07 May

Youth Worker Jobs Vacancy in Croydon Community School Croydon

Position
Youth Worker
Company
Croydon Community School
Location
Croydon VIC
Opening
07 May, 2018 19 days ago

Croydon Community School Croydon urgently required following position for Youth Worker. Please read this job advertisement carefully before apply. There are some qualifications, experience and skills requirement that the employers require. Does your career history fit these requirements? Ensure you understand the role you are applying for and that it is suited to your skills and qualifications.

Follow the online directions, complete all the necessary fields, and provide all relevant information so your application is submitted correctly. When you click the 'Apply this Job' button (open in new window) you will be taken to the online application form. Here you will be asked to provide personal and contact details, respond to employment-related questions, and show how you meet the key selection criteria.

Youth Worker Jobs Vacancy in Croydon Community School Croydon Jobs Details:

Croydon Community School is a leader in the provision of education for students who are at significant risk of not completing secondary education. The school also manages a range of other programs in the eastern suburbs of Melbourne under the umbrella name of OPTIONS. This is one of two positions currently available within the Croydon Community School team at our main campus. Although not expected now it remains at the Principal’s discretion to move staff from one position to another should the need arise.
The focus of all Croydon Community School programs is to achieve positive education outcomes for students through the Big Picture Education design of passion-based learning. This design has been recognised both within Australia and internationally as innovative and one which should be more widely adopted. All Croydon CS work is based in effective international research and DET guidelines for inclusive education and trauma-informed approaches to social and emotional development.

Selection Criteria

1. High level of emotional intelligence and the ability to work both individually and with a range of people within our school and wider community
2. Demonstrated capacity to engage and work effectively with students displaying emotional and behavioural dysregulation
3. Willingness to work within current DET guidelines and polices related to student wellbeing and engagement
4. Highly developed capacity for emotional self-regulation including the capacity to set and maintain consistent boundaries with students to ensure safety, stability and consistency
5. Strong understanding of the needs of marginalised and vulnerable children who may have experienced complex trauma, including the barriers, enablers and the ability to engage each child and progress his/her learning
6. High level ability to contribute to the philosophy of Croydon Community School, with emphasis on restorative practices and connection to community.

Role

Performs and/or supervises tasks that are carried out in accordance with guidelines, accepted practice and school policy. This may include the supervision and coordination of other education support class staff within the work area or educational program. Supervision and coordination would be limited to ensuring routine tasks are performed to required standards. Input into identifying training needs and development of education support class staff within the work area or educational program becomes an important feature at range 2.

Specialised support to achieve specific outcomes is a feature of range 2. Typically this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the operation of a work area (e.g. managing the day to day operation of a school office) under the direction of the principal or another senior manager.

Provides support to teachers and students that is beyond the routine support provided at education support class Level 1, range 1. Within an educational program assists teachers with the coordination of the support function, such as directing/organising the work of other support staff or providing a specialist support role.

Undertakes medical intervention support tasks or other specialised student/teacher support roles that require specific training that must be updated from time to time. The role is for a specific purpose for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.

Performs technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science and information technology laboratories would be typical examples.

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

Applicants for this position are required to be able to demonstrate exceptional skills and results in working with young people so that they become ready and open to learning opportunities within their individual learning plans. This position would suit someone who is in the early stages of their career but who can motivate and engage students to adopt new strategies which assist them to lower anxiety, manage complex mental health issues and develop a healthy approach to their life.
The successful applicant MUST be able to demonstrate high level understanding of the needs of marginalised and vulnerable children and young people who may have experienced complex trauma, including the barriers, enablers and an understanding of a variety of strategies to engage each child or young person and progress his/her learning. They may not have had the chance to practice these skills extensively, but the knowledge of them is essential, as is the unwavering belief in the goodness and potential of young people.
The characteristics of our students and school curriculum programs require the successful candidate to possess: a wide repertoire of student engagement strategies at the ready. the ability to make strong professional connections with students, their families and colleagues the willingness and ability to adapt a ‘whatever it takes’ approach to making schooling a positive experience for all students the ability to contribute to a strong whole school approach to problem solving and program design strong personal and interpersonal skills and the ability to contribute positively to an existing team of exceptional strength a knowledge of complex mental health issues including depression, anxiety, self-harm, substance use an understanding of the effects of extreme trauma on children and young people as a barrier to personal development at age-appropriate rates ability to work within a philosophy of restorative practices which are based in solid and appropriate relationships a desire to work as part of the student wellbeing team, as well as with school staff and the leadership team to address wellbeing needs across the school community ability to work independently and creatively to complete tasks and find solutions.

Applicants should also note that the positions present them with the potential for significant on-the-job training and the ability for professional growth well beyond the bounds of that usually possible in a school situation.

Who May Apply

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

EEO AND OHS Commitment

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx


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