Facilities Manager Es1.3

Selection Criteria

SC1 The capacity to liaise and engage with contractors on the school site as required and manage projects adhering to OHS practices and protocols.

SC2 Demonstrated ability to be flexible and work independently to manage the maintenance of the school buildings and grounds.

SC3 Well-developed interpersonal skills with the demonstrated ability to consult and interact with relevant stakeholders (school leadership team, staff, students, and the wider community).

SC4 The ability to work as a team member when overseeing building and maintenance projects in the school

SC5 The ability to use standard computer operating systems and software to maintain data and compliance documentation (including AIMs, Compass and SAM4Schools)

Role

Monday-Friday 8am-4.06pm

To ensure the effective management of the school¿s facilities, maintenance, and safety systems in a professional and competent manner. This role supports the school in maintaining compliance with OHS standards and facilitating a safe and efficient environment for staff, students, and visitors. Facilities, buildings and grounds are maintained and improved to reach highest possible standards that provide a pleasant, safe and secure environment for staff, students and visitors.

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

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 marrung@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:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

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:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

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

Auburn High School¿s vision is underpinned by the motto `Thinking Beyond¿ with the vital aim of aspirational and achieving high-quality student outcomes. Our values - DARE - are represented by Diversity, Aspiration, Respect, and Excellence and are lived, seen and heard each day as students and staff interact and collaborate proactively. These values are also rewarded and acknowledged in assemblies, house events, extra-curricular offerings. There is a burgeoning House system in place, and our embedded student voice and agency program enriches classroom practice. Surveys, teach the teacher sessions, and student forums provide feedback on classroom learning to teachers who then enrich their practice to maximise student outcomes. Auburn High School focuses on excellence across all areas, including a broad range of Arts, Technology, STEM, HPE and Instrumental music. A wide range of sports and extracurricular activities are offered, providing leadership opportunities for students awarding recognition.

Auburn High School offers a unique academic and extra-curricular program that caters for a culturally and linguistically diverse student population. The school has an excellent reputation in the community as a welcoming and high-performing government school. The school has an SFO of 0.19 and an SFOE of 0.14, considered a very high socio-economic demographic. The current student population is around 720, with enrolments projected to reach 900 in the next five years.

The unique school program is structured around several specialised programs that complement the Victorian Curriculum. Year 7 ¿ 9 students have access to SEAL, French Bi-National or French Language Immersion programs. Year 10 ¿ 12 students may select from VCE, VM, and the International Baccalaureate Diploma Program. Not only are their individual pathways for students, but these programs also provide opportunities for staff professional development.

Auburn High School is the only Victorian government secondary school offering a bi-national French program. The French program is internationally recognised and offers students a creative, dynamic, and modern approach to language learning. The program has been designed to meet the requirements of both the Victorian and French governments (i.e., it meets the Victorian Curriculum requirements) and the French instruction officielles (aefe). The depth of our school culture is also added to by our international student program. Over 60 students choose our school and play a significant role in broadening local students¿ perspectives.

The teaching teams at Auburn High School operate in a collaborative team environment where high expectations exist. Each year level has an Auburn Learner Quality (ALQ) that guides teachers and students in their work. Combined these ALQ¿s prepare the students for their senior years of learning and provide themes for all activities in the broad curricular and extracurricular offering.

Each lesson is purposefully designed using Marzano¿s instructional model (GANAG), underpinned by high-yield teaching strategies to improve learning. All staff work collaboratively in teams to develop and review the curriculum, develop assessment tasks, collect data, and measure student progress. Staff observations form part of our professional learning and share practices in staff forums. Staff collaboration and the development of Teacher Collective efficacy are integral to building an inclusive culture at the school.

Auburn High School is well-connected to its school community and is a school of choice for families and staff. Teaching and support staff who align with our values, are passionate about education and who are committed to high expectations are welcome to join our team. As a collective we are entering an exciting phase of the school¿s history with a new strategic plan (2024-2027) to guide further enhancement of our current programs. Student outcomes, staff development, and student and staff school experience drive our strategy, and we encourage our whole community to be part of Auburn High¿s success.