Cleaner

Job type: Part time / From 13/01/2025 - 18/01/2026
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1455852
Location ProfileDerrinallum P-12 College is located in the rural Western District of Victoria. The college provides meaningful and successful pathways from Foundation to Year 12. It is located approximately 100km from the major population centers of Geelong, Ballarat and Warrnambool and it services not only the Derrinallum township but the surrounding rural communities. Over the past three years the school's average enrolment from P-12 has been 80 students and the average class size has been 12. At Derrinallum College all staff know every student.
We have 27 staff at the school including one Principal, one Assistant Principal, three Team Leaders (with a teaching load), 13 Classroom Teachers and 9 Education Support staff. Our teaching staff are each part of a team focusing on either achievement, wellbeing, or engagement. Our curriculum framework and updated instructional model have been co-constructed by teaching staff, who are well equipped to support incoming staff.
The school's physical environment is well maintained, strengthening the sense pride in the school. Classrooms are well presented and reflect a warm, welcoming, and engaging learning space for all students. Renovations over recent years include updating the main entrance, student toilets and senior student facilities, including the year 11 and 12 common room. The college has also invested heavily in ICT resources providing brand new laptops for every student from Foundation to year 12 and equipping classrooms with updated interactive whiteboards.
Through a strong sense of belonging, Derrinallum P-12 College and its community, foster the growth of all students to strengthen personal achievement, engagement and well-being. The college prides itself on our sense of community and our values of Teamwork, Respect, Integrity, Empathy and Support.
Selection CriteriaSC1 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.
RoleAn 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 ApplyIndividuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS CommitmentApplicants 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.
Child Safe StandardsVictorian 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.
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.

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