Youth Worker

Sydney Road Community School is a small, progressive, government secondary school located in Brunswick. We are proud to offer a broad range of learning programs (Victorian Curriculum, VCE, VCAL, VET and Re-engagement) that are able to meet the wide variety of needs and aspirations of our students. We have no fees, uniforms or book lists and aim to minimise all other costs to families. 

Typically, students live in the northern suburbs of Melbourne, along the corridor of the Upfield railway line. Many present with complex issues requiring significant wellbeing support. As a consequence, our practice in this area has developed to be particularly strong. We aspire to improve our teaching and learning practice such that it is the equal of our student wellbeing support. 

At SRCS we value individuals and celebrate difference. We want every student to feel they belong and know they will be looked after. Our school values, Learning, Respect, Safety and Opportunity, have been developed via the implementation of School Wide Positive Behaviour Support. We are always learning. We respect each other and ourselves. We build a positive environment for the safety of all. We make the most of every opportunity. 

Students and staff are expected to work cooperatively and collectively within the school to support others, as well as in the broader and global community. Our students learn to be critical thinkers and active citizens by taking on roles of real responsibility, particularly in Student Action Teams. 

Current school description used on ROL:

Sydney Road Community School is a small, progressive, government secondary school located in Brunswick. We are proud to offer a broad range of learning programs (Victorian Curriculum, VCE, VCAL, VET and Re-engagement) that are able to meet the wide variety of needs and aspirations of our students. We have no fees, uniforms or book lists and aim to minimise all other costs to families. 

Typically, students live in the northern suburbs of Melbourne, along the corridor of the Upfield railway line. Many present with complex issues requiring significant wellbeing support. As a consequence, our practice in this area has developed to be particularly strong. We aspire to improve our teaching and learning practice such that it is the equal of our student wellbeing support. 

At SRCS we value individuals and celebrate ¿difference¿. We want every student to feel they belong and know they will be looked after. Our school values, Learning, Respect, Safety and Opportunity, have been developed via the implementation of School Wide Positive Behaviour Support. We are always learning. We respect each other and ourselves. We build a positive environment for the safety of all. We make the most of every opportunity. 

Students and staff are expected to work cooperatively and collectively within the school to support others, as well as in the broader and global community. Our students learn to be critical thinkers and active citizens by taking on roles of real responsibility, particularly as part of Student Action Teams. 

1. A relevant qualification such as a degree in Youth Work or Social Work and/or extensive experience to the position.

2. Demonstrated skills and experience in the provision of support to young people with significant mental health issues including anxiety, Oppositional Defiant Disorder, Conduct Disorder and behaviour associated with childhood trauma.

3. Demonstrated ability to assess student needs and to develop case plans and appropriate interventions for young people.

4. Demonstrated ability to work collegiately with teachers and other professionals to improve the attendance of students and their engagement in the classroom.

5. Demonstrated skills and experience in building and maintaining strong relationships with students, setting limits and assisting young people to meet behavioural expectations.

6.  Demonstrated experience working with young people in a re-engagement capacity.

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 responsibilities of this position will be:

Report to the Student Wellbeing Coordinator (SWC)

Attend weekly wellbeing team meetings

Data collection and management regarding court orders, safety plans, Department of Health and Human Services  

Maintain appropriate data and reporting 

Support teaching staff to respond appropriately to student behaviours

Assess and manage risk

Respond to and support student wellbeing needs as they arise 

Refer students to appropriate support agencies and services 

Provide information about services and resources for students and carers

Participate in supervision

Liaise with SRCS Youth Workers at other campuses

Adhere to and promote Child Safety Standards 

Provide classroom support as required

Support with the transition into, the Learning Spaces program and back to the base school

Organise and attend Student Support Groups (SSG) meetings

Support behaviour management plans

Attend all staff meetings at SRCS

Attend Planning- Curriculum days at SRCS

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

The primary purpose of the Youth Worker position within Sydney Road Community School Learning Spaces Program is to support young people and their wellbeing needs. The Youth Worker role contributes to achieving the broader organisational goals identified by the school and Department of Education and to creating an environment of innovation, advocacy and teamwork for all staff. The Youth Worker supports the Student Wellbeing Coordinator in delivering a whole school wellbeing approach and is solution focused and strength based. 

The Youth Worker at Learning Spaces, provides wellbeing support to students and their families from across Hume and Berri-bek who are placed in the Learning Spaces Program after being identified by their base school as at risk of dis-engagement. The Youth Worker works closely with the teaching staff within the program as well as wellbeing and staff within the base school to ensure positive outcomes of the students on their return to their base school. The Youth Worker is able to work with students in an outreach capacity, bridging the divide between our program, the base school and home. The Youth Worker primarily supports students who are disengaged or at risk of disengaging from education from school both in and out of the classroom. 

• 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