Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Land, asset, resources and facilities management
Location: Melbourne - Eastern suburbs
Reference:
Location Profile
Our Purpose:
At TC our purpose is to challenge the status quo so that everyone is empowered to learn.
We Believe:
Learning is more than just acquiring knowledge. It is a personal, exciting, lifelong journey. School is a place to discover and pursue your passions which contribute to the greater good.
High quality teaching and learning is student-centred and relationship driven, where support and challenge empower all to be the best that they can be.
Success comes in many forms and growth and achievement are to be recognised and celebrated.
Our Values - Empowered Learners
The elements we value that lead to empowered learners are:
* Agency - having the ability to be involved in setting the parameters of your own learning
* Relationships - having meaningful interactions with your peers and all other members of the Community
* Understanding - knowing that your individual needs and circumstances are considered when designing your learning
* Success - being challenged by the learning to experience personal growth
* Authenticity - doing real things that matter
How we do what we do
* Creating opportunities
* Embracing new ideas
* Supporting and empowering people
* Fostering an inclusive and supportive community
* Thinking outside of the box and remaining flexible
* Valuing everyone equally
School profile
TC is a leader in innovative and progressive education. Having transformed the school from a school of last resort to a thriving community, we now have approximately 1250 students and demand outstrips supply. We continue to improve and innovate by having a clear focus on both ¿core¿ work and explore work. In 2023, TC was named Australian Government Secondary School of the Year, and one of our staff members was named the Australian Government Secondary School Teacher of the Year. In the same year, the school was shortlisted as a finalist in the Victorian Education Excellence Awards in the Provision for High Ability Students category.
The learning environment is not one where education is done `"to" students. Rather, learners take increasing responsibility to drive their own educational decisions and directions as they grow in age and maturity. This is done in consultation with their parents and a supportive staff community that guide the learner keep them accountable.
To acknowledge the amazing work and growth of students TC has developed a new model of assessment where students are assessed and recognised according to Expanded Measures of Success, beyond traditional measures. Students can measure their progress across a range of transferable skills.
The school is fully compliant with the F-10 Victorian Curriculum Guidelines and the school was reviewed as having met the VRQA requirements as part of the School Review Process.
Candidates are encouraged to visit our website at for further information on TC.
Selection Criteria
SC 1. Grounds and Garden Maintenance Skills - Demonstrated experience in maintaining school grounds and gardens, including mowing, pruning, planting, irrigation, and the safe use of tools and equipment, with the ability to work with limited supervision under established procedures.
SC2. Occupational Health and Safety Awareness - Demonstrated understanding of Occupational Health and Safety requirements relevant to grounds maintenance, including risk identification and safe work practices in environments where children and young people are present.
SC3. Working Safely and Appropriately with Students - Demonstrated ability to work professionally and respectfully around and with children and young people, with an understanding of child safety standards, appropriate boundaries, and duty of care within a school setting.
SC4. Communication and Teamwork - Demonstrated ability to communicate effectively with staff and students and to work cooperatively as part of a school team, following directions and sharing relevant information as required.
SC5. Organisation, Reliability and Initiative - Demonstrated reliability, good organisational skills, and the ability to manage routine and seasonal tasks, show initiative, and contribute to a safe, well-presented school environment.
Role
Fulltime attendance is required Monday to Friday, with flexibility for an FTE of 0.8. This position requires school holiday attendance.
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.
* 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:
The Groundskeeper/Gardener plays a key role in maintaining and enhancing the school¿s outdoor environment. The position is pivotal to the practical implementation of the school¿s five-year grounds beautification plan, undertaking day-to-day grounds and garden maintenance and delivering planned improvements across the campus. Core duties include planting, pruning, mulching, irrigation maintenance, and mowing using both hand-operated and ride-on equipment.
In addition to executing the elements of the plan, the successful applicant will have the opportunity to contribute to the ongoing development of the school¿s grounds vision, providing practical input into planning, prioritisation, and continuous improvement of outdoor spaces.
The role also includes working alongside students engaged in hands-on learning programs from time to time, supporting safe participation, modelling appropriate work practices, and contributing to a child-safe and inclusive school environment.
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
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
* 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
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
Applications close Tuesday 10 February 2026 at 11.59pm
Posted
28 January 2026