Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Barwon South West - Greater Geelong
Reference: 1529682
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.
Student Wellbeing and Engagement Services
¿ Assess student wellbeing, engagement, attendance, and social-emotional needs and provide appropriate support within established school policies, procedures, and frameworks.
¿ Deliver a range of health, wellbeing, engagement, and youth support services to individual students and groups within generally defined organisational parameters.
¿ Provide professional support services independently while working collaboratively with the Engagement and Wellbeing Team, leadership, and external agencies.
¿ Facilitate individual and group-based programs that promote student wellbeing, resilience, engagement, inclusion, self-regulation, positive relationships, and school connectedness.
¿ Apply sound theoretical knowledge and practical expertise in youth development, wellbeing, engagement, and inclusion to support student outcomes.
Student Assessment, Case Management and Referral
¿ Identify and assess students requiring additional wellbeing, attendance, engagement, or behavioural support.
¿ Develop recommendations and contribute to support planning for students experiencing complex wellbeing or engagement concerns.
¿ Prepare reports, case notes, and documentation requiring factual analysis, assessment, and recommendations for consideration by school staff and external agencies.
¿ Refer students and families to appropriate internal and external services and support coordinated responses for identified students.
¿ Retain accountability for professional practice and maintain confidentiality in accordance with departmental and legislative requirements.
Collaboration and Capacity Building
¿ Explain wellbeing, engagement, and youth development concepts and approaches to students, families, staff, and external stakeholders.
¿ Work collaboratively with teachers, education support staff, leadership, and external professionals to improve student wellbeing and engagement outcomes.
¿ Contribute to the development, implementation, and review of school wellbeing policies, procedures, and practices.
¿ Contribute to and, where appropriate, facilitate professional learning, training, and instruction for staff in areas relating to student wellbeing, engagement, inclusion, and youth development.
Program Leadership and Service Delivery
¿ Coordinate and implement targeted wellbeing and engagement initiatives aligned with the WHC Being Model, School-Wide Positive Behaviour Support Framework, Child Safe Standards, and Department of Education policies.
¿ Monitor and evaluate the effectiveness of programs and interventions and provide advice and recommendations to school leadership regarding service delivery and student outcomes.
¿ Support strategic wellbeing priorities through the provision of specialist advice, data analysis, and recommendations relating to student engagement and wellbeing.
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
Qualifications and Experience:
Western Heights College encourages applications from suitably qualified professionals with experience supporting the wellbeing, engagement, and development of young people.
Desirable qualifications include:
¿ A degree or diploma in Youth Work, Social Work, Community Services, Psychology, Counselling, Mental Health, Education, or a related field.
¿ Experience working with young people in educational, community, youth, health, or wellbeing settings.
¿ Demonstrated knowledge of youth development, trauma-informed practice, restorative approaches, and strengths-based interventions.
¿ Understanding of child safety, student wellbeing, engagement, inclusion, and attendance frameworks within schools.
¿ Experience facilitating individual and group-based wellbeing, engagement, or personal development programs.
Applicants with relevant qualifications, professional experience, or a combination of both are encouraged to apply.
The Youth Worker is a key member of the Western Heights College Engagement and Wellbeing Team and works within the WHC Being Model to support student engagement, attendance, wellbeing, and inclusion.
The role focuses on building strong, positive relationships with young people and acting as a student advocate to ensure every student feels connected, valued, and supported within the school community. Through a strengths-based and relationship-centred approach, the Youth Worker supports students to develop resilience, self-awareness, positive relationships, and a sense of belonging.
Working collaboratively with students, families, staff, and external agencies, the Youth Worker provides targeted wellbeing and engagement support, particularly for students who may be vulnerable, disengaged, or experiencing social, emotional, or attendance-related challenges.
The Youth Worker contributes to a safe, inclusive, and culturally responsive learning environment by facilitating wellbeing programs, supporting early intervention strategies, and promoting student voice and agency. Through the WHC Being Model, the role aims to empower students to engage positively in their learning, build meaningful connections, and develop the skills required to thrive both at school and beyond.
The Youth Worker works under the direction of the Assistant Principal ¿ Engagement and Wellbeing and the Wellbeing Coordinator, receiving professional guidance and support to ensure effective service delivery and positive outcomes for students.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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.