Role
ES Range Description:
An Educational Support Range 3 position is distinguished by the introduction of responsibility and accountability for the delivery of professional support services. A position at the range will provide professional student supports where standard professional services are being delivered. Professional autonomy within this position will be determined by standard procedures and school policy.
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 ( 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 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.
Position Description (Health and Wellbeing Services):
Youth Workers work with families, students, educators, and agencies to identify, engage, and support children that have multiple and complex wellbeing needs. A Youth Worker works within a team of student support staff and will contribute to the development, implementation, and evaluation of the Wellbeing strategic priorities of the school.
Youth Workers will respond to immediate/acute wellbeing concerns of students and critical incidents as well as being part of the team around the learner for identified students. Youth Workers will support students to access internal support within the school as well as identifying and facilitating external wellbeing services by making referrals and supporting access to services as required.
Responsibilities
1. Promote a whole school approach to wellbeing to students, staff and families.
2. Support teachers and school staff to expand their capacity to embed evidence based wellbeing strategies, interventions and programs and build mental health literacy to identify and support primary school students with mental health concerns.
3. Coordinate clear referral pathways internally (within school) and externally (to community services) for students identified as requiring further assessment and intervention.
4. Proactively work with and support regional staff, school wellbeing and leadership teams, teachers, parents/carers and other external agencies to coordinate wellbeing programs and interventions.
5. Contribute to the school’s existing wellbeing team.
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 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 ).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on:
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:
DE Values
The Department’s employees commit to upholding DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:
Conditions of Employment
6. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
7. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
8. A probationary period may apply during the first year of employment and induction and support programs provided.
9. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Location Profile
Phoenix P-12 Community College is a large coeducational school, located in Sebastopol, which is a suburb of Ballarat. We service a wide geographical area including the suburbs of Delacombe, Redan and Sebastopol and rural townships within the Golden Plains.
We are proud to be a community school which delivers learning programs for students from foundation through to the completion of year 12. Our College community includes a diverse range of families from various socio-economic backgrounds. The College prides itself on delivering outstanding academic and co-curricular educational opportunities for all students. Our goal is to develop respectful and responsible global citizens, who are empowered to strive for the pathways of their dreams, whether that be university, TAFE or work. At Phoenix we believe all students can learn and every child has a right to be literate, numerate and curious about the world they live in. To ensure that our students are encouraged to be active global citizens we create an ICT rich learning platform where every child has access to a high quality device with contemporary functionality.
At Phoenix P-12 Community College we have a commitment to ongoing instructional improvement. We understand the importance of explicit teaching, most especially in the domains of literacy and numeracy. We intentionally build teacher capacity through PLC cycles, regular coaching, observation and feedback. Student engagement is developed through purposeful, student centred learning that is grounded in an agreed instructional model. At Phoenix we are committed to building individual and collective efficacy as a key strategy for ensuring that all students have the opportunity to achieve optimal learning growth.
Phoenix P-12 Community College is committed to implementing FISO and has a clear focus on nurturing Learning and Wellbeing. To ensure that every child has a point of connection and belonging we have established smaller communities within our school known as Learning Villages. Our Villages are organised in the following way:
10. Foundation to Year 4 – located on the Redan Campus
11. Year 5 to Year 6 – Located on the Sebastopol Campus
12. Year 7 to 10 – Located on the Sebastopol Campus
13. Year 11 to 12 - Located on the Sebastopol Campus
14. DOTS (Developing Other Talents and Skills) – Grant St Campus
The College values of Respect, Responsibility, Integrity, Cooperation and Excellence are at the core of all relationships at Phoenix and guide every daily interaction. We know that quality relationships which are based on mutual respect are the key to us achieving our purpose. We are committed to strengthening the partnerships between parents, teachers and students.
In alignment with FISO at Phoenix we place a high priority on the development of wellbeing and inclusion both for students and staff. In addition to the integration of SWPBS and Respectful Relationships we are proud to be a TRP school. A comprehensive student wellbeing team is in place to ensure that we meet every individual at their point of need. This diverse team includes, Dr’s In Schools, Youth Workers, Social Workers and other allied health members. This expert team delivers a comprehensive suite of programs and services that build student wellbeing, connection and identity. The College transitioned effectively to DET’s DIP process and supports student diversity through a comprehensive range of intervention programs.
At Phoenix we strive to provide our students with a complete learning experience that extends beyond the classroom. We offer an extensive co-curricular program that includes sport, drama, music, public speaking, student leadership and the arts. We actively encourage our staff to engage with the myriad of clubs and community activities offered to students.
At Phoenix P-12 Community College we are proud to cater for all students, we excel in the provision of broad, flexible and inclusive educational pathways. Our Senior School structure has embraced the implementation of the new VCE and we are proud to offer a wide range of VCE and VET subjects both at school and through the cluster. Our Managed Individual Pathway (MIP’s) Team has expert knowledge and skills and our ability to support the transition to university, TAFE or work is exceptional. Senior students are supported by our designated VCE study centre, complete with a study centre manager, tutors and individually selected mentors.