SC1 Demonstrated experience managing facilities and contractors within a school or similar multi-site environment, including engaging and coordinating contractors, conducting inductions and risk assessments, and ensuring works are completed safely and to a high standard.
SC2 Demonstrated ability to establish and maintain systems (e.g. databases/registers) to track cyclic maintenance, compliance, repairs, and contractor performance
SC3 Sound technical knowledge and practical skills in general maintenance, minor building repairs, and grounds maintenance, with the ability to safely use relevant tools and equipment
SC4 Strong organisational skills and a high level of attention to detail, with the ability to work independently and with minimal supervision, as well as collaboratively within a team environment.
SC5 Excellent communication and ICT skills indicating the ability to communicate effectively with a wide range of individuals including, teachers, students, parents and external agencies/trades.
School holiday attendance may be required for this position.
Standard DET ES Level 1 Range 3 Role Description. For more information about the role, refer to Responsibilities.
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.
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Manage all school facilities, buildings, grounds, and maintenance operations across the school site.
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Assist in the management of the school's online Asset Information Management System (AIMS).
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Schedule, monitor, and document statutory inspections, essential services, compliance audits, and maintenance activities. This includes sourcing, engaging, and managing contractors and tradespeople, obtaining quotations, negotiating scope of works, monitoring quality and timelines, and ensuring works are completed to standard.
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Undertake general maintenance, minor building works, handyperson duties, and grounds maintenance as required.
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Conduct regular inspections of school facilities and grounds to identify maintenance requirements, safety hazards, and compliance issues.
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Respond appropriately to facilities-related emergencies, (which may include some out of hours work).
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Liaise with the Department-appointed cleaning contractor to oversee delivery of school cleaning.
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Maintain accurate maintenance records, contractor databases, compliance documentation, and related administrative systems.
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Prepare reports and provide advice to School Council, the Business Manager, and the Principal on facilities, maintenance, and asset management matters.
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Maintain storage areas, workshops, and maintenance facilities in a clean, organised, and safe condition.
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Liaise effectively with the facilities/maintenance team, school leadership, staff, contractors, and external service providers to support the efficient operation of the school.
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Work independently, exercise sound judgement, and contribute effectively as part of the broader school team.
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Undertake other duties within the scope of the role as directed by the Business Manager or Principal.
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The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via
[email protected]
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.
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
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
Applicants are expected to submit the following:
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A cover letter addressed to the principal.
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A resume including the names, positions and telephone and email contact details of three referees.
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A statement addressing each of the key selection criteria.
For ease of handling, all documents (cover letter, CV and selection criteria responses) can be saved and uploaded as one document.
All applicants should ensure that their personal profile on School Jobs Vic is up to date.
Applicants seeking further information about the College or this position, are encouraged to contact the school on 03 9395 3533, prior to the closing date of applications.
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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
Carranballac P-9 College is a government school for students from Foundation to Year 9. Located in the western Melbourne suburb of Point Cook, the college comprises two campuses: Boardwalk (established in 2002) and Jamieson Way (established in 2006). As of June 2025, the college enrolled approximately 863 students, including 25 international students, reflecting our diverse and multicultural community. The student body represents over 63 nationalities, with approximately 32% of students from a culturally and linguistically diverse background. The college is led by a principal class team consisting of the college principal, two campus principals and two assistant principals, supported by 80 teaching staff and 32 non-teaching staff.
Vision, Mission, Values:
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Vision: "We connect, we learn, we thrive"
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Mission: "Our College fosters excellence in lifelong learners who are resilient, connected, and respectful"
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Values: Respect, Inclusiveness, Resilience, Integrity, Responsibility
These guiding principles underpin aspects of the college's operations, fostering a cohesive and inclusive school culture.
Curriculum and Learning Approach:
The college delivers a comprehensive learning program that is aligned with the Victorian Curriculum, ensuring high-quality and engaging learning opportunities for all students. Key curriculum areas include:
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English and Mathematics: Targeted, evidence-based programs designed to strengthen essential literacy and numeracy skills
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Languages: Japanese language instruction is provided from Foundation through to Year 8, supporting students to develop intercultural understanding and communication skills
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Science: A science program fosters curiosity, critical thinking, and inquiry skills across biology, chemistry, physics, and earth sciences. Students benefit from access to well-equipped science laboratories that support practical investigations and hands on learning experiences
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Humanities: Covering history, geography, civics and citizenship, and economics, the humanities curriculum helps students build a deeper understanding of society, culture, and the world around them
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Arts and Technology: Encompassing visual arts, music, food technology, and wood technology, these programs encourage creativity, innovation, and problem-solving skills
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Health and Physical Education: Structured programs promote physical wellbeing, teamwork, leadership, and lifelong healthy habits through a diverse range of sporting activities
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Electives Program (Years 7¿9): A broad, student-centred electives program empowers learners in Years 7 to 9 to pursue their interests and passions while building agency, confidence, and future pathways.
The college is beginning to embed the Department of Education's Victorian Teaching and Learning Model (VTLM 2.0) and utilises Professional Learning Communities (PLCs) to ensure data-informed and differentiated instruction.
Student Wellbeing and Support:
A wellbeing framework supports students' social and emotional development, featuring a wellbeing assistant principal supported by a wellbeing team, mental health practitioner for secondary students, two mental health in primary school (MHIPS) coordinators at each campus (total 1.2) and a defence school mentor assisting families in transition. Programs such as Resilience, Right and Respectful Relationships (RRRR), School Wide Positive Behaviour Support (SWPBS), and restorative practices are integral to promoting a safe and respectful learning environment. Additionally, the college provides:
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Implementation of Disability Inclusion Profiles (DIPs) to support Tier 3 students
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Multi-Tiered Systems of Support (MTSS) to address student needs.
Facilities and Community Engagement:
The College facilities include the following:
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Performing arts centre utilised for school and community events
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Science laboratories and technology rooms
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Music rooms with recording studios
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Well-resourced libraries and flexible learning spaces
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Outdoor areas featuring ovals, basketball courts, shaded playgrounds and turfed play spaces
The college maintains partnerships with local organisations, such as Scouts Victoria, and offers an outside school hours care program through 'Quantin Binnah', accommodating families' needs beyond regular school hours.
Strategic Direction:
Following the 2025 school review, the college is implementing a four-year strategic plan focussing on:
These goals are pursued through continuous professional development, curriculum refinement, and community collaboration.
