Position Title:                        Back-Up Custodian

Reports to:                             Facilities Director, Building Administrator

Approved by:                         Superintendent of Schools                       

Revised:                                

POSITION SUMMARY:                

1. Provides students with a safe, clean, healthy, and functional school building environment and grounds in which to learn and develop.
2. Assumes responsibility and/or management as assigned for the above.
3. Provide these services in a confidential and responsible nature.
4. Back-Up to the lead custodian when the Lead Custodian is unavailable.
5. Takes over Lead Responsibilities when the Building Lead is on leave or unavailable

 

SALARY & WORK SCHEDULE:            Per SCU Contract.  Twelve-month position.

 

QUALIFICATIONS:                      

See also "qualification requirements”                                                                     

• A willingness to assist Custodial Leads in attaining the goals for the cleanliness of a School building.
• Demonstrated aptitude for successful fulfillment of assigned performance responsibilities.
• Such addition or modification to the above as the Superintendent of Schools may deem important.

 

REPORTS TO AND IS SUPERVISED BY:                     Building Custodial Lead

                                                                                 Building Principal

                                                                                 Director of Facilities

 

TERMS OF EMPLOYMENT:       Full-time per the SCU Contract.

 

 

PERFORMANCE RESPONSIBILITIES:

• Performs custodial functions - keeping building and premises, including sidewalks, driveways, and play areas always neat and clean - as assigned by the Lead Custodian and/or Facility Director and/or the Principal.
  1. Items for cleaning although not all-inclusive, include the following: windows, chairs, desks, tables, chalkboards, walls, signs, building face, radiators, waste containers, floors, paper dispensers, sinks, toilets, urinals, corridors, classroom floors, and fixtures, drinking fountains, counters, light fixtures, mirrors, rugs, doors, furniture, and equipment according to the provided Tasks and Frequencies schedule.
• Performs all activities related to the cleaning of a school building.

Activities include sweeping, dusting, mopping, washing, vacuuming, treating, spraying, removing, collecting, applying, and such other activities as necessary to maintain the building in a clean and enhanced appearance according to the provided Task and Frequencies Schedule.

• Moves furniture or equipment within buildings as required for various activities and as directed by the Principal, Facility Director, and Custodial Lead.
• Performs or assigns groundskeeping chores, cleaning, and the like, as necessary, to maintain the school grounds in a safe and attractive condition.

Activities include sweeping, raking, lawn mowing, washing, removing, collecting, and such other activities as necessary to maintain the grounds in a clean and enhanced appearance according to the schedule provided and as necessary.

• Assumes responsibility for the general security of the building: the opening and closing of the building each school day and determines, before leaving, that all doors and windows are secured, and all lights, except those left on for safety reasons, are turned off. Checks daily to ensure that all exit doors are open, and all panic bolts are working properly. Checks doors during the day or shift are always closed and locked.
• Assists in checking the general fire safety of the building; know the alarm system and helps conduct an annual check of the fire equipment.
• Maintains awareness of all water shutoffs in the building in case of emergency.
• Maintains awareness of all electrical panels in the building in case of an emergency.
• Performs snow removal tasks; shovels, plows if trained and requested, and/or sands walkways, driveways, parking areas, and steps, as appropriate. Operates snow removal equipment as trained (snow blowers walk behind, snow removal sweeper, tractor with or without a bucket, and sit on snow blower).
• Does minor general maintenance repair and make safe (door hinges, hand railings, signages)
• Reports immediately to the Principal, Facility Director, and Custodial Lead major repairs needed or any damage to school property. Notes any significant occurrence or maintenance items regarding repairs required in the building in the school’s work order system known as the School Dude system.
• Responds to emergency situations in school buildings, as assigned in the school building's Emergency Plan. Participates in school emergence situations as directed, and also participates in school and district emergence training.
• Remains on the school premises during school hours and during non-school hours when the use of the building has been authorized and attendance is required by the principal and/or the custodial lead.
• Complies with local laws and procedures for the storage and disposal of trash, rubbish, and waste.
• Performs other custodial functions as assigned or needed.
• In addition to the above requirements, any other qualifications and/or assignments by the Facilities Director, Building Principal, Custodial Lead, and Superintendent may find appropriate.
• Monitors and set up supplies budget for their school. If the Lead Custodian is on leave.
• Will bring Preforms Issues to the Lead Custodian.
• Submits work order requests for building repair.
• Understands the building HVAC system and the Building Management System (BMA) operations.
• Receive and distribute all deliveries of supplies and equipment.
• Until relieved by another custodian available to work in case of an emergency as determined by the building principal, director of Maintenance and operations, and other appropriate administrative staff.
• Immediately notify the building principal and director of facilities of the need for any equipment and building emergency.

 

QUALIFICATION REQUIREMENTS:

 

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. 

Job Knowledge - the extent to which the employee has the knowledge and skills necessary to fulfill the

responsibilities of the position.

Judgment - the approach used in making decisions. Ability to think and act in a logical and calm manner.

Initiative - willingness to approach new and difficult tasks. Ability to find new ways of accomplishing

goals.

Quality/Quantity of Work- accuracy, thoroughness, quantity, and time in which responsibilities and

assignments are being carried out.

Organization and Time Management - the ability to plan and organize own work.

