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Victoria University Secondary College is a multi-campus school comprising a Junior Campus, Senior Campus with a¿Trade Training Centre. The college has approximately 1100 students from years 7 to 12 and services the residential area of St Albans, Deer Park, and environs in the western suburbs of Melbourne. The college caters for students from diverse cultural and social backgrounds and provides a broad range of personal, academic and practical experiences for students. The college values each student and successfully provides curriculum and other services to meet student needs. Victoria University Secondary College challenges students to¿create the future¿by¿aspiring to achieve,¿strengthening the community¿and¿respecting themselves and others. There is a strong expectation that students take themselves seriously and work hard to build on the firm foundation provided by the College.
The organization of the College is based on the concept of Professional Learning Communities an approach to school improvement where groups of teachers work collaboratively¿at the school level to improve student outcomes.¿At VUSC we strive to enhance our teaching practices by sharing resources and analysing student data. Our staff also support other schools to implement effective PLC practices, as we are a PLC Link school.
The College empowers members of our learning community to develop control over their own thinking and actions, develop the self-belief and confidence to persevere with learning challenges and tasks and to take initiative and act. Our focus on reflective thinking develops independent learners. Our focus on collaboration develops students who can work co-operatively towards a common goal; to share ideas and resources while respecting and recognising individual contributions.¿Students develop the skills to create respectful learning relationships within the school and the wider community.
Victoria University Secondary College is a supportive teaching and learning environment where student needs and backgrounds are reflected in the learning and design of the school. The clear strategic intention is to maximize opportunities for all students by developing their talents and challenging them to have high aspirations, so they achieve their potential and become logical, self-aware, collaborative and inquisitive. Importantly, Victoria University Secondary College seeks to develop skills and competencies, so students are well prepared for future study and work when they finish their education.
The Youth Worker in this position will provide and assist with the coordination of the school response to the wellbeing needs of students and their families with emphasis on strategies and approaches through consultation and direction from the Student Wellbeing Co-ordinator and Leadership Team.
Provides support to teachers and students. Within an educational program assist teachers with the coordination of the support function, such as organising the work of other support staff or providing a specialist support role.
Undertake 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 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.
Qualifications:
Applicants must be a qualified Youth Worker and have a minimum Certificate IV in Youth Work, or Certificate IV in Pastoral Care or equivalent qualification. The qualification must include the identified mental health related and making referrals unit/s of competency. (CHCCS422A - Respond holistically to client issues and refer appropriately; and CHCMH301B- work effectively in mental health.)
- Case management of at -risk students
- Assist to develop and implement whole school preventative programs
- Liaise with student Co-ordinator, staff, parents and students regarding at risk students
- Have the capacity to form positive relationships with students
- Work with the Wellbeing, Integration and School Leaders to develop and implement wellbeing based programs that support student learning.
- Liaise with the Leadership team when necessary.
- Have effective communication skills, enabling them to form positive relationships with community agencies, parents and members of the wider community.
- Provide individualised support to students and their families where appropriate.
- Maintain accurate and up to date file notes including record keeping
- Support students with complex needs to engage in their learning.
- Maintain high level of confidentiality at all times.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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 *******@education.vic.gov.au
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
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
This is a multi campus college and travel between campuses may be required.
Please submit responses to Selection Criteria with your application
- 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
