Youth Engagement Officer

Wodonga Middle Years 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, Wodonga Middle Years College seeks to develop skills and competencies so students are well prepared for future study in the next stage of their education.

Wodonga Middle Years College caters for 1,000 students in Years 7 to 9 on three campuses.

The development of one Middle Years College with two campuses provides the flexibility associated with larger schools while still maintaining opportunities for the development of strong relationships and knowledge of student needs that is enhanced in smaller schools. The College also provides unique opportunities for teachers to develop extensive teaching expertise in this important stage of schooling - the middle years.

The College has created opportunities for teachers who wish to accept the exciting challenge of teaching in a uniquely authentic middle school program. The College has high expectations of its students and the staff understand the importance of engaging their learners.

Our Mission - To be a student focused learning community from which our graduates will:

·         Be confident, capable and self-motivated.

·         Be comfortable living in a world of diverse people, cultures, and beliefs.

·         Be able to establish and maintain effective relationships.

·         Be tolerant and act with empathy.

·         Be respectful of self and others.

·         Make meaningful contributions to society ¿ the local and global community.

·         Demonstrates intellectual tenacity and persistence in problem solving

·         Be skilled analytic, critical, aesthetic and creative thinkers as the situation demands.

·         Respond positively and appropriately to change and challenges.

·         Set high expectations for themselves and act to meet those expectations.

·         Flourish in a digital world and be a skilled user of evolving technologies.

·         Be aware of post school options and successfully access them.

In the Middle Years College:

·         Teachers specialise in meeting needs and improving outcomes for middle years students.

·         Teachers generally work in a house across year levels.

·         There are improved leadership options for Year 9 students.

·         The Middle Years campuses have the scope to develop a variety of programs emphasising:

Victorian Curriculum 

AVID (Advancement Via Individual Determination)

Literacy Intervention 

AAP (Academic Advancement Program)

Sporting Excellence

Civics and Citizenship

·      There is a concentrated focus on transition with stronger links and co-operation with neighbourhood feeder primary schools and the Wodonga Senior Secondary College.

·      Common report writing, timetabling, roll marking and student management software is used at each campus.

·      There are expanded curriculum offerings for middle years including:

Strong academic studies in all areas of the Victorian Curriculum including classroom and instrumental music.

The two campuses offer languages - Indonesian, Japanese

·         Middle Years programs are not restricted by timetable constraints of senior campus requirements.

·         Authentic purpose - student outcomes will include the completion or production of tasks relevant to the young people demonstrated through presentations, performance, creation and event management.

·         Celebrate and share the opportunities that exist with the work of the Flying Fruit Fly Circus School.

·         There are strong partnerships with the wider community including tertiary institutions, community agencies, and businesses.

Wodonga Middle Years College has three campuses: Felltimber, Huon and the Flying Fruit Fly Circus School

Your application for this position should specifically address each of the selection criteria below.  Short listing and selection will be based upon responses to these selection criteria and key responsibility areas.

1.    Appropriate qualifications and/or demonstrated relevant experience.

2.    Demonstrated ability to empathise and work with young Indigenous adolescents.

3.    High level of communication skills both oral and written and the ability to communicate effectively with a diverse range of people e.g. students, college staff, parents, community stakeholders.

4.    High level of cultural appropriateness and respect for Indigenous practices.

5.    Demonstrated skills in advocacy and negotiations including problem solving and conflict resolution.

6.    Demonstrated ability to organise own work, set priorities, meet deadlines, work independently and as a team member, and maintain confidentiality.

7.    Ability to plan, organise, evaluate and deliver innovative and creative programs, resources and activities relating to families, students and the college community.

8.    Demonstrated commitment to ongoing Professional Learning.

The Youth Engagement Officer provides individual support to Indigenous students and embeds inclusiveness into the wider school community to ensure students and parents have a sense of belonging to the College and can practice student agency on behalf of themselves and others. The position aims to assist students in 4 key areas throughout their education and as they move from one school to another. The key areas are welcoming, integrating, absence support, farewelling.

OBJECTIVES:

·         Support students to develop and practice self-confidence, resilience and agency.

·         Strengthen students¿ sense of belonging to the College and the wider community.

·         Improve retention and increase educational opportunities for Indigenous and Defence family students.

·         Raise aspiration through promoting post school options.

·         Create a strong home/school connection and foster positive relationships.

·         Promote reconciliation and inclusiveness through targeted initiatives and activities. 

·         Provide culturally appropriate support to Indigenous students at the College.

·         Raise awareness of the Defence lifestyle to foster a supportive learning environment. 

·         Be the key contact for Indigenous students.

·         Assist parents and students to become familiar with the school and its facilities.

·         Coordinate appropriate welcoming and farewelling activities for students.

·         Organise and carry out meaningful activities that raise awareness throughout the school year ¿ i.e. Marngrook Festival, NAIDOC Week.

·         Monitor student engagement and attendance through regular liaison with teachers, house leaders and other key staff.

·         Work collaboratively with parents to facilitate a positive home/school relationships and build the confidence and trust of parents when engaging with the College.

·         Support students with planning, balancing of academic requirements, and facilitating referrals for education support

·         Lead the discussion, development and monitoring of the College Reconciliation Action Plan (RAP).

·         Lead the Indigenous Youth Leadership Program (IYLP) scholarship applications.

·         Arrange the delivery of the Community Understanding and Safety Training (CUST) each year to all staff.

·         Work with young people and families to create Individual Education Plans (IEPS) for students.

·         Ensure visibility of the Youth Engagement Officer program within the school (i.e. school website, regular newsletter articles) and contribute items of interest to relevant school community correspondence.

·         Be a key member of community conversations and activities relevant to Indigenous students.

·         Contribute to the development of a whole school approach to encourage Indigenous student engagement, learning, attendance and wellbeing.

·         Promote a positive and secure environment through appropriate programs. 

·         Develop community partnerships to strengthen student wellbeing. 

·         Work within the whole school community to support students and their families. 

·         Promote greater student and family engagement within schools.

·         Plan, develop, deliver and evaluate Indigenous support services that facilitate the educational, social and emotional development of students aligned with the school student wellbeing policy.

·         Provide guidance, support in the area of student welfare, student resilience and student well being 

·         Provide information, advice and support to teachers and families responsible for the management of students experiencing behavioural problems that are impacting on their learning outcomes

·         Participate in regular team meetings for identified students with relevant staff and/or parents, agencies. 

·         Engage our Indigenous students and their families, as well as connect the community with our school to broker meaningful relationships.

Other fair and reasonable administration duties will be required of the successful candidate. This will be at the discretion of the College Principal.

The above responsibilities set out the major duties and tasks associated within the stated job description.  Other duties of a similar nature and/or level undertaken within the College are not excluded, simply because they are not itemised. 

These duties could vary from time to time resulting from new legislation, changes to technology or policy and procedure, and in the context of any changes, appropriate training may be given, if required, to undertake the new/varied role.

This position description describes in general terms the normal duties which the Youth Engagement Officer 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.

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

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.

Required

Applicants must:

¿        have a current Working with Children Check.

¿        Be prepared to undertake First Aid and Anaphylaxis training, if current certificate/s are not held

- 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

- A fulltime Education Support employee (48/52) is entitled to 152 hours (20 days) annual leave and 228 hours (30 days) additional paid leave in respect of each calendar year. Part time employees receive annual leave entitlements on a pro rata basis, calculated according to the time fraction worked each calendar year.  Education Support employees are expected to use annual leave entitlements during school vacation periods, unless otherwise approved.  Public Holidays that fall during a period of additional paid leave are not regarded as part of that leave.