Communication - the ability to communicate with others effectively in written and/or oral

communications.

Neatness in appearance and workability to maintain appropriate neatness in dress

Confidentiality – ability to maintain complete confidentiality of student, and employee information, and

observations from the work day. ability to not spread gossip and rumors of any kind.

Reliability - the responsibility assumed by the employee for his or her actions.

Work Relations – attitude towards work, co-workers, and the organization.  willingness and ability to

work with and for others. success in dealing with students, parents, and the general public

Knowledge of Policies and Procedures – the knowledge of School and department organization policies

and procedures related to assigned job responsibilities, goals, and objectives.

Adaptability and Flexibility – the resourcefulness in handling assignments and solving problems in

areas other than primary responsibility.  Versatile application of knowledge and skills. Flexible.

Attendance – the absence, arrival time, departure time, and other unscheduled time away from the job. Regular and consistent attendance is essential for this position. 

 

Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. 

 

ENVIRONMENTAL CONDITIONS:

Environmental conditions are a means of describing the physical surroundings of a worker in a specific job.  Occasional exposure to hot, cold, wet, humid, or windy conditions is caused by the weather. 

 

TEMPERAMENTS:

Temperaments for the purpose of collecting occupational data are defined as personal traits required by a worker in specific job-worker situations.  The temperaments required for this position include:

• Attaining tolerances – Adaptability to situations requiring the precise attainment of set limits, tolerances, or standards
• Performing a Variety of Duties – Adaptability to performing a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure.

 

PHYSICAL DEMANDS

Physical demands are a way of describing the physical activities that a job requires. 

Rating Key:     Occasionally – up to 1/3 of the time

                        Frequently – from 1/3 to 2/3 of the time

                        Constantly – 2/3 of the time or more.

 

1. Strength – Medium – Lift 75 pounds maximum with frequent lifting and/or carrying of objects weighing up to 50 pounds.
2. Standing – (C)
3. Walking – (C)
4. Sitting – (O)
5. Lifting – (C)
6. Pushing – (C) Exerting force upon an object so that the object moves away from the force.
7. Pulling – (C) Exerting force upon an object so that the object moves toward the force.
8. Climbing – (O) To ascend or descend ladders, scaffolding, stairs, poles, and inclined surfaces.
9. Stooping – (C) Bending the body downward and forward to bend the spine at the waist.
10. Crouching – (C) Bending body downward and forward by bending legs and spine.
11. Reaching – (F) Extending the hand(s) and arm(s) in any direction.
12. Handling – (C) Seizing, holding, grasping, turning, or otherwise working with hand(s).
13. Talking – (F) Expressing or exchanging ideas by means of the spoken word.
14. Hearing – (O) Perceiving the nature of sounds by the air.

 

GENERAL EDUCATION DEVELOPMENT:

General educational development embraces those aspects of education (formal and informal) which contribute to the worker’s reasoning development and ability to follow instructions. This is the education of a general nature.  Ordinarily, such education is obtained in elementary school, high school, or college.  However, it derives also from experience and self-study. 

 

REASONING

Apply common sense understanding to carry out instructions furnished in written, oral, or diagrammatic form.  Deal with problems involving several concrete variables in or from standardized situations.

 

MATHEMATICS

Add, subtract, multiply, and divide all units of measure.  Perform the four operations with like common and decimal fractions.  Compute ratio, rate, and percent.  Draw and interpret bar graphs.  Perform arithmetic operations involving all American monetary units.

 

LANGUAGE

READING:  Read a variety of novels, magazines, and encyclopedias.  Read safety rules, instructions in the use and maintenance of shop tools and equipment, and methods and procedures in mechanical drawing and layout work.  WRITING:  Write reports and essays with proper format, punctuation, spelling, and grammar, using all parts of speech.  SPEAKING:  Speak before an audience with poise, voice control, and confidence, using correct English and a well-modulated voice.

 

SPECIFIC VOCATIONAL PREPARATION:

For the purpose of rating jobs, training time is defined as the amount of general education development and specific vocational preparation needed for average performance on a job. 

 

APTITUDES:

Specific capacities/abilities of an individual in order to learn or perform adequately in a task or job duty. 

• Intelligence: General learning ability, Average ability required.
• Verbal: Ability to understand meanings of words and ideas associated with them, and to use them effectively, Average ability required.
• Numerical: Ability to perform arithmetic operations quickly and accurately, below average ability required.
• Spatial Perception: Ability to comprehend forms in space and understand relationships of a plan and solid objects, Average ability required.
• Form Perception: Ability to perceive pertinent detail in objects or in pictorial or graphic material, below average ability required.
• Clerical Perception: Ability to perceive pertinent detail in verbal or tabular matter, below average ability required.
• Motor Coordination: Ability to coordinate eyes and hands or fingers rapidly and accurately in making precise movements, Average ability required.
• Finger Dexterity: Ability to move the fingers and manipulate small objects with the fingers rapidly and accurately, below average ability required.
• Manual Dexterity: Ability to move the hands easily and skillfully, Average ability required.
• Eye/Hand/Foot Coordination: Ability to move the hand and foot coordinately with each other in accordance with visual stimuli, Average ability required.
• Color Discrimination: Ability to perceive or recognize similarities or differences in colors or in shades or other values of the same color or to identify a particular color, below average ability required.