Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Barwon South West - Greater Geelong
Reference: 1488816
SC1: Demonstrated experience in coordinating and delivering positive, proactive, and preventative programs or group interventions that promote student health, wellbeing, and engagement.
SC2: Capacity to assess student wellbeing concerns, implement appropriate strategies or short-term interventions, and refer to internal or external supports as required.
SC3: Ability to contribute to the development of a whole-school approach to wellbeing, support team capability, and model high-quality practice aligned with departmental frameworks and child safety standards.
SC4: Comprehensive understanding of current approaches, policies, and research related to student mental health, wellbeing, and engagement in a school setting.
SC5: Highly developed communication and interpersonal skills, with the capacity to build strong relationships and work collaboratively with students, families, staff, and external agencies.
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 successful applicant will collaborate and work alongside a dynamic `Wellbeing' team.
Be a student advocate to support student participation in learning.
The youth worker will support the emotional, social, and mental wellbeing of students, particularly those who may be disengaged, vulnerable, or experiencing challenges. They work alongside teaching and wellbeing staff to foster a safe, inclusive, and supportive school environment. Their goal is to build positive relationships with students and help them develop the skills and resilience needed to thrive.
The youth worker is part of the Wellbeing Team and reports directly to the Director of Wellbeing. Their work aligns with the schools School-Wide Positive Behaviour Support (SWPBS) framework, Child Safe Standards, and the Department of Educations Wellbeing and Inclusion Policies.
Responsibilities
1. Student Support
2. Group Programs and Activities
3. Early Intervention and Referral
4. Advocacy and Connection
5. Cultural and Community Engagement
6. Collaboration with Staff
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 [email protected]
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
Armstrong Creek School opened in January 2018 for students in Years Prep to 6. In 2019, the Secondary Special School component opened its doors and is now educating students from Years 7 to 12.
Our school combines both Primary, Prep to Year 6 and Special Education provision from Prep to Year 12 under a single governance model. Our school¿s inclusive model and flexible approach curriculum provision, allows each learner to access the educational support and experiences they require based on identified need, individual student ability and assessed benefit. It enables a customised approach to education rather than a `one size fits all¿.
Armstrong Creek School has been designed with state-of-the-art learning and community facilities. These includes a range of adaptable and multi-purpose learning spaces as well as conference, therapy and interview rooms.
The school also has a Community Hub which is managed by the YMCA out of school hours to provide before/ after school care, holiday programs and other community programs that can be accessed by local families and residents. The school also features an indoor gymnasium built to Netball Victoria standards, outdoor hardcourts and sporting fields.
Purpose Statement
At Armstrong Creek School we embrace challenge and celebrate diversity while pursuing an individual journey to personal excellence. Innovative learning and teaching is placed at the center of all we do. We design opportunities for students to achieve their personal best in a positive environment where they are inspired to learn, grow and thrive while demonstrating our school values of: Care, Collaboration and Commitment.