Overview
Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Land, asset, resources and facilities management
Location: Grampians - Ballarat
Reference: 1480614
Selection Criteria
SC1 Demonstrated experience in maintaining buildings and grounds including the ability to follow procedures, OHS practices and protocols.
SC2 Excellent interpersonal and communication skills, in particular the ability to relate to a wide range of people in a school environment, and the ability to maintain confidentiality.
SC3 Proven ability to use initiative to investigate, prioritise, take appropriate action, and address maintenance problems as directed by the Principal or Business Manager.
SC4 Possess the technical knowledge, expertise, and proficiency in the use of tools and technical equipment as relevant to the position.
SC5 A commitment to professional learning and growth for both self and others.
Role
Attendance requirement for this position - 4 weeks annual leave (Leave Purchase of 228 hours)
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
Under the direction of and working with the Principal and Business Manager:
- Maintaining and improving the school grounds, facilities and buildings including meeting OH&S
- requirements
- Undertaking regular routine and conditional maintenance tasks as identified during facilities audits
- Arranging and managing school based contractors for routine and/or urgent facilities maintenance as
- required
- Identifying requirements and be competent in using a variety of tools to perform maintenance tasks and
- repairs around the school
Examples of tasks to be undertaken include but are not limited to:
Maintenance
- Minor building repairs including door locks, hinges and closers and patching and painting wall surfaces
- Ensure the maintenance of all school tools and maintenance/grounds equipment
- Assist in maintaining the school's equipment and machinery to meet DET OH&S requirements
- Maintain and repair classroom and office furniture including desks and chairs
- Construction of internal storage facilities
- Painting of external and internal spaces
- Moving furniture and equipment and assisting with venue setups as required
- Minor cleaning tasks including graffiti removal
- Comply with legislated occupational health and safety practices
- Observe safe work practices in accordance with school policy, training, and instructions
- Identify, report and where appropriate action risks/hazards in order to eliminate or mitigate against the risks reoccurring
Grounds
- Maintaining all grass areas including mowing, trimming, edging, and spraying
- Establishing/maintaining garden beds
- Mulching and watering
- Repair and maintenance of external gates & fences
- Lock/unlock external gates
- Checking and emptying spouting and downpipes of all leaves/litter
- Emptying and placing rubbish bins around the school and litter removal as required
- Sweeping/blowing/pressure washing all paved areas of the school grounds as required
- Clean external basketball court and synthetic grass when required
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 [email protected]
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
Lucas Primary School is a new primary school situated in the suburb of Lucas, west of Ballarat¿s central business district. The school opened in 2020 and has a current enrolment of 534 students. The school has been master planned to allow for future growth in a developing area of the city. Currently there are 25 classes, four preps, eight Year 1/2s, eight Year 3/4s and five Year 5/6s. The school features state of the art facilities including two learning community buildings, a Performing Arts and Physical Education facility, a Specialist Pavilion for Visual Arts and STEM and an administration building. Our vision is to empower all students to achieve their best, promoting high quality learning and teaching and excellence in all areas. We provide an engaging and challenging curriculum that caters for the needs of all learners within a positive, inclusive and supportive learning community. Our aim is for all students to develop the knowledge, skills and attributes to achieve success in learning and life. We value and promote strong home-school partnerships and connections with the wider community. All practices reflect the school¿s values of respect, responsibility, excellence and growth. A comprehensive curriculum is offered throughout the school based on the Victorian Curriculum with a strong focus on the core areas of literacy and numeracy. The school¿s Instructional Model provides the framework for high quality, consistent practice in all classrooms, incorporating evidence based high impact teaching strategies. Clear learning intentions and success criteria are developed for all lessons, with explicit teaching provided at students¿ point of need. Data is collected and used to provide a differentiated program ensuring challenge and support for all learners. Students in all year levels have reading, writing, numeracy and personal/social goals they are continually working towards to maximise their learning growth. Feedback and reflection are important elements of all lessons. A highly engaging specialist program is offered in Visual Arts, Physical Education, Performing Arts and Japanese.
PREPARATION OF APPLICATION:
Applicants should adhere to the following procedures for the submission of their application.
- Applicants should upload one document including the following information:
- CV containing your address, contact numbers, current position, VIT number or WWCC and
- Address each of the key selection criteria areas as listed in the Job Description.
- Applicants must provide the names and contact numbers of three professional referees who can confirm your responses to the key selection criteria (NOTE: the panel may contact referees outside the list and would normally contact current and past principals if applicable).