Youth Worker Years 7-10

Fitzroy High School, is a vibrant, progressive, medium-sized government secondary school, located in the inner city suburb of Fitzroy North. The school delivers a year 7-12 curriculum to over 500 Students. As well as students from Collingwood College enrolled in our shared senior Campus for years 11 and 12. The school is surrounded by residential housing, local shopping precincts and extensive parklands. It primarily serves students from the local area and nearby suburbs. Many students ride their bikes and walk to school. There are extensive public transport network close to the school that provide easy access for the school community and for excursions. The school's physical environment consists of the original buildings and recent additions; there are various room configurations providing some flexibility of use. The grounds are quite small but are augmented by using local facilities such as Edinburgh Gardens. The grounds have had significant student input in design and construction and include a kitchen garden, school-wide and community composting system and indigenous gardens. Vision Fitzroy High School values children as individual learners who are full of potential and capable of excellence. Our students will be lifelong learners, reflective and creative thinkers, responsible and active citizens, and resilient and adaptable problem solvers able to navigate through an uncertain and constantly changing future. Fitzroy is a learning community where students and teams of teachers work together to: achieve high standards so that all students fulfil their capabilities in academic, intellectual, social, emotional and physical development; celebrate diversity and embrace individual differences, including class, culture, race, gender, sexuality and ethnicity; build a cohesive, compassionate and proud school community with a productive legacy for the future; develop beyond our current capacity through continuous change and review; and participate in and contribute to our wider community. Philosophy Fitzroy High School embraces a bold and ambitious dream: striving for excellence and equity. We aim to be a humane learning community in which teachers use relationships to deepen their knowledge of students. This is in order to engage all of them in an intellectually challenging education based on powerful ideas, help them toward social maturity, and prepare them for a life of meaningful possibilities and active participation as Australian and global citizens. The school places students at the centre of their learning and the structure of the school is organised around meeting the educational needs of our students. With involvement of parents and carers, teachers support student to make choices about their learning and development, maximising their performance across a broad range of subjects and life skills. Senior Programs Partnership Fitzroy High School offers a comprehensive Senior Program including VCE, and VET certificates, and has been partnering with Collingwood College for over 15 years to co-deliver the Senior curriculum. The partnership allows both schools to be responsive to the needs and interests of students and provides the capacity to offer a greater range of subjects, compared to what would be possible stand alone. The two schools offered 116 classes this year across Years 11 and 12. Our shared campus, Wurun Senior Campus was opened in 2022, has provided an exciting state of the art senior learning environment to accommodate the senior students of both schools. The combined leadership teams of the two schools believe optimal senior student outcomes can best be achieved from well-integrated collaboration, while also maintaining the identities of two separate schools. The Partnership is designed to complement each school's strengths.

SC1. Demonstrated experience working with young people Demonstrated ability to engage, support and build positive relationships with young people, particularly those experiencing social, emotional, behavioural, educational or personal challenges. SC2. Ability to provide social and emotional support Demonstrated understanding of adolescent development, trauma-informed practice, mental health and wellbeing, and the ability to provide appropriate support to young people experiencing complex circumstances.

SC3. Communication and relationship-building skills Highly developed interpersonal, communication and conflict-resolution skills, with the ability to build trusting relationships with students, families, teachers and external support services. SC4. Behaviour support, engagement and educational participation Demonstrated ability to support positive behaviour, promote student engagement and attendance, and develop strategies that encourage young people to participate in learning and achieve positive educational outcomes.

SC5. Collaboration, professional practice and safeguarding Ability to work collaboratively within a multidisciplinary team, maintain professional boundaries and confidentiality, follow child safety and mandatory reporting requirements, and connect young people with appropriate community services and supports.

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.

The Youth Worker supports the social, emotional, behavioural and educational wellbeing of young people within an educational setting. The role focuses on building positive and trusting relationships with students, promoting engagement in learning, supporting regular attendance, and assisting young people to navigate personal, social and educational challenges.

Working collaboratively with teaching staff, wellbeing professionals, families and external support agencies, the Youth Worker contributes to a safe, inclusive and supportive learning environment where young people are encouraged to develop resilience, independence, positive relationships and the skills necessary to achieve their educational and personal goals.

Student Wellbeing and Support Develop positive, respectful and supportive relationships with students. Provide individual support to young people experiencing social, emotional, behavioural or personal challenges. Identify emerging wellbeing concerns and facilitate referrals to appropriate internal and external support services.

Promote positive mental health, resilience, self-esteem and emotional regulation. Support students experiencing disadvantage, disengagement, family difficulties or other barriers to learning. Student Engagement and Educational Participation Support student attendance, participation and re-engagement in education. Work with students to identify barriers to learning and develop strategies to improve engagement.

Assist in the development and implementation of individual support and engagement plans. Encourage positive decision-making, goal-setting, problem-solving and personal responsibility. Support transitions between year levels, educational programs and external services where required. Behaviour Support and Conflict Resolution Assist students to develop positive behaviours, communication skills and constructive relationships.

Support the implementation of proactive, restorative and trauma-informed approaches to behaviour. Facilitate conflict resolution and provide appropriate support during challenging situations. Work collaboratively with teachers and relevant staff to respond to behavioural concerns and promote a positive school culture.

Recognise situations requiring escalation and follow established policies and procedures. Collaboration and Community Partnerships Work collaboratively with teachers, wellbeing teams, school leadership and other relevant professionals. Establish and maintain appropriate relationships with families and carers to support student wellbeing and engagement.

Liaise with external agencies, youth services, mental health professionals and community organisations, as appropriate. Participate in case discussions, team meetings and student support planning. Assist in connecting students and families with relevant community resources and services. Child Safety and Professional Practice Maintain appropriate professional boundaries and ensure student interactions are safe, respectful and purposeful.

Comply with child safety requirements, mandatory reporting obligations, duty of care and relevant legislation. Follow organisational policies relating to safeguarding, privacy, confidentiality, risk management and information sharing. Maintain accurate, timely and objective records of student support, in accordance with organisational procedures.

Identify and report concerns relating to student safety, wellbeing or risk in accordance with established procedures. Participate in supervision, professional development and reflective practice. Provide professional student support services, e.g. therapist and psychological and counselling services.

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 marrung@education.vic.gov.au 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

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 Please ensure that your application includes : A resume including relevant experience as well as personal details (name, address and contact numbers, business and home) A section addressing the selection criteria and the requirements for application under the Who May Apply section Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.

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.

There is the potential for an increased time fraction 0.8FTE (30.4)

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