Role
Ensure the following tasks are scheduled and completed
1. Garden beds pruned, watered and cleared of weeds and rubbish, lawns are mown
2. Asphalt and concrete areas are clear of leaves,
3. Gutters cleaned to allow stormwater dispersal,
4. Repair of furniture/buildings etc where appropriate.
5. Maintenance of playing fields
6. Undertake planting and landscaping as required.
7. Ensure relevant OH&S policies and processes are maintained at all times on site with all contractors.
8. To manage significant areas of OHS responsibility within the school including asbestos management, the workplace risk register, and conduct regular workplace inspections.
9. Prepare the College buildings and grounds for special events such as open nights, information nights & parent teacher nights.
10. Book and engage specialist trades as required.
11. Oversee contract cleaners
12. Perform preventative maintenance works, general works and repair in a fashion that reduces the requirement for engaging outside contractors.
13. Co-ordinate and record annual and regular inspections of College facilities.
14. Develop an annual maintenance schedule.
15. Manage employment of facilities team, including casual labour as required.
16. Photograph and repair any wilful damage to college property.
17. Other tasks as directed by the Principal
Responsibilities
Responsibilities:
18. Management of repairs and maintenance to grounds and buildings
19. Manage facilities budget and report to Business Manager and Principal
20. Oversee and manage OH & S compliance
21. Manage essential services maintenance
Reports to: Principal/Assistant Principal (Accountability)
In consultation with the Principal/Assistant Principal (Accountability) is responsible for overall management of college facilities.
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 ).
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:
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 DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:
Conditions of Employment
22. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
23. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
24. A probationary period may apply during the first year of employment and induction and support programs provided.
25. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Location Profile
Parkdale Secondary College is a zoned school located in the southern suburbs of Melbourne. It has a reputation as being community focused and providing students with a safe, engaging and supportive learning environment where success for each student is paramount. Parkdale Secondary College provides a dynamic and stimulating learning journey. Each student is challenged to grow, develop their potential, become an active learner and be an effective and caring member of the wider community.
The College vision, structure and programs are reflected in the Parkdale Building Block Framework; the Parkdale Principles -“5Ps” - guide student expectations and learning: Punctuality, Preparation, Purpose, Participation and Probity. The College’s Teaching and Learning framework is shaped by the Melbourne Declaration and enacts the DET and ACARA requirements.
Parkdale provides a diverse range of curriculum. Programs have grown over the past 5 years with the curricular and co-curricular offerings providing students more opportunities and options.
The Junior School – Year 7 and 8 - exposes students to a breadth of curriculum. There is a focus on student connectedness, relationships, and collaboration. A small number of teachers work with the one tutor group for 2 years. Year 9 is the transition year with students undertaking discipline based units, four days of each week with the CONNECT program operating each Wednesday.
In Year 10, students begin their pathways program within the senior vertical timetable. Three distinct pathway programs operate in the senior school – Year 10/VCE, VCE + VET, Applied Learning/ VCAL/VET. These programs are complemented by the Year 10 Learning Journeys program focusing on pathways, resilience and student connectedness and the VCE program including SACs, study approaches and pathways planning.
Students can also access the enhanced learning programs that are outside the traditional curriculum: the Arts Enhanced Program (AEP) in music and dance; the Elite Sports Program (ESP)– AFL, soccer, basketball, netball, triathlon, and golf; the Writing Is Necessary Program (WIN) and the Science, Technology Enhancement Program (STEP) with the themes of Dissections, Formula 1, Robotics and environmental investigations. The growth in these enhancement programs has been in response to student demand for high level program engagement.
A comprehensive Wellbeing Program based on authentic relationships with tutors and teachers is supported by a Wellbeing Team including a qualified Psychologist, counsellor and Wellbeing Officers.
The College has strong links at the local, national and international level. We want our students to develop a global perspective. Parkdale Secondary College has developed the Parkdale Community Precinct. This precinct includes indoor sporting facilities, theatre and performing arts areas, Children’s Hub, external playing fields and car parks. A governance model has evolved through the cooperation of the partners – the City of Kingston, Mordialloc Community Centre and Parkdale Secondary College, with the model now a blueprint for other schools and local governments. The precinct caters for many thousands of community members each week.
The educational vision has been complemented by the upgrade of physical space to allow 21st century pedagogy. The College has largely been rebuilt since 2010. Stage 1 was completed in 2010 with Stage 2 of the program completed in 2013: three new Gyms; Visual Arts Centre with 8 rooms; Performing Arts Centre with a 350-seat Auditorium; 2 Music Classrooms; 3 Tuition Rooms; a Green Room and a Foyer. The new Senior School Centre was completed in May 2014 and the Children’s and Family Intergenerational Hub was completed in August 2014.
The focus of improving student outcomes has always been central to the College vision. The use of data to inform College Council, staff, parents and students on the progress of the College, Year Level cohorts, classes and individual students is regularly undertaken. Teachers reviewing their practice underpins professional learning, Curriculum workshops and the review process. The move to a common instructional model – CDT- has led to a focus on consistency in curriculum development and implementation and the development of differentiated formative and summative assessment. This continues to be a central focus of the College’s teaching and learning processes.