Youth Worker

We welcome passionate and imaginative educators into our learning community. We commit to supporting and valuing staff in their professional practice and growth through: 

¿             Belonging to an inclusive and multicultural community

¿             Knowing that together we make a difference

¿             Intellectual and practical engagement in our profession.

Our communities of practice are responsive to staff and student experiences and are where we work collaboratively to better understand how to best meet student learning needs. Currently these teams focus on:

¿             The literacy and numeracy demands of assessments and ensuring we explicitly teach these

¿             Building strong relationships with students and families developing a culture of community.

As a new member of our community, you will be supported through a structured induction program, with embedded and dedicated time release for mentoring and coaching. Being able to quickly build strong and positive relationships between staff, students, and families, is underpinned by our values of community and respect, and is front and centre of our practices through form teacher roles, community events and extra-curricular opportunities.

On the lands of the Wurundjeri people, our community is wonderfully diverse with over fifty different language backgrounds being represented through our families and staff. We support and celebrate this diversity with a team of multicultural and integration aides, events, and performances.  A significant proportion of our students experience challenges at home and are supported through breakfast and homework clubs, as well as a dedicated allied health team that includes counsellors, Youth Workers, mental health practitioners and a speech pathologist. Learning is supported through targeted fluency and tutoring programs, with learning partners ensuring Individual Learning Plans are developed and effectively implemented.

Staff at our school have many opportunities to expand on their teaching practice through leadership responsibilities and positions that promote individual and professional growth. These opportunities are reflective of our commitment to enhancing our students' personal and educational growth in the following ways:

¿             Student voice and agency

¿             Applied learning

¿             Restorative practices

¿             Community leadership

¿             Inclusive and differentiated teaching and learning

¿             Reflective and evaluative practices

¿             Enrichment and engagement programs.

2024 will see Craigieburn Secondary College begin to implement an organisational design model that will facilitate our vision of building a robust and student-centred learning community. Knowing our students and building relationships between the school and families are the keystones to ensuring that the learning and wellbeing needs of our students are addressed in a holistic way.

SC1  Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.

SC2  Demonstrated capacity to work and collaborate with others in a team environment.

SC3  Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.

SC4  Possess the technical knowledge and expertise relevant to the position.

SC5  Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.

SC6  A commitment to professional learning and growth for both self and others.

[Attendance requirement for this position]

An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.

An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.

Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).

A role at this range may include:

• Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
• Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
• Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken 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.
• 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 would be typical examples.

An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.

• Liaise with and provide information to parents, staff and students about school administration procedures and policy.
• Provide a document preparation service for the school community.
• Coordinate the distribution of school newsletters, circulars and other documentation to be provided to the school community.
• Provide administrative support for specific school programs.
• Liaise with service providers, welfare agencies and relevant organisations to facilitate student referral.
• Develop and adapt work methods and organise systems of classification, maintenance and ordering in a school resource centre.

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

The Department of Education and Training 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

Specific Duties

1. Coach teachers to use strategies when they are experiencing learning or behavioural issues with students
2. Liaise with the Sub School Managers to develop coaching strategies for teachers
3. Develop positive relationships with students when managing them on a daily basis
4. Liaise with the Sub School Managers to develop effective programs and referral processes for students at risk
5. Case manager Tier 3 students as allocated following College policies and processes

• Assist in student withdrawals and restorative conversations where necessary
• Supervise behaviour management initiatives
• Organise and manage work sessions and suspensions in consultation with relevant AP
• Respond to major incidents after they have been contained by staff on duty (e.g. physical altercations, thefts)
• Keep records of major and minor incidents
• Communicate consequences as decided by the relevant AP to students and their families (red posts, demerits, warnings, work sessions, lunchtime detentions and suspensions) in relation to not following school values
• Regular correspondence with parents around monitoring of progress and SSPs
• Seek feedback from teachers and Sub School in regards to student behaviour
• Liaise with all 3rd party stakeholders
• Develop and Implement Student Support Plans (SSPs)
• Conduct student and teacher restorative conversations
• Organise and Conduct Student Support Group meetings (SSGs)

1. Implement merit programs that support student engagement and wellbeing
2. Liaise with the Sub School managers to monitor student learning needs as demonstrated by relevant School data:

• The Attitudes to School Survey
• Withdrawal data
• Progress reports
• Work completion data
• Work session data and other feedback

1. Liaise with teachers to monitor student attendance and progress and to implement interventions as required
2. Organise parent meetings in relation to student learning and wellbeing and encourage others to build partnerships and have regular and open communication with the parent community
3. Promote and celebrate the achievements of students in the cohort
4. Coordinate the transition of students from one sub school to another and from one year level to another
5. Provide support for students to access course or career counselling and support in subject selection meetings where necessary
6. Identify and refer students to the Student Allied Health team
7. Attend student support and disciplinary meetings to provide strategies and advocate for students
8. Develop and manage absence learning plans and modified timetables in conjunction with the relevant AP
9. Conduct outreach activities within College guidelines
10. Liaise with alternative education settings to facilitate appropriate student pathways
11. State School Relief (SSR) processing and distribution

Other Duties

• Other duties as reasonably required by the Principal or their delegate

Key College Connections

As part of the School community, all staff are expected to liaise positively and respectfully with all other members of the School community – teachers, education support staff, students, parents and visitors. Key College connections are those personnel this position requires the incumbent to regularly interact or collaborate with in order to perform some or all duties of the position.

• Sub- School Managers
• Sub School Leading Teachers
• Year 7-12 students
• Year 7-12 teachers
• Year Level Coordinators
• Allied Health Team members
• Program Managers
• Year 7-12 Parents
• Learning Partners
• External support agencies

Essential Knowledge

• Counselling, Youth Work, Social Work or relevant community welfare field
• Needs of young people and their families, particularly those from culturally and linguistically diverse backgrounds

• 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