Grounds Maintenance

Location: Melbourne | Northern Metropolitan
Job type: Part time / From 07/10/2024 - 06/10/2026
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1433783
Location Profile Vision Roxburgh College is known for its strong commitment to holistic education of all students. We know good schools and good teaching help overcome any disadvantage. Our work is centered on inclusive partnership of students, staff, parents/carers and key community agents, working together to meet the needs of our young people, always thinking of ways to ignite their active participation in the local and broader communities. Our moral purpose is to educate all students offering them challenge and satisfaction to equip each with attitudes, skills and knowledge so that they become valued contributors in an ever-changing world.
Our pedagogical model is based on a gradual release approach to learning, highlighting the role of the teacher in providing mentor text, embracing the notion of collaborative learning where students support each other, and a final stage where students demonstrate their learning independently.
We welcome all students into our Family, fostering care and attention to: Respecting self and one another; learning from each other; and achieving our best. We foster a culture that celebrates students' individuality and connections, nurturing a sense of belonging and inspiring the pursuit of their potential paying careful attention to our students' character strengths and encouraging critical thinking, self-reflection, self-discipline and motivation, empathetic and social competency.
Overview Roxburgh College is a large school in the North of Melbourne, located in Roxburgh Park. We have approximately 1100 students within our main school campus, with the Gateway Campus catering for 50 students. Our students come from a diverse range of ethnic backgrounds and we embrace the diversity. We have approximately 110 teaching staff, along with 50 support staff which includes Multicultural Ethnic Aids, PSD support staff and Technology Support staff.
Roxburgh College Organization Roxburgh College is organized into 2 mini schools, the Middle School (7-9) and the Senior School (10-12). Each mini school is overseen by one assistant principal and 3 leading teachers. This structure is designed to support both staff and students, to ensure that Teaching and Learning are the main priority of each day.
Roxburgh College prides itself on providing pathways for students in years 10 to 12. Over the past 5 years we have ensured that 98% of students have a pathway post year 12.
Roxburgh College is the lead school in the HeadStart Program. This program allows students in Years 10 to 12 to start an apprenticeship while continuing to complete their high school education.
Roxburgh College understands that a diverse range of subjects offers students the opportunity to pursue different pathways. In the senior school, students may undertake the VCE, the VCE-VM or the VPC allowing students to choose subjects that are relevant to their learning and pathway needs.
VET The college is a Registered Training Organisation (RTO) with many Vocational Education and Training (VET) programs on its scope of registration. We currently offer 13 VET subjects onsite, ranging from Lab Skills, Automotive, Sport and Recreation to Hospitality. Strong relationships with other training providers in the local area and our Trade Skills Centre provides our students with access to excellent vocational training facilities and opportunities.
Berry Street Education Model and Positive Climate (SWPBS) at Roxburgh College Roxburgh College has been working with Berry Street for 5 years to implement their education models across the college. As part of our Connect Program, we aim to teach our students to develop in the following areas, Body, Relationship, Engagement, Stamina and Character. This is also woven into our Positive Climate at Roxburgh College where effort and attitude are rewarded to create positive interactions between students and teachers.
Facilities Roxburgh College has outstanding facilities that are used at all levels of the school to ensure that our students can learn in positive and uplifting settings. Our facilities include:
200 Seat Auditorium Trade Skills Centre comprising of Furnishing, Engineering, Integrated Technologies, and Automotive teaching spaces Dance Studio Refurbished Library and Reading Room Two Commercial Kitchens catering for VET Hospitality Two indoor basketball courts and two undercover basketball courts Two soccer courts Football oval 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 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 coordination 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 Groundskeeper Roles & Responsibilities: This position requires a motivated individual willing to undertake a range of functions mainly in the area of general grounds maintenance, general building maintenance and equipment repairs. Ideally the successful applicant should be experienced in these tasks and be familiar with the needs and working of a school. The role includes establishing a regular program including:
Gardens, Lawns Maintaining all grass areas including watering, mowing, trimming and edging. Trim trees of any unsafe limbs. Controlling weeds. Maintaining all existing garden beds including edging, weeding, pruning, planting, mulching and watering. Establishing new garden beds as directed. Other duties as determined by school administration. Building and Courtyards Checking and emptying spouting and downpipes of all leaf/litter. Sweeping all paved areas using a blower daily. Moving furniture and equipment as directed. Gurney pressure cleaning of buildings and paths. Other duties as determined by school administration. Garbage Clear grounds of litter. Empty bins as required. Other duties as determined by school administration. External Boundary Fences Maintain school grounds to a high standard including garden beds, oval, nature strips are neat & litter free. Other duties as determined by school administration. 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.
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:
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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