SC1 Demonstrated ability to undertake a range of maintenance and gardening duties appropriate to a school environment
SC2 Demonstrated capacity to work and collaborate with others in a team environment for Grounds and Maintenance
SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
SC4 Demonstrated knowledge and awareness of Occupational Health and Safety and a commitment to work in a safe manner
SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area
Attendance is requirement for this position during the term break.
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.
The responsibilities of this position will be:
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Coordinate the use and maintenance of school buildings and equipment.
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Liaise and negotiate with service providers in respect to the cost and quality of services.
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Supervise the delivery of contracted services.
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Manage the development and collection of resource material at the school.
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Manage the use and maintenance of equipment
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Undertake minor hands-on maintenance tasks
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Grounds and garden maintenance
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Enter and respond to urgent / non urgent works and inspections in the School Maintenance System
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Coordinate and induct contractors according to Department of Education (DE) requirements
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Liase with the Assistant Principal on the Emergency Management operations of the school
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Ensure all building works are carried out in accordance with DE requirements
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Ensure that broken and/or damaged furniture/equipment is repaired, or if appropriate, disposed of in accordance with DE School Asset guidelines
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Coordinate, support and carry out with bumping in/out for special events - for example, music performances, information nights, school production, examinations, art and technology show
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Undertake physical maintenance requests
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Source supplies, quotes, raise purchase orders and maintain relevant records
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Respond to any emergency situations in an appropriate manner and undertake duties on occasions, this may be required outside normal working hours
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Move furniture and/or equipment as required
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Undertake training as required and adhere to all safety regulations including wearing the appropriate PPE
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Undertake other duties relevant to the field of responsibility as requested by the executive team.
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A current Drivers Licence is required for this position
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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
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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
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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
Sunbury College is a vibrant, inclusive and community-minded secondary school located in Melbourne¿s north-west growth corridor, approximately 35 kilometres from the CBD (30-minute drive). Proudly serving Sunbury and surrounding communities, the College is guided by the values of Respect, Resilience, Responsibility and Endeavour, which underpin our commitment to academic growth, personal development, wellbeing and connection.
With an enrolment of approximately 1030 students, Sunbury College offers a supportive and engaging learning environment where students are known, challenged and encouraged to thrive. Sunbury College envisions our students as engaged learners and independent thinkers that are met at point of need as partners in their learning ¿ where education matters, emotional, social and physical wellbeing is nurtured, and pathways for all students are maximised.
Our staff are professional, collaborative and committed to continuous improvement. The College has a strong and energetic staffing profile, combining experienced teachers with early-careers teachers, supported through a culture of collaboration, professional learning and instructional leadership. Our Collaborative Teacher Teams, middle leadership structures, mentoring, and Graduate Teacher Development Program help ensure staff are well supported to develop their practice and contribute meaningfully to whole-school improvement.
Sunbury College provides a comprehensive Years 7¿12 curriculum, including VCE, VCE-VM and VET options, with a strong focus on maximising pathways for every student. The College has fully implemented the senior secondary reforms and continues to support students to access further education, training and employment opportunities through purposeful counselling, transition support and pathway planning.
The College is organised around three sub-schools ¿ Years 7¿8, Years 9¿10 and Years 11¿12 ¿ and four Houses, providing a strong sense of belonging and continuity of care. We offer well-established co-curricular programs, with strong student participation and success in sport, the performing arts, student leadership and a wide range of student engagement activities.
Set on eight hectares, Sunbury College has well-established facilities that have undergone significant modernisation. Our classrooms support contemporary learning and provide staff and students with high-quality learning spaces.
The College¿s 2026¿2030 School Strategic Plan (SSP) focuses on improving student learning, wellbeing and engagement through evidence-based, scaffolded and responsive teaching practices, supported by strong whole-school wellbeing and inclusion structures.
Key priorities of the new SSP include the continued development of consistent whole-school teaching and learning practices aligned to the VTLM 2.0, alongside a guaranteed and viable curriculum and explicit literacy and numeracy instruction across learning areas. The College is also strengthening its Multi-Tiered Systems of Support, including SWPBS, Disability Inclusion practices, Pastoral Care and targeted attendance and engagement strategies, to ensure all students are connected, supported and able to succeed.
Sunbury College is a school with a strong sense of purpose, a deep connection to its community and a clear commitment to improving outcomes for all students. Staff joining our College become part of a collaborative, values-driven and forward-looking team focused on high expectations, strong relationships, inclusive practice and meaningful professional learning growth.
