Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Land, asset, resources and facilities management
Location: Melbourne - Northern suburbs
Reference: 1491515
SC1: Demonstrated ability to carry out repairs and maintenance to school buildings, grounds and gardens. Skills in the safe handling in the use of tools/technical equipment as relevant to the position.
SC2: Demonstrated well-developed interpersonal skills with the ability to consult and interact with members of the school community (staff, students, families.)
SC3: Demonstrated experience in maintenance of buildings and grounds.
SC4: Demonstrated ability to work independently and demonstrated understanding of OH&S guidlelines.
SC5: Demonstrated capacity to support, supervise and communicate effectively with external suppliers and contractors.
This is a part time position - 3 days per week (0.6 FTE.)
The ideal candidate would:
Positively impact the culture of the school, by engaging with all stakeholders (students, staff, families) and be self-directed but able and willing to follow directions from the Principal.
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
The responsibilities of the Gardener/Groundskeeper/Maintenance person will include, but not be limited to:
Deactivating alarms and opening gates and doorways as required in preparation for staff/students each day (3 days per week.)
Ensure security and safety is maintained within the work area.
Undertaking daily checks of grounds and buildings prior to students/staff arriving.
Onsite each day and clearing debris around entrance areas and pathways as appropriate.
Maintaining the buildings and grounds including lawns, garden maintenance (pruning, weeding, mulching, watering/feeding), playgrounds, oval, footpaths, and parking lots.
Undertake routine inspections and identify issues requiring maintenance in accordance with Occupational Health and Safety regulations.
Assess and prioritise job requests via an internal online system.
Cleaning heater and air conditioner filters as necessary.
Undertaking routine repairs, cleaning and maintenance of the facilities.
Repairing /maintaining furniture as required.
Assisting staff with setting up rooms, gym, etc. for school events.
Supporting staff in relocating furniture and equipment.
Retrieving items from rooftops (following working at heights protocols), and maintenance of gutters and drains.
Assist with inducting tradespeople to achieve set tasks within the required timeframes, ensuring minimal disruption to the school.
Having an understanding or willingness to learn elements of the Asset Information Management System (AIMS.)
Other duties as directed by the Principal.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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]
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
Roxburgh Park Primary School opened in 2002 in the suburb of Roxburgh Park, approximately 20 kilometres north of the city of Melbourne. We cater for students Foundation (Prep) to Grade 6 with a current enrolment of 345. Approximately 61% of students come from a background where English is not the main language spoken at home (over 36 languages).
RPPS has 20EFT (Equivalent Full time) teaching staff, 3 principal class and 14 EFT Education support staff.
Specialist programs operate Physical Education, Auslan, Visual Arts & STEM. Support programs are provided in Literacy and Numeracy as well as Social Engagement.
Our school vision:
Roxburgh Park Primary School is committed to providing a safe, inclusive and engaging learning environment that encourages a community of learners who are high achieving and socially and emotionally intelligent.
We are committed to Achieving Excellence Together through our school values of Respect, Learning and Cooperation:
RESPECT: where students are friendly and caring in their pursuit of personal growth and wellbeing
LEARNING: where students are curious, reflective and critical lifelong learners
CO-OPERATION: where students confidently collaborate as active citizens in the community
Student wellbeing is a high priority where every person involved in Roxburgh Park Primary School has a responsibility to understand the important and specific role they play individually and collectively to ensure that the education, wellbeing and safety of all students are at the forefront of all that we do and every decision that we make. The school uses the School Wide Positive Behaviour Support (SWPBS) as a framework that brings together school communities to develop positive, safe, supportive learning cultures. The goal of School Wide Positive Behaviour Support at Roxburgh Park Primary School is to provide a safe and stimulating learning environment in which students can reach their full educational potential in a positive school culture that engages and supports them within our community. SWPBS assists to improve social, emotional, behavioural and academic outcomes for children and young people.
Roxburgh Park Primary School strives to build a culture of collaboration through a professional learning community. Teachers work collaboratively within year level teams to focus on improving student outcomes. Teams diagnose and set SMART goals for student learning needs. They plan, implement, track and evaluate teaching responses to student outcomes through collaborative practices, reflection and feedback. Within AIP focus improvement teams of Literacy, Numeracy, SWPB and Inclusion, teachers collaborate using the FISO improvement cycle to diagnose, plan, implement and evaluate teaching responses to an identified problem of practice.
Collaboration at Roxburgh Park Primary school is focused on continuous improvement by linking the learning needs of students with the professional learning and practices of teachers. We have two Leading teachers and two Learning specialist as Pedagogical coaches in the areas of Literacy and Numeracy to support identified key improvement strategies who are focused on building the capacity of educators and promoting collective efficacy. Our long-term focus is on lifting our reading, writing and numeracy achievement and learning gains.