Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Land, asset, resources and facilities management
Location: Melbourne - Western suburbs
Reference: 1484030
1. Demonstrated experience in general maintenance, gardening, cleaning and handy work relevant to a school or similar setting.
2. Ability to work independently and manage tasks efficiently while adhering to safety standards and school procedures.
3. Experience working as part of a high performing and collaborative team.
4. Sound interpersonal and communication skills, with a willingness to work positively within a school community.
5. Basic understanding of OHS regulations, risk identification, and safe manual handling.
[The position will require a period of work during school holidays. This will be pre-arranged between the Business Manager and the successful applicant.]
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee¿s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
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
At Truganina College, our learners are at the heart of everything we do. We provide a safe, inclusive, and stimulating environment that fosters a strong sense of belonging and pride. Our College motto, "Inspiring Excellence in Learning to Believe, Achieve and Succeed," underpins all our decisions and actions.
Since opening in 2015, Truganina College has grown rapidly and is located in the City of Wyndham, on the corner of Clearwood and Brigalow Drives. The College name honours Truganini, an Aboriginal Tasmanian woman who is believed to have spent time in the area.
Organised around the primary and middle years of schooling, Truganina College places strong emphasis on smooth and successful transitions¿from early learning through to senior secondary pathways. We pride ourselves on having a culture of high expectations, visible learning, and strong academic growth for every student.
Our teaching and learning programs are centred around the effective teaching of literacy and numeracy, supported by high-quality, evidence-informed strategies. We offer a rich and broad curriculum, and our staff work collaboratively to ensure that every student¿s learning needs are met.
The College is designed to promote active, student-centred learning, with environments tailored to support collaboration, critical thinking, problem solving, communication, and teamwork. Our culture of shared practice, distributed leadership, and differentiated instruction ensures that learning is relevant, engaging, and personalised.
Student voice is increasingly central to how learning spaces are designed and how decisions are made, empowering students to take responsibility for their learning choices.
We are proud of our strong partnerships with local kindergartens, schools, health providers, and tertiary institutions, which support both the academic and wellbeing needs of our students and their families. We believe that learning is a shared journey between the College and our community, and we use the language of learning in all interactions.