Job Description
Full job description
Overview
Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Land, asset, resources and facilities management
Location: Melbourne - Southern suburbs
Reference: 1523072
Location Profile
At Sandringham College, our staff are our greatest asset. We are seeking educators who are passionate about teaching, committed to continuous improvement, and eager to be part of a supportive and ambitious team. If you're motivated by the opportunity to make a lasting impact, grow professionally, and contribute to a school striving to be among the very best in Victoria.
Sandringham College is on a journey to become a leading state secondary school in ******** teaching and knowledge-rich curriculum. We foster a positive, professional environment where teamwork, innovation, and evidence-based practices are central to our culture. Our commitment to instructional coaching and high-quality professional learning ensures that every staff member is empowered to thrive as an outstanding educator.
What We Offer
The chance to make a real difference in the lives of students and colleagues
A collaborative, forward-thinking staff culture that values professional learning, teaching excellence, and a strong sense of belonging
Opportunities to shape a knowledge-rich curriculum and whole school VTLM 2.0 based pedagogy
Ongoing professional development, instructional coaching, and leadership mentoring
A supportive community of educators committed to shared growth and continuous learning
Strong leadership with a clear vision who value both staff and student voice.
School Profile
Sandringham College is a vibrant, co-educational government school located in Melbourne¿s bayside area. Serving students from Years 7 to 12, the College operates across two closely situated campuses: the Bluff Road Campus (Years 7 to 8) and the Holloway Road Campus (Years * to12).
With an enrolment of over 1100 students, we offer an inclusive learning environment that celebrates academic achievement and is committed to developing young people of great character using School Wide Positive Behaviours for learning (SWPB) as a framework.
We offer a wide range of academic and co-curricular programs tailored to the diverse needs and interests of our students. Our senior campus delivers a comprehensive VCE program alongside a successful VCE Vocational Major pathway. At our 7¿8 campus, students can engage in enhancement programs such as SEAL (Select Entry Accelerated Learning) and specialist academies in Sport, Art, and Dance.
While we are in a relatively affluent area, our student community reflects a broad socio-economic spectrum. Approximately 15% of families receive CSEF or Youth Allowance, and we take great pride in our inclusive approach to learning and wellbeing.
Our Vision
Academic excellence and young people of great character.
Our Values
Excellence Integrity Respect Creativity Community
Selection Criteria
SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
SC2 Demonstrated capacity to work and collaborate with others in a team environment.
SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
SC4 Possess the technical knowledge and expertise relevant to the position.
SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
SC6 A commitment to professional learning and growth for both self and others.
Role
An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.
An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.
Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).
A role at this range may include:
Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.
An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.
Responsibilities
We are seeking a suitably qualified individual to assist our Facilities Manager with the day to day facilities, grounds and maintenance operations of the College. This position fulfils an important role in the presentation and upkeep of our grounds and buildings and ensuring that OHS requirements are met to provide a safe and welcoming environment for our students, staff and community. The applicant should be able to operate in a professional and courteous manner when dealing with staff, contractors and students.
Hours of work would be 8.00am to 4.15 during the school term - with school holidays paid as per the VGSA2022. Any additional work required during the school vacation periods would be negotiated with individual and a leave purchase allowance paid.
A current Working with Children Card (employee) is required.
Previous experience in general maintenance, handyman work or trade background is preferred but is not essential.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
Diversity and Inclusion
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.
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
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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx
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
Applications close Tuesday 14 April 2026 at 11.59pm
Posted
1 April 2026
Overview
Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Land, asset, resources and facilities management
Location: Melbourne - Southern suburbs
Reference: 1523072
Location Profile
At Sandringham College, our staff are our greatest asset. We are seeking educators who are passionate about teaching, committed to continuous improvement, and eager to be part of a supportive and ambitious team. If you're motivated by the opportunity to make a lasting impact, grow professionally, and contribute to a school striving to be among the very best in Victoria.
Sandringham College is on a journey to become a leading state secondary school in ******** teaching and knowledge-rich curriculum. We foster a positive, professional environment where teamwork, innovation, and evidence-based practices are central to our culture. Our commitment to instructional coaching and high-quality professional learning ensures that every staff member is empowered to thrive as an outstanding educator.
What We Offer
The chance to make a real difference in the lives of students and colleagues
A collaborative, forward-thinking staff culture that values professional learning, teaching excellence, and a strong sense of belonging
Opportunities to shape a knowledge-rich curriculum and whole school VTLM 2.0 based pedagogy
Ongoing professional development, instructional coaching, and leadership mentoring
A supportive community of educators committed to shared growth and continuous learning
Strong leadership with a clear vision who value both staff and student voice.
School Profile
Sandringham College is a vibrant, co-educational government school located in Melbourne¿s bayside area. Serving students from Years 7 to 12, the College operates across two closely situated campuses: the Bluff Road Campus (Years 7 to 8) and the Holloway Road Campus (Years * to12).
With an enrolment of over 1100 students, we offer an inclusive learning environment that celebrates academic achievement and is committed to developing young people of great character using School Wide Positive Behaviours for learning (SWPB) as a framework.
We offer a wide range of academic and co-curricular programs tailored to the diverse needs and interests of our students. Our senior campus delivers a comprehensive VCE program alongside a successful VCE Vocational Major pathway. At our 7¿8 campus, students can engage in enhancement programs such as SEAL (Select Entry Accelerated Learning) and specialist academies in Sport, Art, and Dance.
While we are in a relatively affluent area, our student community reflects a broad socio-economic spectrum. Approximately 15% of families receive CSEF or Youth Allowance, and we take great pride in our inclusive approach to learning and wellbeing.
Our Vision
Academic excellence and young people of great character.
Our Values
Excellence Integrity Respect Creativity Community
Selection Criteria
SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
SC2 Demonstrated capacity to work and collaborate with others in a team environment.
SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
SC4 Possess the technical knowledge and expertise relevant to the position.
SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
SC6 A commitment to professional learning and growth for both self and others.
Role
An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.
An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.
Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).
A role at this range may include:
Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.
An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.
Responsibilities
We are seeking a suitably qualified individual to assist our Facilities Manager with the day to day facilities, grounds and maintenance operations of the College. This position fulfils an important role in the presentation and upkeep of our grounds and buildings and ensuring that OHS requirements are met to provide a safe and welcoming environment for our students, staff and community. The applicant should be able to operate in a professional and courteous manner when dealing with staff, contractors and students.
Hours of work would be 8.00am to 4.15 during the school term - with school holidays paid as per the VGSA2022. Any additional work required during the school vacation periods would be negotiated with individual and a leave purchase allowance paid.
A current Working with Children Card (employee) is required.
Previous experience in general maintenance, handyman work or trade background is preferred but is not essential.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
Diversity and Inclusion
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.
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
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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx
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
Applications close Tuesday 14 April 2026 at 11.59pm
Posted
1 April 2026
💡 Quick Summary
Seeking a career-building opportunity? The Groundskeeper/General Maintenance Assistant position is now open for candidates interested in the Helper Jobs sector. This role in Melbourne offers a professional environment and growth potential.
Requirement Snapshot: Candidates should possess basic communication skills, a proactive attitude, and the ability to work in a team. Experience in Helper Jobs is a plus.
