Role
This position has 4 weeks annual leave entitlement, school holiday attendance is required. A leave purchase allowance will be paid.
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 ( therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee¿s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
Responsibilities
This position description describes in general terms the normal duties which the Buildings & Grounds Maintenance person is expected to undertake. However, the duties described may vary or be amended from time to time without changing the level of responsibility associated with the position.
1. General repairing with wood, steel, plaster, concrete or brick
2. Painting work
3. Cleaning up and temporary securing of broken windows and doors
4. Moving of furniture and assisting with setting up rooms for exams, meetings and assemblies
5. Removal of graffiti and other debris
6. Purchasing of materials and resources for the role as per the college’s policy
7. Retrieving items from rooftops, and maintenance of gutters and drains
8. Basic landscaping and the overseeing of gardening including mowing, trimming, weeding, cutting back/pruning, planting
9. Document maintenance activities including but not limited to essential services, electrical, plumbing, air conditioning, heating, fire services, pest control, painting, concreting, glazing, carpentry, facilities audits, waste management and department inspections
10. Prepare quotes and timelines for work requiring qualified contractors
11. Liaising with teachers and working with teachers and their classes on group college projects that improve the aesthetics of the building and/or grounds
12. Follow appropriate OH&S and risk management procedures and ensure OH&S requirements and legislated standards are met
13. Provide the Maintenance Manager and/or Business Manager with reports and advice as required
14. Respond to any emergency situation in an appropriate manner and undertake such other duties as may be required
15. Regularly monitor and report on any security issues; for example: open windows, unlocked doors etc
16. The Buildings & Grounds Maintenance person reports directly to theBusiness Manager for the effective performance of daily duties
17. Undertake other duties relevant to the field of responsibility as requested by the Business Manager or Principal
18. Comply with the College’s policies and procedures
19. Maintain a safe, clean and presentable working environment
20. Any other duties as directed by the Principal
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
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 ).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on:
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 DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:
Other Information
21. All staff employed by the department and schools have access to a broad range of employment conditions and working arrangements.
22. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
23. A probationary period may apply during the first year of employment and induction and support programs provided.
24. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Please ensure that your application includes:
25. A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
26. A section addressing the selection criteria and the requirements for application under the Who May Apply section
27. Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
Conditions of Employment
28. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
29. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
30. A probationary period may apply during the first year of employment and induction and support programs provided.
31. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Location Profile
Berwick College began in 1977 as Berwick High School with an enrolment of 113 students, growing to an expected enrolment of 1750 in 2024. It has grown into a well-established and vibrant community where thousands of students, including second generations of families, have experienced their secondary education.
Berwick College is an embedded part of the local community, striving to prepare its students to thrive in a world which values interpersonal skills as much as academic excellence. Berwick College does not believe in a ‘one size fits all’ education and offers a positive, caring and safe learning environment in which all students can achieve success through its comprehensive and differentiated curriculum, and an extensive extra-curricular program.
Berwick College lives by its motto ‘I shall grow’ by actively promoting a culture that celebrates the achievement of excellence, that values and respects individual diversity and that encourages participation by all members of the community. Students at Berwick College are very conscious of the opportunities being offered to them and take pride in themselves and the College. Student voice is valued at the College, as is student welfare. Student achievements are formally recognized and celebrated in college publications, social media and at whole school assemblies, on the school’s website and at annual assemblies for success.
The College’s positive culture, high expectations and rigorous teaching and learning programs have consistently translated into excellent VCE results. These factors have maximised tertiary educational opportunities with over 90% of our VCE students who have applied going on to study at university. In addition, VCE Vocational Major provides an applied learning pathway for students. Aside from a reputation for academic excellence, Berwick College also has well-regarded art, music, and sporting programs, as well as an impressive array of extra-curricular offerings. Our students regularly participate in community events and festivals, and represent the school at regional, state, and national level. The richness of the College programs allows students to flourish as they pursue their interests and goals.
Our Vision
Together we give every student the best learning and development experience, making our community a more prosperous place.
This is achieved through.
EXCELLENCE IN LEARNING RICH AND VARIED PATHWAYS
POSITIVE RELATIONSHIPS PERSONAL GROWTH
Values
At Berwick College we the values of Inquiry, Cooperation, Achievement, Resilience, Empathy.
Our students are placed in one of eight Learning Teams to build strong relationships with the home group and to personalise our processes. Each Learning Team has eight Home Groups led by a Home Group teacher to ensure our students and families have a familiar staff member as their first contact. The best interest of our students is our guiding principle, and we work closely with our families to get the best possible outcomes.
Our curriculum programs are underpinned by Literacy, Numeracy and wellbeing. Our curriculum structure is aligned with our Vision and Mission and has an unswerving focus on learning skills, underpinned by the Victorian Curriculum in Years 7 to 10. Our senior students can access a wide range of VCE and Applied Learning Programs, including university enrichment courses and HeadStart, as part of a three-year pathway to success.
The College has three areas of excellence that enrich and extend the curriculum. These are:
32. Basketball and Dance Academies
33. High Achievers’ Program
34. Inclusion and Interventions
The College delivers intervention and extension classes in Literacy and Numeracy for students who require support. Additional supports include a range of performance and arts-based programs, bullying prevention, acceptance, emotional regulation and programs that support diversity and inclusion.
The College is committed to developing happy, healthy and resilient learners and we have invested significantly in allied health expertise and a range of specialist intervention programs underpinned by Resilience and Respectful Relationships and School Wide Positive Behaviour Support practices.