Youth Worker Ed Support Level 1-range 3

Location Profile

Thank you for your interest in the Youth Worker position at Noble Park English Language School.
Our school is a multi-campus school which provides an intensive English language course for newly arrived migrants and refugees from non-English speaking backgrounds in the southeast Victoria region.
The students are introduced to the Victorian education system and assisted with settlement in Victoria.
The basis of the curriculum is the study of the English language; however, the curriculum aims to prepare students for life in Australia.
Many students have been displaced by war, economic hardship, or political persecution.
The school is committed to assisting students to regain trust in people and systems and to develop the self-esteem and confidence required to face the challenges of a new country.
At any given over 50 different language groups are represented.
The school provides a secure and caring learning environment where staff and students respect and tolerate differences between cultures and religions and caters for individual differences in language acquisition.
Since 2009 the school has expanded to four campuses due to changing settlement patterns in the region.
The main campus is at Noble Park and caters for both primary and secondary students.
Casey campus is located at Hampton Park and caters for primary and secondary students.
Our Springvale campus and Stonnington (Glen Huntly) campuses are for primary students.
Successful applicant must have a valid Working with Children Check WWCC (employee).

Selection Criteria

SC 1.
Describe your qualifications and / or experience relevant to this position.
SC 2.
Demonstrated ability to build trust and rapport with young people.
SC 3.
Demonstrated understanding of youth work and evidence of knowledge of current practices within a school setting.
SC 4.
Demonstrated experience engaging with youth that could have complex needs.

SC 5.
Demonstrated experience working within a multi discipline team.

SC 6.
Highly developed communication and interpersonal skills, both verbal and written.

Role

(Attendance requirement for this 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.

Responsibilities

Role Specific Responsibilities (Typical responsibilities would include but not limited to the ones described)
Provide or facilitate the provision of support to students across the year level to enable them to attend class and engage in learning.
· Support and follow processes which ensure communication of relevant strategies to address the welfare and emotional needs of specific students.
· Facilitate intervention programs to support the school curriculum and the needs of identified groups of students.
· Support Wellbeing Team in liaising with parents and outside specialists/agencies.
Working with the Wellbeing Team to refer students to outside specialists when necessary.
· Maintain appropriate records and confidentiality in accordance with legislative requirements.
· Support students individually or in small groups as appropriate, to assist them to build resilience and overcome difficulties of a personal, emotional, behavioural and/or social nature.
· Commitment to working as part of a multi-discipline team, including working closely with the College, Engagement Leaders / Team Leaders, and Learning Support staff.
· Other duties as required by the Principal and/or Business Manager

Who May Apply

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

EEO AND OHS Commitment

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 *******@education.vic.gov.au

Child Safe Standards

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

DE Values

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

Other Information

The successful candidate will need the preparedness to work at any campus of Noble Park English Language School.
Able to drive or commute to any campus of Noble Park English Language School.

Conditions of Employment

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

Program Benefits

No job description available

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