Gardener

Victorian Government - Melbourne VIC

Melbourne VICPart-timeReference: 1190233

Location Profile

Melbourne Girls’ College is situated in the suburb of Richmond, on a picturesque site adjacent to the Yarra River. The College was established in 1994, with the aim of providing an exemplary environment for the education of girls.

The College ethos “where girls lead and achieve” is embraced throughout the life and activities of MGC. The College aims to be an exemplary provider of leadership opportunities for all girls, ensuring that they become well-balanced and resilient young women capable of sustaining strong and supportive relationships in a changing world, and contributing to society’s general well-being.

The College Community values:


Diversity


  • We value our differences as well as our similarities and we are committed to creating an environment where all members of the college community are appreciated and treated with respect and dignity.

    Excellence
  • We are committed to pursuing the highest standards in all areas – teaching, learning, recreational, cultural and administrative.

    Teamwork
  • We have a focus on interpersonal and intrapersonal skill development in staff and students.

    The College has a population of approximately 1250 students from culturally and geographically diverse backgrounds. It provides enrolment opportunities for girls from the local area, from across Melbourne and from overseas. The student population is at capacity for the site and demand for places is well in excess of those available.

    The College has a two tiered structure of a middle (Years 7-9) and senior school (Years 10-12) as well as a house system with all students belonging to one of the four houses.

    There are approximately 90 teaching and 30 non-teaching staff.

    Our vision for our Strategic Plan is that MGC will be known as a leader in girls’ education and have a reputation for excellent teaching.

    MGC College Council has identified the following six all-encompassing goals for our College. This Strategic Plan was founded on and shaped by these goals.
  • We will equip our students to be confident participants in an evolving world.
  • We will be an innovative school, committed to improving the dynamic relationship between teaching and learning.
  • We will develop and nurture girls to be confident of their ability to be leaders and to determine their places in the world.
  • We will maximise opportunities through expanding networks and partnerships for all members of the Melbourne Girls’ College community.
  • We will create an environment that values, supports and develops all staff.
  • We will actively promote values which enable us to build a strong, unique and distinct school community.

Selection Criteria

SC1 Demonstrated experience and skills in coordinating a specific education support function.

SC2 Demonstrated capacity to support guidelines relating to the work area.

SC3 Demonstrated high level oral and written communication skills.

SC4 Possess the gardening knowledge and expertise relevant to the position.

SC5 Demonstrated capacity to provide advice and support to facility management in respect to the work area.

SC6 Demonstrated commitment to professional learning and growth for both self and others.


Role



Performs and/or supervises tasks that are carried out in accordance with guidelines, accepted practice and school policy. This may include the supervision and coordination of other education support class staff within the work area or educational program. Supervision and coordination would be limited to ensuring routine tasks are performed to required standards. Input into identifying training needs and development of education support class staff within the work area or educational program becomes an important feature at range 2.

Specialised support to achieve specific outcomes is a feature of range 2. Typically this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the operation of a work area (e.g. managing the day to day operation of a school office) under the direction of the principal or another senior manager.

Provides support to teachers and students that is beyond the routine support provided at education support class Level 1, range 1. Within an educational program assists teachers with the coordination of the support function, such as directing/organising the work of other support staff or providing a specialist support role.

Undertakes medical intervention support tasks or other specialised student/teacher support roles that require specific training that must be updated 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.

Performs 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 laboratories would be typical examples.

An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 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

Gardener Duties/Functions/Responsibilities

  • pruning shrubs
  • checking the health of plants by identifying any pests or diseases and controlling them
  • raising plants from seeds or cuttings
  • maintaining high levels of presentation in gardens
  • cleaning and maintaining garden tools
  • digging, planting and weeding flower beds and borders
  • applying nutrients to plants and maintaining moisture levels
  • using machinery such as lawn mowers and hedge trimmers

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 values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.


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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx


DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx


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.

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