ES Level 1-3 Grounds and Maintenance

Department of Education Victoria – Clyde North VIC 9d ago , from Department of Education & Training Victoria Wulerrp Secondary College, in Clyde North, opened in 2025 with 220 students in Year 7 and we will have a similar number enrolling in 2026 for Year 7. Each year we add a new year level with an expected enrolment of 1600 students in 2030 when Year 12 students begin. The school is approximately 50 kilometres from Melbourne based in an area of new housing estates. Our school grounds are close to planned parklands and sporting facilities, and we are surrounded by a supportive community. Most students who attend our school live locally and tend to be dropped off by parents, walk or ride their bike to school. We have brand new buildings: a Junior School Building, Library, STEM Centre, Food Technology Centre and Gymnasium with state of the art facilities. Stage 2 Building of the Senior School will take place in 2027. Our school is culturally diverse with 60% of students speaking a language other than English at home, the most common language being Punjabi. We are proud of our school community which is diverse and inclusive. We have high expectations and strive to provide a nurturing and challenging environment that empowers students to achieve their best in their academic, social/emotional and vocational learning. In 2026 we will have approximately 55 staff members, 32 teaching staff, 18 education support staff, wellbeing staff and school leadership staff. We have a very supportive culture where staff work collaboratively to document curriculum and assessment with a collective focus on student learning. We are developing our school’s Instructional Model and Instructional Practice based on the department’s Victorian Teaching and Learning Model. See our Facebook page and our website: Selection Criteria 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. Role Attendance requirement for this position: 7:30am-3:30pm OR as negotiated with Principal. Role will include liaising with Principal on all gardening and small maintenance issues. 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. Responsibilities Grounds / Maintenance responsibilities include: Performing building maintenance programs, including, but not limited to repairing and replacing locks, doors, furniture, light fittings, broken windows, leaking taps, pumps and plumbing, drains, gutters and down-pipes working effectively, patching holes, touch up painting, removing graffiti, etc., as it requires attention. Identifying defects and working with the builders and VSBA. Using AIMs for maintenance records. Assisting with school improvements such as building renovations and refurbishment, fencing, paving, establishing gardens, building retaining walls, etc. Maintaining grounds, gardens, and garden equipment, including mowing/slashing, watering, weeding, planting, pruning and sweeping/blowing paved areas. Removal and relocation of furniture from room to room as required. Contributing to ensuring all buildings and gates are opened in the morning. Contributing to the maintenance of a safe and healthy workplace by reporting accidents and hazards, and addressing risks. Contributing to the sense of 'school pride' by helping to ensure that the college and its grounds and gardens remain litter free. Ensuring that environmental sustainability is practised. Any other tasks as required by the Principal. Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position. Diversity and Inclusion The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines). Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au. 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. 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: DE Values 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: Other Information 1. That you address the Key Selection Criteria. 2. In your application, please provide the names and contact details (email, mobile phone number) of three professional referees. 3. Applications must be lodged on Recruitment online by the closing date. 4. Applicants are encouraged to view the Salary range for Ed Support Level 1, Range 3 at Education Support Class Salaries in Victorian Government Schools. Conditions of Employment 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 #J-18808-Ljbffr