Es1-3 - Youth Worker/Health Worker

Location: Melbourne | Northern Metropolitan
Job type: Full time / From 27/01/2025 - 26/01/2032
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1461084
Location ProfileCollege Profile Hume Central Secondary College, located in the City of Hume, serves the Broadmeadows area with a total student enrolment of approximately 1200 students and growing.
Our vision is to develop and nurture the social, emotional, and academic growth of all students to become resilient, life-long learners equipped with the skills, qualifications, and personal attributes for success in and beyond school.
The College has three state-of-the-art campuses: two Year 7-9 Campuses located at Blair Street and Dimboola Road, and a Year 10-12 Campus on the southwest corner of Broadmeadows Town Park.
The Blair Street Campus also includes the Hume Central English Language Centre, a Year 7-10 facility providing for the language learning needs of newly arrived students to Australia.
Hume Central Secondary College is a vibrant school community with an outstanding school climate and a positive culture where staff are valued and numerous structures support strong collaboration.
School climate data from the annual staff opinion survey shows that positive endorsement is consistently above similar schools, network, and state, with significant strengths in the areas of staff trust in colleagues, collective responsibility, and collective focus on student learning.
Our strategic intent incorporates a focus on maintaining student engagement in learning so that students are able to complete their secondary education and make the transition to a meaningful and sustainable post-school destination.
Excellent results in VCE ensure that over 97% of our students secure a tertiary placement in either University or TAFE.
Our VCE and Vocational Major and Victorian Pathway Certificate programs provide students with the opportunity to engage in applied learning whilst completing vocational qualifications and gaining vital industry experience.
Students in Years 10-12 can incorporate a range of VET programs into their senior secondary learning program.
An important focus of our College is to support our students to learn effectively and to develop positive attitudes and behaviours.
This can only be achieved when our students, parents, and teachers work together in partnership.
We endeavour to provide a learning environment that will nurture personal development and establish a strong connectedness to school.
All staff and College Council members share a high regard for the trust which parents/guardians place in us, and the College is conscious of the need for regular and accurate communication with parents.
Student data is regularly updated and shared with families via the Compass Portal.
Working together as a learning community is essential to maximise student outcomes and prepare students for successful pathways and lives in the future.
The Careers and Pathways team is a central component of supporting our students to achieve success at school and beyond.
Our curriculum and wellbeing programs promote academic rigor and achievement whilst providing structure and care to support our students and their families to achieve rewarding personal and academic outcomes.
Hume Central Secondary College is a vibrant learning community.
We invite you to visit our website for more information and/or our learning communities during or after school hours.
For further information please contact Sonia Bedggood on 03 3066 3600. Selection CriteriaSC1.
Suitable qualifications and/or experience in psychology, youth work, or a wellbeing field; experience in working with refugees is an advantage.SC2.
Understanding of common approaches, policies, programs, and research relating to student wellbeing in a senior years school setting.SC3.
Experience in the delivery of student and family wellbeing services in a relevant setting and, preferably, experience working with students, teachers, families, and external agencies in the area of student wellbeing.SC4.
Demonstrated experience in the coordination of services and the provision of information, support, and consultation.SC5.
Highly developed communication and interpersonal skills, including the ability to work collaboratively and network with a wide range of people within the education and wider community.SC6.
Demonstrated ability to design, deliver, or coordinate professional development in the area of student, family, or youth wellbeing.RoleRange 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 from 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 key roles of Position of Responsibility holders may include but are not limited to:
working with a team on the implementation of whole school improvement initiatives related to the school strategic plan and school priorities;working with at least one Annual Implementation Plan team to develop, implement, and evaluate strategies to meet agreed goals.The Youth Worker/Health Worker will work with Student Engagement and Wellbeing to plan, implement, and review the Student Engagement and Wellbeing area of the Annual Implementation Plan.
The Youth Worker/Health Worker will:
work with Student Welfare Coordinators to lead programs that address needs and promote student engagement and wellbeing;work with the SEW team to address student needs through the Mentoring program Year 7-12;work with the Student Services team to appropriately document support for students and provide timely information as relevant to staff;work with staff to undertake successful meetings with parents and other relevant groups to meet student needs;liaise with DEECD and external services to further support students;counsel and support students;work with staff to develop positive relationships with students;work with staff to provide optimum learning environments for students;communicate appropriately with parents/carers and external support;maintain appropriate documentation including confidentiality as relevant;other duties as negotiated with Principal Class.ResponsibilitiesThe responsibilities of this position will be:
Work closely with a Student Welfare Coordinator and Team Leaders to promote effective student wellbeing practices and responses within the College.Provide advice and support to the whole College community in the development and implementation of programs based on the wellbeing needs of students.Provide high-level individual and family counselling as required in conjunction with Team Leaders, SWC, Psychologist, Nurse, and the Principals.Collaborate with College staff, Student Support Services Team, and support agencies to develop and implement a range of programs within the school community that foster resilience, improve attendance, and respond to identified social, emotional, and educational needs.Establish and maintain links with College Student Services, school networks, and relevant support agencies with a view to optimising and coordinating service provision to students at risk of disengagement from school.Who May ApplyIndividuals with the aptitude, experience, and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS CommitmentApplicants 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.
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via ******.
Child Safe StandardsVictorian 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.
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.
This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.

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