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: Melbourne - Southern suburbs
Reference: 1479997
SC1 Demonstrated capacity and skills in developing and maintaining school grounds.
SC2 Demonstrated capacity to efficiently organise, determine and undertake general handyperson tasks, including small carpentry, plastering, plumbing repairs, general painting as required to the interior and exterior of buildings and grounds within a school environment that do not require licenced trades.
SC3 Demonstrated sound and safe knowledge, in the use of power tools/hand tools/technical equipment as relevant to this position.
SC4 Demonstrated ability to work within OH&S guidelines.
SC5 Demonstrated capacity to work independently and have a strong and proactive work ethic and a sense of pride in efficiently completing work to a high standard in a timely fashion within school guidelines.
SC6 Ability to communicate and cooperate effectively with tradespeople, suppliers and colleagues.
Attendance requirement for this position to be negotiated with the principal for school holiday periods.
Ensure that the school buildings and grounds are well maintained and presented and that all work undertaken complies with statutory obligations and Department of Education policy and procedures. Where possible, respond to any emergency situations during the school day in an appropriate manner and undertake such other duties as may be required.
This position requires a motivated individual willing to undertake a range of functions mainly in general grounds maintenance, general building maintenance and equipment repairs. Ideally the successful applicant should be experience in these tasks and be familiar with the needs and working of a school. The role includes establishing a regular program including:
GARDENS, LAWNS
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
Bentleigh West Primary School is located in a well-established residential area (15km from the CBD), with the local community attracting young families with high educational aspirations for their children. The school is considered highly within the community, experiencing significant growth with a current population of 781, with an SFOE of approximately 0.12.
The school has undergone an extensive capital works program across all learning spaces, and we are fortunate to have premium communal areas, significant sporting facilities and interactive workspaces. Bentleigh West Primary School has implemented many of the High Impact Teaching Strategies outlined by Victoria¿s Education State initiative. The school subscribes to the Explicit Direct Instruction Model (Hollingsworth, Ybarra) and this role involves coaching teachers in this model and refining of curriculum documents in line with latest research. The gradual release of responsibility model is similar. BWPS is also well regarded for its evidence informed literacy and numeracy approaches.
High level content knowledge and ability to development teacher¿s instruction in the areas of Phonemic Awareness, Phonics (Systematic Synthetic Phonics), Fluency, Vocabulary (including morphology) and Comprehension will be highly advantageous along with Number Sense, Fluency and understanding of the Singapore Bar Model.
Vision:
BWPS is committed to:
¿ fostering knowledgeable, respectful and caring young people who contribute positively and responsibly to their local and global community.
¿ be recognised as a high performing school with a reputation of evidence based best practice that is visible in each classroom.
School Wide Pedagogy
¿ Explicitly Direct Instruction Model (John Hollingsworth & Sylvia Ybarra)
¿ Spaced practice to automaticity.
¿ Building knowledge to promote curiosity, problem solving and creativity.
Non-Negotiable for Every Learning Environment
¿ Strong Relationships
¿ High Expectations and Excellent Classroom Practice
¿ Excellent Presentation ¿ Classroom Displays and Bookwork.
¿ Positive Classroom Tone
¿ Quality Feedback to Students