Maintenance Officer

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.
Role

Hours can be negotiated with successful applicantAn 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

The responsibilities of this position will be:Remove signs of graffiti from walls and windows immediately.

Committed to the principle of continuous improvement and be expected to identify and discuss opportunities for improving existing building maintenance processes within the school.

Able to demonstrate initiative and the capacity to appropriately prioritise tasks.

Regularly reviewing the issue tracker and the school proactive maintenance plan ensuring that all parties can track the status of all maintenance requests.

Ensure classroom furniture and fittings are in good repair.

Perform inspection of the premises and ensure that any hazardous conditions are immediately rectified (make safe).Ensuring that school equipment used in grounds and building maintenance (e.g.

tools and equipment) are properly serviced and maintained and documented.

Conducts induction processes for school visitors or tradespeople on school operational health and safety policies and proceduresUndertakes relevant occupational health and safety requirements and, where necessary, risk assessments within the relative work areaTo 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 organise and assist contractors when appropriate and requested too so.

This typically includes directing contractors to items needing qualified maintenance or repair; and providing access to the school for contractors.

Ordering and receiving deliveries of supplies for general maintenance purposes.
Periodic testing and tagging of electrical goods.
Ensure that the maintenance sheds are always clean and orderly in accordance with OH&S principles.
Maintain a healthy and safe working environment by following OH&S regulationsMaintain the school bins (e.g. Putting out for collection, bringing in after collection, organising any repairs/maintenance).

Room/Venue Set up:

supporting the School Learning and teaching activities and other operations by:Moving furniture and other pieces of equipment, of varying weights, between classrooms and / or storage locations.

Assisting in venue set-ups e.g.

putting out and stacking chairs for assemblies, moving tables/chairs out of storage and setting up same in the gym or Performing Arts Centre (PAC)Undertake general duties as directed by the Principal, Assistant Principal or Business Manager.

The maintenance person will, at times, be required to undertake other duties related to the role as directed by the Principal, Assistant Principal or Business Manager.

Requirements:
Test and Tag certification, Full Drivers Licence, Working Safely at Heights certificationWho 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 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.

Information on the department values is 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.

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 Profile

OUR COLLEGEEaglehawk Secondary College (ESC) is a Year college, which focuses on the needs of students in preparation for senior school pathways, further study and the workforce.

Students from the college progress on to undertake the VCE or equivalent at Bendigo Senior Secondary College, with which ESC have a very strong partnership as a member of the Bendigo Education Plan cluster schools.

The college has a student population of 570 students drawn from Eaglehawk, Bendigo and the adjacent rural areas, with projected growth to 700.

The college was completely rebuilt in 2012 with outstanding facilities including four Learning Communities; Design and Technology building; Performing Arts Centre; Library; Food Technology areas; Gymnasium; a purpose-built Innovation Learning Centre for STEAM and an onsite reengagement facility that hosts the college¿s Connect Program.

STUDENT ENGAGEMENTA wide range of teaching and learning strategies are employed by teachers to actively involve students in their learning and respond to the different skills, abilities, and interests of all students.

The major features of ESC are:

• A well-balanced curriculum that has breadth, depth, engagement, and challenge.
• Personalised learning opportunities that increase agency and voice in learning.
• Literacy and Numeracy programs catering for personalised learning.
• Applied and practical learning experiences with VCE and VET opportunities utilising industry standard facilities and equipment.
• Programs to support Indigenous students.
• Opportunities for students to thrive in our onsitere engagement program ¿Connect¿ that support students who are at risk, therefore enabling them to remain connected to educational opportunities and the school community.
• A Teacher Advisor Program committed to the learning, wellbeing, and engagement of students.

ICTESC maximises learning technologies through the 1:1 Netbook Program. Parents are kept informed of their child¿s learning and attendance via COMPASS platform. Every student in the College is resourced with a netbook computer and connected on-line for their learning and assessment.

RESPONSIVE & INNOVATIVE CURRICULUMA wide range of teaching and learning strategies are employed to actively involve students in their learning and respond to the different skills, abilities, and interests of all students.

Curriculum initiatives include:

• E-Learning across the curriculum
• Pathways opportunities which include Work Experience and Head Start
• VET and VCE provision at Year 10.
• High needs transition program for at risk students Year 6 moving to Year 7
• Year 10 transition program to Bendigo Senior Secondary College
• Breadth of subject and elective offerings across the curriculum across years 7-10
• Courses are designed and aligned with Victorian Curriculum in the areas of English, Mathematics, Humanities, Arts, Science, LOTE, Design and Technology and Health and Physical Education.
• Opportunities to undertake specialist programs as part of the BEP cluster secondary schools initiative including the Athletic Development Program and STEAM
• RACV Energy Breakthrough, Bendigo Instrumental Music Program (BIMP) and Marrung Performing Arts ProgramPARENT ENGAGEMENTParents obtain regular feedback about student progress and competencies through:
• Ready to Learn conferences and Parent / Teacher / Student interviews at the start of each semester.
• Progressive student assessment and reporting information available through COMPASS for each units of work. The college is reporting using online technologies.
• End of semester reports on Victorian Curriculum progress via COMPASS
• Course Counselling for subject selection for years 8 ¿ 10.COLLEGE FACILITIESOur school has been built to cater for a long-term enrolment of 800 students. The school is designed on principles that have created modern school buildings capable of supporting a wide variety of new teaching and learning approaches.

The school design allows for:

• Personalised learning for every student.
• Curriculum that has breadth, depth, engagement and challenge.
• Applied and practical learning experiences.
• Each student having a Teacher Advisor for student wellbeing, mentoring and academic support.
• Indoor-outdoor connections for learning. For example the GROW program and 3556 Magazine.
• Student leadership opportunities. Student Executive Leadership Team (SELT)
• Partnership programs with La Trobe University, Bendigo.
• College Production.

SUPPORTING ALL STUDENTSThe facilities have a capacity to provide for a vast curriculum program including STEAM and Project Based Learning programs.

The setting supports students to build effective relationships with their teachers and their fellow students.
LEARNING COMMUNITIESLearning Communities accommodate up to 200 students.

The community setting caters for their core curriculum classes and provides the base for their management and welfare as a group.

Small teams of teachers provide home group (Teacher Advisor - TA) tutoring to small groups of students in each Learning Community, which will help develop a culture of high expectations, underpinned by a commitment to effort and hard work by all.

The flexible learning spaces, and network cabling, support the extensive use of Information Communication Technologies.

The design of the neighbourhoods allow effective supervision of all students in the group and includes social spaces where personal relationships are formed.

Learning communities also include:

• Studio classrooms for up to 25 students.
• Interview spaces that can also be used as a workspace for three or four students.
• Breakout spaces where a range of teaching and learning activities can occur.
• Specialist Arts / Science studios and a link to specialist areas for Design and Technology Studies, Health and Physical Education and Performing Arts.

#J-18808-Ljbffr

---