Description:
Selection Criteria
1. A relevant qualification such as a degree Youth Work or Social Work and/or extensive experience to the position.
2. Demonstrated expertise and experience building strong relationships and setting clear boundaries with a diverse range of young people.
3. Demonstrated skills and experience de-escalating critical incidents and supporting students during and after incidents.
4. Demonstrated ability to assess student wellbeing needs and to develop safety, behaviour, and case plans.
5. Demonstrated ability to work collegiately in a team with teachers and other professionals to improve the health and wellbeing outcomes of students.
6. Demonstrated capacity to work in collaboration with families and communities to best support young people.
Role
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 (e.g. 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 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.
The Pavilion model is designed to care for the needs of students who have been excluded from or who have disengaged from education and who face complex barriers re-engagement at school. For this reason, The Pavilion School provides a learning program that uses a holistic approach, catering for the educational, social, emotional and health needs of students.
Engagement and participation at school is a significant protective factor for all young people. Therefore, the number one role of the youth worker is to support students to engage with school and develop a sense of belonging and safety with staff and the school community. The youth worker does this by building strong relationships with students and their families and developing plans to address the barriers to school engagement.
When a student enrols at The Pavilion School, they are each allocated a youth worker from the student wellbeing team. Youth workers at The Pavilion School support students to engage with school and are expert at developing trusting and culturally safe relationships with a diverse range of learners. Youth workers develop case plans for their allocated students and assist them with challenges as they arise. Youth workers spend time in class, working alongside teachers and assisting students to regulate their behaviours. It is essential that Pavilion staff members are willing to follow a shared theoretical approach, along with its practical application, so that the implementation of the Pavilion model can be maintained and enhanced . Student wellbeing staff are open to learning and meet in a professional learning team each fortnight to develop their practice.
Responsibilities
Youth worker duties include:
- Liaising with agencies, parents, carers, and professionals to define effective supports for re-engaging into school.
- Understand and implement relevant DoE policy and processes relating to school attendance, Disability and Inclusion framework, behaviour support, Marrung Strategy
- · Working in classes supporting the engagement of students (up to 14 hours per week)
- · Crisis management and personal support
- · Attendance monitoring and return to school planning
- · Advocacy and referral
- · Liaison with families, carers, and workers regarding student progress
- · Case noting and documenting plans for students
- · Collecting student data
- · Developing case plans
- · Outreach support when possible
- · Meeting in a professional learning team with other youth workers
Who 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 marrung@education.vic.gov.au
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Other Information
- People with a relevant qualification such as a diploma in Youth Work and/or relevant and extensive experience to the position are encouraged to apply.
- Applicants must have a current Employee Working With Children's card.
- Referees other than those listed may be contacted.
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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Location Profile
The Pavilion School is a Victorian state secondary school for students who have disengaged from or been excluded by schools or education providers. It is a safe and supportive school where students are provided with flexible and individualised learning plans and personal support from a multidisciplinary wellbeing team. At the Pavilion, students learn in multi-age multi-ability class groups in classes supported by a teacher, a student wellbeing worker (youth worker), and an integration aide. Most students participate in the VCE ¿ Vocational Major or Victorian Pathways Certificate. Characterised by a calm and therapeutic environment and approach, The Pavilion School aims to provide a positive educational experience for all its students.
The Pavilion School comprises of two campuses of Charles La Trobe College. Pavilion staff members are employed by Charles La Trobe College and all students are enrolled there.
At The Pavilion School w. Prospective applicants of Aboriginal or Torres Strait Islander background are strongly encouraged to apply .