Youth Worker - Full time, Fixed term 2027 start

Victorian Government; Melbourne; On-site; AUD 65,000 - 90,000; Full time

Job summary

Doveton College, part of the Victorian Government education system, seeks a Student Wellbeing Youth Worker to support students from Prep to Year 9. The role focuses on targeted therapeutic support, program development, and engagement across the college.

Applicants should have a diploma or higher with youth work specialization, ACWA accreditation, or AQF level 5+ qualifications. Strong teamwork, trauma-informed practice and community connection are essential.

Qualifications

• Demonstrated ability to work with primary and secondary school students.
• Understanding of trauma symptomology, child development and family systems.
• Strong communication and interpersonal skills for multidisciplinary teams.
• Experience creating programs that foster resilience and engagement.

Responsibilities

• Contribute to whole-school wellbeing initiatives to promote belonging and engagement.
• Plan and facilitate group activities that build teamwork and personal growth.
• Provide individualised support and mentoring for students in need.
• Collaborate with teachers, youth workers and external services to meet student needs.
• Maintain accurate case notes and participate in supervision and professional development.

Skills

Youth development

Group work facilitation

Communication

Collaboration

Mentoring

Trauma-informed practice

Education

Diploma in youth work

ACWA-accredited diploma

AQF level 5 or higher

Job description

Occupation: Education and training

Location: Melbourne - Southern suburbs

Reference: 1547655

Location Profile

Doveton College is a unique, diverse and vibrant learning community. It is unlike any other educational setting in Australia. Located in the South Eastern suburbs of Melbourne, Doveton College resides in one of the most disadvantaged metropolitan regions of Australia. It is the first of ten settings to be developed in association with the Colman Foundation, Our Place and the Department of Education.

Doveton College is complex in its operation; it seeks to support, foster and develop opportunities for all members of the Doveton Community including children, young people, and adults. The focus is on providing high-quality teaching and learning programs for children and young people from 0 to 15 years old, with additional learning opportunities for parents and the wider community members. It provides a wide range of wrap-around educational, health and allied health services, Maternal and Child Health, and Adult Learning opportunities. Early Learning has an Exceeding Rating in all quality areas; operating a long day setting, with a focus on learning through play in a structured, appealing indoor/outdoor learning environment. Each week students from Foundation to Year 9 participate in the Doveton Engagement and Enrichment Program (DEEP) which operates as an extension to the school day and includes sports, performance, technology and artistic programs.

Doveton College is committed to providing a child safe environment where children and young people are safe and feel safe, and their voices are heard about decisions that affect their lives. Particular attention is paid to the cultural safety of Aboriginal children, those with culturally and/or linguistically diverse backgrounds, as well as the safety of children with a disability. Children are at the centre of all our decisions.

the potential of each of our children and young people to learn, to achieve and do their best

empowering all our children and young people to be curious, independent, happy and motivated to excel

a rigorous and dynamic curriculumto meet the needs of, and promote the growth of every child and young person

a strong learning culture and team approach, based on the values of Respect, Excellence, Empathy, Resilience, and Belonging

the belief that learning occurs in partnership with parents and families and the support of the community

Selection Criteria

KSC 1 Demonstrated highly developed skills in working with primary and secondary school-aged children

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

KSC 3 Demonstrated communication and interpersonal skills, including experience establishing and maintaining collaborative relationships within a multidisciplinary team

KSC 4 Experience initiating, developing and implementing programs that foster resilience in children and young people and address their social, emotional and educational needs

KSC 5 Ability to work collaboratively with colleagues, other professionals and community stakeholders, and willingness to contribute to a positive team culture

KSC 6 Demonstrated experience facilitating group programs

Role

The Student Wellbeing Youth Worker supports students from Prep to Year 9 by providing targeted therapeutic support that strengthens their engagement in education. The role contributes to the development of high-quality interventions and programs that promote wellbeing and engagement across the College.

The role has three key focus areas:

Group work facilitation and program development

Youth Engagement

Mentoring and Support

Applicants must hold one of the following:

A relevant diploma or higher with a specialisation in youth work

An ACWA-accredited diploma or higher with a specialisation in youth work

A relevant qualification (non-specialised):A relevant qualification related to community services and comparable to AQF level 5 or higher.

Qualifications and experience

Strong understanding of youth development principles and best practices.

Excellent communication and interpersonal skills.

Ability to work collaboratively in a team and independently.

Knowledge of community resources and the ability to connect youth with appropriate
services.

Several years' experience working in the health and wellbeing sector with a clear understanding of child and adolescent development.

Ability to manage challenging situations related to traumatic exposure.

Responsibilities

Specific Duties & Responsibilities:

Whole-School Role (Tier 1)

Location Profile

Doveton College is a unique, diverse and vibrant learning community. It is unlike any other educational setting in Australia. Located in the South Eastern suburbs of Melbourne, Doveton College resides in one of the most disadvantaged metropolitan regions of Australia. It is the first of ten settings to be developed in association with the Colman Foundation, Our Place and the Department of Education.

Doveton College is complex in its operation; it seeks to support, foster and develop opportunities for all members of the Doveton Community including children, young people, and adults. The focus is on providing high-quality teaching and learning programs for children and young people from 0 to 15 years old, with additional learning opportunities for parents and the wider community members. It provides a wide range of wrap-around educational, health and allied health services, Maternal and Child Health, and Adult Learning opportunities. Early Learning has an Exceeding Rating in all quality areas; operating a long day setting, with a focus on learning through play in a structured, appealing indoor/outdoor learning environment. Each week students from Foundation to Year 9 participate in the Doveton Engagement and Enrichment Program (DEEP) which operates as an extension to the school day and includes sports, performance, technology and artistic programs.

