Maintenance/Grounds (Ed Support Level 1-Range 2) - Melbourne, Australia - State Government of Victoria, Australia

Description

Job posted: 06/05/2024

Location: Melbourne | Northern Metropolitan

Job type: Full time / From 27/05/ /12/2024

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Facilities Management

Reference:

Selection Criteria

SC1 Demonstrated sound communication skills and the capacity to work as an effective team member.

SC2 Demonstrated ability to conduct general indoor and outdoor maintenance and repair tasks in a school context.

SC3 Demonstrated ability to organise and prioritise assigned work tasks to meet deadlines.

SC4 Demonstrated ability to co-ordinate and manage the use and maintenance of equipment within the work area.

SC5 Demonstrated knowledge of Occupational Health & Safety regulations.

Responsibilities

The Maintenance person provides an oversight of the general maintenance needs of the school buildings and grounds. The role involves maintenance/repairs of a general nature, to supervise heating arrangements, to keep grounds in a tidy condition, to unlock the building each morning, to assist with contractors.

• To provide maintenance and undertake repairs of a general nature. These include: simple general plumbing (e.g. cleaning of stormwater drains, electrical work (e.g. replacing light globes), general carpentry, painting, cleaning, repairs to furniture, repairs to faulty locks and door furniture, and general repairs to the fabric of the building.
• To supervise the provision of heating throughout the School. This Includes: providing an oversight of the operation of heating equipment and reporting faults to the Assistant Principal; checking fuel supplies regularly, and the turning on and off of heating when directed by the Assistant Principal or Principal.
• To provide general grounds maintenance. This typically includes: mowing of lawns, general gardening, cleaning drains and pits, sweeping paved areas and removing litter.
• To assist contractors when appropriate and requested to so. This typically includes: directing contractors to items needing qualified maintenance or repair; and providing access to the School for contractors.
• To provide and oversight of the furniture and equipment in the School. This typically includes: ensuring that the appropriate number of chairs and tables are available, in good order, in each area of the school; removing broken or unwanted furniture; and assisting with the relocation of furniture when needed.
• To provide for the general cleanliness of the School. This typically includes; attending to spills or minor breakages of glass; and cleaning those external areas (as directed).

Other Duties

• Ensure discretion and confidentiality are maintained at all times.
• Ability to prioritise and meet deadlines
• Other duties as required by Principal & Business Manager, in line with role classification

DE Values

The Department's employees commit to upholding DET's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET'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 DET values is available at

• A written response to each selection criteria (no more than one A4 page per criteria) should be submitted, along with a cover letter, resume and the names and contact details of at least three referees. Please note that the school will want to contact your current or former Principal and/or immediate past employer: please arrange for them to be available as a referee.
• a resume including relevant experience as well as personal details (name, address, email address and contact number)
• 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.

University High School is a large inner-city secondary school, catering to the local area including Parkville, Carlton and the Melbourne CBD. The school has a long and proud history of providing outstanding educational opportunities to its diverse local community. Our students, and our families, are the heart and soul of our school. In 2024 we have approximately 1900 students enrolled, approximately 150 of whom are in the specialist science program for Year 11 and 12 students, Elizabeth Blackburn Sciences. This is a select-entry program, but UHS itself is a neighbourhood, not a select-entry, school. In 2024, the school is in the third year of a new Strategic Plan and a new leadership structure, with a strong focus on student relationships and connection to school; and on emphasising student learning growth through responsive teaching.

The school's values have recently been redefined. They are:

• Curiosity: We are open to new ideas about the world and each other. We seek to learn, explore and understand.
• Kindness: We treat each other and our world with respect, humanity and empathy.
• Excellence: We uphold high standards, challenging ourselves to grow in all we do. We persevere and show resilience to be our best.
• Connection: We know that we are stronger together. We work to ensure that all belong equally in our community.

Students are expected to engage with all aspects of the formal curriculum and recognition is given to both outstanding achievement and to positive participation. The co-curricular program caters for a wide range of student interests and abilities and student participation at all levels is fostered. Student voice and leadership is embraced within the school and at all levels through a variety of forums.

The school's curriculum encompasses the breadth of Domain learning areas with students undertaking a wide choice of subjects. A focus on breadth of experience permeates Years 7-9 whilst individual pathways and choice are the core at the senior level. Year 9 students participate in The Galileo Program, an enquiry-based program that encourages the development of life-long learning skills through a rich inquiry and community-based curriculum for one term of the year. Year 8 students participate in a Renaissance Program with the principles of ethical, creative and critical thinking at its core. Strong community links are an essential part of all of the programs that exist within the school.

Staff work in collaborative teams through domains, program areas and Professional Learning Communities (PLCs). A wide range of professional development opportunities, in both internal and external contexts, are available to all staff.

Role

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.

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

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:

• 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

Job type:

Full time / From 27/05/ /12/2024