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: Barwon South West - Warrnambool
Reference: 1484792
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.
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.
A role at this range may include:
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, or technical tasks as experience in the role is gained.
This role includes tasks of general, basic maintenance and groundskeeping.
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
Please ensure that your application includes:
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
At Grasmere Primary School we work in partnership with our school community to build the social and emotional literacy of each child to support them in reaching their true academic potential.
Our goal as educators at Grasmere Primary School is to improve student learning outcomes through evidence-based approaches which ensure high quality teaching practices. We strive for excellence amongst our students whilst continuing to foster an inclusive, equitable, creative and reflective learning culture.
We provide a friendly, welcoming and caring school environment with clear expectations of the standards of behaviour expected across all areas of the school setting.
Students at Grasmere Primary School are leaders of their own learning and wellbeing journey. They are inspired to become respectful, inclusive, curious and leaders of our School. Student voice and agency are highly valued by the staff and students at Grasmere Primary School, creating a sense of belonging and celebrating the diversity within our school culture.
Our unique setting creates opportunities for rich learning opportunities which build curiosity, broaden minds and encourage a love of learning in each child.
Grasmere Primary School respectfully acknowledges our indigenous elders of the past, present and future and welcome all to our school, on the traditional lands of the Eastern Maar Nation.
At Grasmere Primary School we empower our students to become aspiring leaders of our community.
At Grasmere Primary School we create collaborative learning communities where everybody has voice, agency and belongs.
Being respectful at Grasmere means we create an environment of trust, safety and well-being. We actively listen, respect differences, understand and celebrate cultural diversity and share the power of knowledge to foster the learning of each individual.
Being inclusive at Grasmere means we accept and celebrate diversity, culture and equality. We seek to understand and encourage positive intentions and show empathy in our interactions.
Being curious at Grasmere means we question, explore and challenge ourselves in our learning to thrive socially, emotional and academically.
The small town of Grassmere is an inclusive community with the school sitting at the gateway to our little town.
The responsibilities of this position will be:
. basic maintenance and groundskeeping as directed by the Principal or business manager.