Doveton College is committed to providing a child safe environment where children and young people are safe and feel safe, and their voices are heard about decisions that affect their lives. Particular attention is paid to the cultural safety of Aboriginal children, those with culturally and/or linguistically diverse backgrounds, as well as the safety of children with a disability. Children are at the centre of all our decisions.

The community expectation is that the College will provide a safe and secure environment where the individual student can learn and develop to their full potential. In the school sector, high-quality teaching and learning is non- negotiable. All staff are strong professional educators, implementing teaching and learning programs that are evidenced based and informed by research and best practice. There is a strong focus on literacy and numeracy, alongside a well-developed social and emotional learning curriculum.

The Doveton College vision is clear and is based on the belief that every child will succeed. There is a commitment to:

• the potential of each of our children and young people to learn, to achieve and do their best
• empowering all our children and young people to be curious, independent, happy and motivated to excel
• a rigorous and dynamic curriculumto meet the needs of, and promote the growth of every child and young person
• a strong learning culture and team approach, based on the values of Respect, Excellence, Empathy, Resilience, and Belonging
• the belief that learning occurs in partnership with parents and families and the support of the community

We believe that strong positive relationships underpin all our work, and that the wellbeing of our children and young people is critical to their success and academic achievements. Families choose Doveton College because it is safe, inclusive and focused on each child's current and future learning needs. We aim to create a place where every young person feels known, supported and inspired to do their best.

Selection Criteria

KSC 1 Demonstrated highly developed skills in working with primary and secondary school-aged children

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

KSC 3 Demonstrated communication and interpersonal skills, including experience establishing and maintaining collaborative relationships within a multidisciplinary team

KSC 4 Experience initiating, developing and implementing programs that foster resilience in children and young people and address their social, emotional and educational needs

KSC 5 Ability to work collaboratively with colleagues, other professionals and community stakeholders, and willingness to contribute to a positive team culture

KSC 6 Demonstrated experience facilitating group programs

Role

The Student Wellbeing Youth Worker supports students from Prep to Year 9 by providing targeted therapeutic support that strengthens their engagement in education. The role contributes to the development of high-quality interventions and programs that promote wellbeing and engagement across the College.

The role has three key focus areas:

• Group work facilitation and program development
• Youth Engagement
• Mentoring and Support

Applicants must hold one of the following:

• A relevant diploma or higher with a specialisation in youth work
• An ACWA-accredited diploma or higher with a specialisation in youth work
• A relevant qualification (non-specialised):A relevant qualification related to community services and comparable to AQF level 5 or higher.

Qualifications and experience

• Strong understanding of youth development principles and best practices.
• Excellent communication and interpersonal skills.
• Ability to work collaboratively in a team and independently.
• Knowledge of community resources and the ability to connect youth with appropriate
  services.

Desirable:

• Several years' experience working in the health and wellbeing sector with a clear understanding of child and adolescent development.
• Ability to manage challenging situations related to traumatic exposure.

Responsibilities

Specific Duties & Responsibilities:

Whole-School Role (Tier 1)

• Contribute to Tier 1 whole-school wellbeing and engagement initiatives that promote belonging, connection and positive behaviour across the College
• Support the planning and delivery of universal programs, such as social and emotional learning, in partnership with teachers and school leaders
• Offer classroom teachers practical universal strategies that support student wellbeing, inclusion and engagement
• Participate in whole-school events, transition activities and wellbeing initiatives as required
• Use whole-school wellbeing and engagement data, alongside staff input, to help identify emerging needs and inform early intervention
• Model and promote a safe, inclusive and respectful school culture

• Plan, organise and facilitate group activities that promote teamwork, communication and personal growth
• Foster a supportive and inclusive environment where participants feel comfortable expressing themselves and building positive peer connections
• Contribute to the design and development of group programs that align with the College's mission and the evolving needs of students
• Regularly evaluate program effectiveness and recommend improvements to enhance impact

• Build trusting relationships with students, understanding their individual needs, challenges and aspirations
• Develop and implement strategies that actively involve young people in planning and evaluating group activities, ensuring their voices are heard and respected
• Provide comprehensive, individualised, goal-focused support for student mental health through assessment, planning, implementation and evaluation of interventions
• Provide intensive support for students with specific social, emotional and educational needs through therapeutic interventions and case management
• Deliver transparent and comprehensive case management for allocated students
• Liaise with classroom teachers to identify strategies that benefit broader student cohorts

• Provide individualised support to students, offering guidance, mentorship and a listening ear
• Collaborate with other youth workers and support staff to address the diverse emotional, social and educational needs of students

• Maintain accurate case notes in line with the Doveton College Case Note Policy
• Prepare regular reports for program evaluation and to communicate outcomes to relevant stakeholders
• Report concerns to relevant external services, such as The Orange Door or Child Protection, as required
• Notify the Wellbeing Director and Leadership Team of any incidents affecting student wellbeing in a timely manner
• Participate in regular supervision
• Attend wellbeing meetings and other required staff meetings
• Provide professional development and staff training as required
• Undertake other duties as directed by the Wellbeing Director or Leadership Team

Who May Apply

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

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 [e-mail]

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

Applications close Friday 13 November 2026 at 11.59pm