung word of the Wurundjeri people meaning `us¿ - which represents the vision for our school perfectly.

We plan to work together, in partnership, supporting our students as a team. We know that our students will benefit from the efforts, expertise, and commitment from all of 'US' - including family, educators, and community.

The Wayi School vision is to empower and inspire every member of our learning community. We are committed to creating innovative learning environments that nurture and develop all students through an ability and strength-based approach.

Through collaborative partnerships we provide learning that is individualised and holistic to ensure our students become valued and contributing members of their community.

We believe in empowering our staff to work autonomously in a collaborative and supportive team environment that encourages personal growth and development.

Wayi School¿s core values include Voice, Choice and Independence.

Voice  ¿ We believe communication underpins all areas of learning and life, and everybody has the capacity and the right to communicate.

Choice  ¿ We promote agency, enabling everyone to make choices and decisions that influence events and their world.

Independence  ¿ We strive to prepare all students to become lifelong learners and responsible citizens ready to meet the challenges of the future.

Teaching & Learning

Wayi School is committed to developing learner independence, by purposefully using the students¿ skills and interests to promote the creation of new skills. We identify the abilities that are unique to individual students and employ a team approach that focuses on the development of skills and practices that promote lifelong learning, independence, communication and agency. Teachers, Allied Health and Education Support staff work collaboratively with the students and their parents/carers to develop Individual Education Program (IEP) goals for each student, that are meaningful and relevant for that student. ICT is used extensively to provide rich educational experiences and enhance independence. 

Student Wellbeing

Wayi School has developed a range of strategies to promote engagement, an inclusive and safe environment, positive behaviour, and respectful relationships for all students in our school. We recognise the importance of student friendships and peer support in helping children and students feel safe and less isolated. We acknowledge that some students may need extra social, emotional or educational support at school, and that the needs of students will change over time as they grow and learn. SW-PBS and Trauma Informed Practice are foundations initiatives at Wayi School.

Professional Development

Successful applicants may be required to work throughout the school, from Foundation to Senior Secondary; however, the professional preferences, experience, skills and aspirations of individual teachers will be considered and attempted to meet.