Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Melbourne - Southern suburbs
Reference: 1547655
Doveton College is a unique, diverse and vibrant learning community. It is unlike any other educational setting in Australia. Located in the South Eastern suburbs of Melbourne, Doveton College resides in one of the most disadvantaged metropolitan regions of Australia. It is the first of ten settings to be developed in association with the Colman Foundation, Our Place and the Department of Education.
Doveton College is complex in its operation; it seeks to support, foster and develop opportunities for all members of the Doveton Community including children, young people, and adults. The focus is on providing high-quality teaching and learning programs for children and young people from 0 to 15 years old, with additional learning opportunities for parents and the wider community members. It provides a wide range of wrap-around educational, health and allied health services, Maternal and Child Health, and Adult Learning opportunities. Early Learning has an Exceeding Rating in all quality areas; operating a long day setting, with a focus on learning through play in a structured, appealing indoor/outdoor learning environment. Each week students from Foundation to Year 9 participate in the Doveton Engagement and Enrichment Program (DEEP) which operates as an extension to the school day and includes sports, performance, technology and artistic programs.
Doveton College is committed to providing a child safe environment where children and young people are safe and feel safe, and their voices are heard about decisions that affect their lives. Particular attention is paid to the cultural safety of Aboriginal children, those with culturally and/or linguistically diverse backgrounds, as well as the safety of children with a disability. Children are at the centre of all our decisions.
The community expectation is that the College will provide a safe and secure environment where the individual student can learn and develop to their full potential. In the school sector, high-quality teaching and learning is non- negotiable. All staff are strong professional educators, implementing teaching and learning programs that are evidenced based and informed by research and best practice. There is a strong focus on literacy and numeracy, alongside a well-developed social and emotional learning curriculum.
The Doveton College vision is clear and is based on the belief that every child will succeed. There is a commitment to:
the potential of each of our children and young people to learn, to achieve and do their best
empowering all our children and young people to be curious, independent, happy and motivated to excel
a rigorous and dynamic curriculum to meet the needs of, and promote the growth of every child and young person
a strong learning culture and team approach, based on the values of Respect, Excellence, Empathy, Resilience, and Belonging
the belief that learning occurs in partnership with parents and families and the support of the community
We believe that strong positive relationships underpin all our work, and that the wellbeing of our children and young people is critical to their success and academic achievements. Families choose Doveton College because it is safe, inclusive and focused on each child's current and future learning needs. We aim to create a place where every young person feels known, supported and inspired to do their best.
KSC 1 Demonstrated highly developed skills in working with primary and secondary school-aged children
KSC 2 Demonstrated knowledge of, and skills in, trauma symptomology and treatment, child and adolescent development, family systems, attachment, abuse and neglect, and cumulative harm
KSC 3 Demonstrated communication and interpersonal skills, including experience establishing and maintaining collaborative relationships within a multidisciplinary team
KSC 4 Experience initiating, developing and implementing programs that foster resilience in children and young people and address their social, emotional and educational needs
KSC 5 Ability to work collaboratively with colleagues, other professionals and community stakeholders, and willingness to contribute to a positive team culture
KSC 6 Demonstrated experience facilitating group programs
The Student Wellbeing Youth Worker supports students from Prep to Year 9 by providing targeted therapeutic support that strengthens their engagement in education. The role contributes to the development of high-quality interventions and programs that promote wellbeing and engagement across the College.
The role has three key focus areas:
Group work facilitation and program development
Youth Engagement
Mentoring and Support
Applicants must hold one of the following:
A relevant diploma or higher with a specialisation in youth work
An ACWA-accredited diploma or higher with a specialisation in youth work
A relevant qualification (non-specialised): A relevant qualification related to community services and comparable to AQF level 5 or higher.
Qualifications and experience
Strong understanding of youth development principles and best practices.
Excellent communication and interpersonal skills.
Ability to work collaboratively in a team and independently.
Knowledge of community resources and the ability to connect youth with appropriate
services.
Desirable:
Several years' experience working in the health and wellbeing sector with a clear understanding of child and adolescent development.
Ability to manage challenging situations related to traumatic exposure.
Specific Duties & Responsibilities:
Whole-School Role (Tier 1)Plan, organise and facilitate group activities that promote teamwork, communication and personal growth
Foster a supportive and inclusive environment where participants feel comfortable expressing themselves and building positive peer connections
Contribute to the design and development of group programs that align with the College's mission and the evolving needs of students
Regularly evaluate program effectiveness and recommend improvements to enhance impact
Build trusting relationships with students, understanding their individual needs, challenges and aspirations
Develop and implement strategies that actively involve young people in planning and evaluating group activities, ensuring their voices are heard and respected
Provide comprehensive, individualised, goal-focused support for student mental health through assessment, planning, implementation and evaluation of interventions
Provide intensive support for students with specific social, emotional and educational needs through therapeutic interventions and case management
Deliver transparent and comprehensive case management for allocated students
Liaise with classroom teachers to identify strategies that benefit broader student cohorts
Provide individualised support to students, offering guidance, mentorship and a listening ear
Collaborate with other youth workers and support staff to address the diverse emotional, social and educational needs of students
Maintain accurate case notes in line with the Doveton College Case Note Policy
Prepare regular reports for program evaluation and to communicate outcomes to relevant stakeholders
Report concerns to relevant external services, such as The Orange Door or Child Protection, as required
Notify the Wellbeing Director and Leadership Team of any incidents affecting student wellbeing in a timely manner
Participate in regular supervision
Attend wellbeing meetings and other required staff meetings
Provide professional development and staff training as required
Undertake other duties as directed by the Wellbeing Director or Leadership Team
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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
Please ensure that your application includes:
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.