6 days remaining
Location: Western Region | Horsham
Job type: Part time / From 21/10/2024
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1434737
1. Demonstrated sound and safe working knowledge of groundskeeping tools and equipment to efficiently undertake ground works across the college.
2. A strong work ethic and a sense of pride in efficiently completing work to a high standard and in a timely fashion ensuring school grounds are safe, functional and inviting for our school community.
3. The ability to work as part of a team or individually and to follow instructions.
4. Ability to communicate and cooperate effectively with tradespeople, suppliers and colleagues.
5. Demonstrated level of computer literacy to enable data entry of maintenance and inspection tasks related to the role.
6. Demonstrated knowledge of relevant Work Health and Safety policies, processes and legislation and the ability to implement these into the workplace to contribute to a safe and healthy workplace colleagues and visitors to the school.
This position will require attendance during school holiday periods.
This role involves ongoing physical activity and effort, usually outdoors, during scheduled work hours.
The role is largely autonomous but will work in conjunction with the Maintenance Officer, Principal and Business Manager to ensure a safe, well presented and well maintained school environment.
Expected duties include (but not limited to)-
Mowing, weeding, pruning, maintenance of ovals, play areas and watering systems, ensuring walkways are clear of hazards such as leaves and sticks, making safe any damage until repairs can be completed.
The working hours will ideally be spread over 3-4 days with a start time of 7:00am to prepare the school ahead of the arrival of staff and students. Some variation to this work pattern may be possible by negotiation with 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.
This role involves ongoing physical activity and effort, usually outdoors, during scheduled work hours.
Examples of tasks to be undertaken include but are not limited to:
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 marrung@education.vic.gov.au
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
All applicants are encouraged to complete a tour of the College, please call 03 53852381 to make an appointment.
Our College values of Community, Inclusion, Respect and Integrity are at the core of all relationships and guide every daily interaction. We believe that quality relationships based on inclusiveness and mutual respect between parents, teachers and students are the key to us achieving our purpose.
Student wellbeing is critical in empowering students with the social and emotional competencies to experience success and happiness in a rapidly changing world. A comprehensive student wellbeing structure is in place throughout the College. Staff teams coordinate a series of DET inclusive programs (including SWPBS, RRRR, Marrung) and services that build student self-worth, personal identity and relationships of mutual respect. We have a dedicated team running our Breakfast Club and Outside School Hours Care program for our community.
Murtoa College P-12 embraces its position within the community. The College is actively building community partnerships that transform educational opportunities and outcomes for students. Murtoa College is proud to be at the heart of the local community, offering truly student centred, rich learning programs that promote exciting and extensive pathways into an increasingly global society.
Our key objectives at Murtoa College are:
· To improve the learning growth of all students in all areas.
· To ensure all students are motivated in their learning and that they have a strong sense of belonging and connectedness to the college and their peers.
· To maintain a safe and respectful environment for the whole college community.
Murtoa College is a Foundation to Year 12 School of currently 239 students situated 300 kilometres north-west of Melbourne, and approximately 30 kilometres east of Horsham. Currently the F-6 area has a total of 84 students. Classes are run at each year level in years 7-12 and in the senior years we offer the VCE, VCE Vocational Major (VM) and Victorian Pathways Certificate (VPC). We also facilitate traineeships and assist students to find apprenticeships with local industries with the support of the onsite Headstart Coordinator.
Our college draws students from the local area, Murtoa College also has students who travel by bus each day from Horsham. The school services a wide area that ranges east to west from Horsham to Rupanyup (45 kilometres) and north to south from Minyip to Glenorchy (about 50 kilometres).
Our feeder schools are Minyip Primary School, Rupanyup Primary School and Our Lady Help of Christians School. We also have a number of families in Horsham who choose to send their children to Murtoa College to provide their education in a rural setting with smaller class sizes. Murtoa College works in collaboration with these rural primary schools through the Dunmunkle Cluster where we network, share resources and support an extensive transition program.
The college has 23.5 EFT teaching staff plus 12.00 EFT education support staff working across administration, classroom support and maintenance. Murtoa College has a beautiful groodle named Rosie who is a therapy dog who is used to support the wellbeing of students and staff.
Murtoa College seeks to ensure our students learning works in concert with their home and community. Ours is a school that understands education occurs within and beyond the school gate, through both teaching staff and drawing upon the wisdom and experience of local community members. This community focus exposes our students to our core values including that relationships matter above all else.
Part time / From 21/10/2024
Ed Support Level 1-Range 3
Dr Bec Carter | 06 53852381