KSC 1 Demonstrated highly developed skills when working with primary and secondary-aged children. 

KSC 2 Demonstrated knowledge of, and skills in trauma symptomology and treatment, child/adolescence development, family systems, attachment, abuse/neglect, cumulative harm and neglect. 

KSC 3 Demonstrated communication and interpersonal skills, including the ability to work collaboratively as part of a multidisciplinary team including colleagues, other professionals, and community stakeholders. Willingness to contribute to a positive team culture through collaborative relationships.

KSC 4 Experience in the initiation, development, and implementation of programs that foster resilience in children and young people and address their social, emotional and educational needs. 

KSC 5 Demonstrated experience in the facilitation of group programs.

Group Facilitation:

1. Plan, organize, and facilitate group activities aimed at promoting teamwork, communication, and personal growth among youth.
2. Create a supportive and inclusive atmosphere where participants feel comfortable expressing themselves and building positive connections with their peers.
3. Contribute to the design and development of group programs that align with the organization's mission and the evolving needs of the youth population.
4. Continuously assess the effectiveness of programs and suggest improvements to enhance overall impact.

Youth Engagement:

1. Build trusting relationships with youth participants, understanding their unique needs, challenges, and aspirations.
2. Develop and implement strategies to actively involve young people in the planning and evaluation of group activities, ensuring their voices are heard and respected.
3. Provide comprehensive, individualised, goal-focused care to mental health of students, through assessment, planning, implementation and evaluation of clinical interventions. 
4. Communicate/liaise with classroom teachers to identify strategies to benefit broader cohorts.
5. Provide comprehensive and transparent case management to allocated students. 
6. Facilitate intensive support for students with specific social, emotional and educational needs through therapeutic interventions and case management.

Mentorship and Support:

1. Provide individualized support to youth, offering guidance, mentorship, and a listening ear.
2. Collaborate with other youth workers and support staff to address the diverse needs of participants, including emotional, social, and educational support.

Documentation and Reporting:

1. Complete accurate case notes in line with the Doveton College Case Note Policy. 
2. Prepare regular reports for program evaluation purposes and to communicate outcomes to relevant stakeholders.
3. Report any concerns to relevant external services such as The Orange Door or Child Protection. 
4. Undertake regular Supervision.
5. Advise the Wellbeing Coordinator, and Leadership Team of any incidents impacting upon students¿ wellbeing in a timely manner.
6. Attend wellbeing and required Staff meetings. 
7. Provide professional development/staff training as required.
8. Any other duties as directed by the Wellbeing Coordinator/Leadership team. 

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

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 marrung@education.vic.gov.au

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