Welfare Worker jobs in Melbourne VIC

Selection Criteria

SC1. Capacity to work as part of a collaborative wellbeing team, delivering wellbeing services to the school and contributing significantly to the achievements of the team

SC2. Demonstrated experience in, and capacity for, undertaking functional behaviour assessments and leading the development of behaviour and safety plans for students

SC3. Demonstrated experience in providing counselling support to students individually and in group settings

SC4. Demonstrated ability to successfully and respectfully engage with families to support a young person¿s engagement with school

SC5. Demonstrated commitment to your own professional learning and growth

SC6. Demonstrated high level oral and written communication skills

Role

A qualification in youth work is desirable.

The successful candidate will be required to attend for 38 hours during normal school hours. The candidate may be required to attend meetings as part of this. The candidate will not be required to attend TC during the school holidays, but may be called upon for emergencies.

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.

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.

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 employees 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

Responsibilities:

Position Summary

The purpose of this role is to support the social and emotional wellbeing of students at TC and reduce barriers to attending and engaging at school. A main component of the role is to respond to incidents that occur around the school and assist students in problem-solving to facilitate their access to education. Additionally, this role involves supporting the Community Executive Teams in their management of student engagement and wellbeing across the school. This position will report to the Assistant Principal - Transitions and Community Executive Teams.

Responsibilities may include:

• Meeting with young people to identify and discuss barriers to attend and engage in education
• Supporting the Community Executive Teams in responding to incidents that arise with students at school
• Providing support in a one-on-one or group setting
• Providing information about services and resources available within the community
• Planning and conducting programs focused on the specific needs of young people
• Organising and supervising group activities
• Maintaining accurate recording and administration of student data
• Liaising and consulting with line manager, CET and Specialist Wellbeing Service and other relevant school staff where necessary
• Undertake other duties as directed by line manager

Key Relationships

• Community Executive Teams (Coordinators and Youth Workers)
• Principal and Assistant Principals
• Specialist Wellbeing Services (Social Workers, Mental Health Practitioner, Educational Psychologist)
• Director of Learning Supports

Who May Apply

Qualifications and Skills:

Essential:

• A qualification in Youth Work, Community Services, or related field

• Experience working with young people and an understanding of inclusive education

• Ability to build strong relationships with students, staff and families

Desirable:

• Experience in a secondary educational setting

• Knowledge of child and adolescent development, the principles and practices for inclusive education and an understanding of the student diversity and neuro-affirming practice within a school.

Diversity and Inclusion

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.

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

• 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

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

Location Profile

Templestowe College is located 17 km east from the centre of Melbourne in Lower Templestowe, on Wurundjeri country. It is easily accessible by car from the Eastern Freeway and any of the major roads in the Northeast of Melbourne. It is also supported by an extensive bus network that operates around the school

The school is on 6.5 ha of land and incorporates significant green space, including a well-developed permaculture garden and a small farm. We also have extensive facilities in the arts, performing arts, technology, science, and a single court sport stadium with fully equipped fitness centre.

School profile

Over the last 15 years the school has transformed from a school of last resort to a thriving community, where we now have approximately 1250 students and demand for places outstrips supply. We continue to improve and innovate by having a clear focus on both learning and wellbeing.

The learning environment promotes success in multiple ways based on our belief that every student should be achieving their best by embracing opportunities that are available at Templestowe College. Students have control over their learning program in our Flexible Learning Environment (FLE) that operates from year 8-10, and into our VCE programs. The FLE has more than 150 subjects from which to choose. This is a significant part of the approach we take at the college where student voice is at the centre.

The recent school review has identified the need for the school to refocus its work on student outcomes, to improve VCE and NAPLAN results, whilst maintaining its excellence in areas such as wellbeing, inclusion, student voice and agency, and the provision of a calm and orderly learning environment.

A strength of our college is the excellent relationships that exist between the students and the staff at the school. Staff are committed to supporting the academic progress and wellbeing of students where strong, respectful relationships are the basis for all communication. Students are encouraged to interact closely with their teachers and seek help at any time.

Candidates are encouraged to visit our website at www.tc.vic.edu.au for further information on TC.

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