1. Demonstrated ability to collaborate effectively with school staff, students and families to promote student wellbeing and engagement in a school environment or similar.
2. Demonstrated experiencing providing appropriate intervention to students, including facilitating group programs, based on their learning, social and emotional or wellbeing needs.
3. Thorough knowledge of developmental and educational issues facing adolescents and demonstrated applications.
4. Demonstrated excellent interpersonal skills and an ability to communicate effectively with students, parents and staff.
5. A commitment to professional learning and growth and capacity to record and manage information in an ethical and confidential manner.
The Youth Worker / Classroom Support person will play an important role within the College by working closely with students participating in intervention programs to improve engagement in learning. It is expected that they will provide a high level of customer service to the student body, staff, parents and visitors to the College and be competent in the provision of up to date and relevant information. Classroom Support for students is within the Middle Years and duties are varied.
The role of the Youth Worker / Classroom Support person is to work alongside the Allied Health team and education support staff, as well as assist in the physical, intellectual, social and emotional development of the students, ensuring that the program is conducted in a safe environment that is OHS & DET compliant. They will deliver engagement programs within small groups for Year 5 ¿ 9 students, with the Youth Worker / Classroom Support person expected to work as part of a team with teachers and volunteer workers to deliver the program.
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.
Typical responsibilities may include:
Youth program support:
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Set up/clearing away of equipment and materials as needed for the smooth running of group programs.
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Provide specialist advice, under supervision of senior personnel, to students in relation to the handling and use of materials and equipment, e.g. kitchen equipment.
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Assist the program coordinator with the maintenance of accurate records and data on students participating in the program.
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Advise teachers on student progress in relation to group program learning outcomes and engagement.
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Maintain storage areas of equipment, ensuring as far as practicable that these areas are kept secure from unauthorized access.
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Consult with the Secondary Wellbeing Assistant / Allied Health team on their needs for practical work, maintaining an efficient system for use and allocation of materials and equipment, setting a priority where necessary.
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Assist with the ordering and maintenance of adequate supplies of materials / equipment required for the efficient delivery of the group programs.
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Collaborate with the Secondary Wellbeing Assistant / Allied Health team to produce budget proposals where required.
Classroom support:
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Work with small groups (suggested maximum size is 8)
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Help to promote positive self-esteem and worth.
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Assist with activities, excursions and interaction in the school yard
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Assist with the preparation of classroom materials and resources with teacher direction (including specialist classes).
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Assist with the personal hygiene of integrated students according to their particular requirements.
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Attend Student Support Group Meetings (S.S.G).
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Act as a resource person for Support Services provided by the Department of Education and Training and `outside¿ support agencies.
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Assist in the development and evaluation of Long- and Short-Term Goals for student Individual Education Plans. (IEP¿S).
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Assist in the development and evaluation of modified work programs of students.
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Provide a point of contact between the school and the parents of students they support under the guidance of the Assistant Principal of the students¿ Sub-School.
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Undertake additional duties as requested by the Principal Team.
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Assist in the set up process for organising files, keeping records, discussions and feedback from teachers relating to specified students.
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Attend team meetings as required.
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Assist in developing an online profile for specified students and ensuring relevant and up to date information is included.
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Participate in lunchtime supervision and activities including Yard Duty when required.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of this position are encouraged to apply.
A qualification in Youth Work is desirable but not essential.
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via
[email protected]
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.
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
Dohertys Creek P-9 College is a dynamic and innovative school with a wonderfully diverse school community. Our school is built on a foundation of inclusivity and strong relationships. Our pedagogy is inquiry based and we work hard to ensure that all children are safe, cared for and taught at their point of need. Our college is committed to developing strong partnerships with the community and is complemented by our active onsite Community Hub. Our motto is Balit Yirramboi meaning ¿Strong Tomorrow¿. We firmly believe it takes a village to raise a child.
Our school is built on Bunurong land and is located at 60 Elmhurst Rd, Truganina. At DCC we acknowledge the Bunurong people and how they have cared for the land we learn and play on. We respect their commitment to community and strive to build this commitment within our school. We acknowledge that sovereignty was never ceded and that it is and always will be Aboriginal land.
Built in 2019, we have a beautiful school environment with Wirrigirri, our Administration/Library building as our centre, Djirri Djirri, our purpose building gymnasium, Bulen Bulen, our performing arts space and fantastic classroom spaces in Waa, Wadjil, Marram and Barraimal. Our playground spaces have been designed with input from the students; we have a fruit orchard in its infancy and a beautiful piano which can be heard being played during break times.
We have a strong social and emotional curriculum which supports our inclusive and relationship-based philosophy. We also teach Mandarin, Physical Education, Visual Art and Performing Arts. There is support and coaching for teachers at all levels of experience from PTT, graduates to highly experienced teachers as we are always looking to improve. Collaboration is a cornerstone of our practice.
Vision
Our vision is to inspire and empower thinkers. We will create authentic relationships to enable successful living and wellbeing. We will become a recognized centre of educational excellence and inclusion.
Mission:
Dohertys Creek P-9 College promotes and values academic excellence. We will provide a balanced and high-quality personalised curriculum with a strong focus on student wellbeing. We will deliver a stimulating, nurturing environment and challenge all students to attain their highest potential both academically, socially, creatively and physically.
Values
We are a school culture and community of people who are inspiring, accepting and nonjudgmental.
Our values are Respect, Kindness, Learning, Teamwork and Integrity.
Important information to all applicants:
