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Chaplain Profile & Role Statement

1. The purpose of the role of an SU Qld Chaplain (in view of the purpose of SU Qld and Education Queensland requirements)
   Chaplains employed by SU Qld will model the unconditional love demonstrated and taught by Jesus Christ, as recorded in the Bible. This will be manifested in unconditional love and care for all members of the school communities where they work. Each SU Qld Chaplain will therefore be a person whose beliefs and lifestyle reflect a Biblical understanding of a commitment to the teachings, life and person of Jesus Christ. This is necessary to fulfil the purpose of SU Qld as stated in the SU Aims & Working Principles and SU Statement of Beliefs document (included in Application Pack).
   
   In matters of faith development, SU Qld Chaplains have a particular role in supporting and nurturing the faith of students whose families have a Christian affiliation. In doing so, each SU Qld Chaplain will be involved in local Christian churches and the local community informing, teaching, and at times communicating Christian messages with conviction. SU Qld Chaplains will refer students from other faith backgrounds seeking nurture in their faith to appropriate avenues of support as relevant.
   
   While exercising their roles from within a Christian framework and promoting positive Christian values, SU Qld Chaplains will be sensitive to and respectful of people who hold beliefs and values different from their own. SU Qld Chaplains will be available to all students, staff and parents within their schools, regardless of religious affiliation.
2. Reporting Relationships
   SU Qld Chaplains will report to:
   • The School Principal in matters of the school's operation and Education Queensland policies and practices.
   • The Chair of the Local Chaplaincy Committee (LCC) in relation to the day-to-day operation of the Chaplaincy Service.
   • The local SU Qld District Coordinator in matters of employment and professional/ministry practice.
3. Role Statement
   The role of the Chaplain within each SU Qld Chaplaincy Service will vary. A general list of duties follows. The following list represents the spectrum of activities in which an SU Qld Chaplain may be involved in the school and local community. No individual SU Qld Chaplain would be expected to carry out ALL or even MOST of these duties. The particular emphasis placed on any or each of these duties within each SU Qld Chaplain's role will be more clearly articulated by the LCC of the school in which the Chaplain is employed. SU Qld Chaplains exercise all of their duties and all aspects of their roles from within a Christian framework, promoting positive Christian values.
   General Activities in the Life of the School
   • participate in school camps, excursions, sports days, speech nights, form meetings, assemblies, school committees
   • facilitate groups, events and activities with voluntary student participation, including lunchtime groups, breakfast clubs, etc
   • visit students who are absent from school (including school refusals, hospital visitation, bereavement)
   • public prayer at formal school functions
   • participate in HRE/Life Skills/Personal Development programs
   • coach sporting teams
   • assist with special needs and behaviour management programs
   • participate in and develop adventure-based learning/outdoor education program
   • provide resource support for teachers
   • facilitate parenting programs
   Pastoral Care
   • provide pastoral care and personal support for students, staff and parents of the school community within a Christian framework in cooperation with the school's Guidance Officer and other support staff
   • provide pastoral care and support following Critical Incidents
   • assist in the development and support of the school's care program
   Relationship between local churches and the School
   • liaise between the school and local Christian churches (essential)
   • regular visits to local Christian churches (essential)
   • communicate with conviction Bible-based Christian messages in local churches
   • connect students with local Christian churches with parents'/caregivers' permission (essential)
   • publish a regular newsletter for distribution to local Christian churches and Chaplaincy supporters (essential)
   Support and Nurture of Christian students
   • facilitate Christian activities on school campuses with voluntary student participation (essential)
   Community Networking
   • network with support services, local Christian churches and other agencies and organizations in the local community to provide a broad range of support services to the school community
   • network with and coordinate involvement in the school by external Christian programs and organisations (eg AusLife - YFC; Cool Choices - 96.5; Youth Alive)
   SU Qld Camps and Community Outreaches
   • facilitate and participate (with students) in SU Qld holiday camps, holiday activity programs, community outreach programs and student leadership training events
   Religious Education: Right of Entry
   • An SU Qld Chaplain may be invited to be involved in a school's Religious Education (RE) program. In this event, the Chaplain participates in the RE program as a representative of a local church, not as an SU Qld Chaplain. Refer to Education Qld “Religious Instruction in School Hours” policy:  http://education.qld.gov.au/strategic/eppr/schools/scmpr021/
4. Requirements of the SU Qld Chaplain
   SU Qld requires that the successful candidate:
   • Must agree to and operate under the SU Aims and Working Principles, and SU Statement of Beliefs, and/or one or more of the creeds of the Christian Church (Apostles' Creed, Nicene Creed and/or Athanasian Creed)
   • Be actively involved in a local Christian church
   • Hold a "Blue Card" from the Commission of Children and Young People for the purposes of child-related employment
   • Be willing to work under SU Qld's Code of Conduct for SU Qld Chaplains
   • Be capable of fulfilling the physical requirements of the role. Physical requirements will vary from school to school. Applicants may be asked to provide evidence of their fitness to perform the tasks required of them in the role
5. Selection Criteria (Qualities and Experience of SU Qld Chaplains)

   Knowledge and expression of faith
   1. Demonstrated Christian character and commitment.
   2. A broad understanding of the theological issues important for working in interchurch ministries.
   3. A demonstrated ability to both apply the teachings of the Bible to real-life situations and communicate its message relevantly to others.
   4. An ability to express faith openly whilst remaining sensitive to the religious and cultural beliefs of others.

   Pastoral Care
   5. A demonstrated understanding of the theories and practicalities involved in providing pastoral care to the school community.
   
   Experience with youth/children
   6. A proven ability to work effectively with youth/children (whichever is relevant) and a broad understanding of youth/children and issues affecting them.
   
   Experience in schools and education
   7. Proven effective involvement in and a demonstrated understanding of the operation of State schools.
   8. Proven experience in the development and delivery of educational programs and/or religious education (where relevant).
   
   Communication and teamwork
   9 . A demonstrated ability to communicate with a range of people in a range of settings.
   10. A demonstrated ability to work both as a member of a team and independently.

SU Aims & Working Principles

• Aims:
  As a worldwide organisation working with the churches, SU aims:
  • to make God's Good News known to children, young people and families
  to encourage people of all ages to meet God daily through the Bible and prayer,so that they may:
  • come to personal faith in our Lord Jesus Christ
  • grow in Christian maturity, and
  • become both committed church members and servants of a world in need.
  SU pursues these aims through a variety of specialist ministries around the world in obedience to our Lord Jesus Christ and in reliance on the Holy Spirit.
  
  
  
• Working Principles
  We aim to follow Biblical principles in all that we do and to emphasise the vital importance of prayer. We therefore approach our work in the following ways:
  1. Evangelism and Teaching
     • We are committed to teaching basic Christian truths as an essential part of evangelism.
     • We aim to express God's Good News to children, young people and families, not only in words, but also by building caring relationships with them.
     • We make every effort to communicate the Gospel in contemporary language and in ways appropriate to the context.
     • We emphasise that faith should always lead to action and to growth in Christian character and service.
     • We acknowledge that the Gospel has inescapable social dimensions and therefore it involves us in service to others and a concern for social justice. In view of our specific aims, we have a special responsibility for children and young people who are poor, deprived or exploited.
     • We encourage children to follow Christ in ways that are appropriate to their age, culture and background, taking special account of their home and family situation and level of maturity.
     • We believe that the new birth is a profound supernatural experience, brought about by the Holy Spirit. So we invite people to respond to what He is doing in their lives and guard against calling for superficial responses.
     • We are committed to working in ways that reflect our beliefs, in appropriate cooperation with organisations and institutions, such as schools, that welcome us.
  2. Bible Ministries
     In encouraging people to meet God through the Bible, we emphasise the significance of the Bible as a whole.
     • We encourage people to read it so that they come to repentance, faith and obedience to God and worship.
     • We prepare systematic programs and materials for children, young people and adults, appropriate to their age and situation.
     • We are committed to Bible reading which is thoughtful, prayerful and regular and which enables the reader to respond to the message of the whole Bible rather than to isolated passages.
     • We are concerned to interpret the text in a way that enables people, in their contemporary situations, to hear for themselves the message of the Bible from its original context.
  3. Churches
     • We recognise our part in God's worldwide family and seek ways of working positively with a variety of churches.
     • We encourage people who come to faith through our ministries to take part in the life of a local church fellowship.
  4. Equality and Unity
     • We believe that all human beings are of equal worth in the sight of God and that all those who put their faith in Christ are one in Him.
     • We are therefore committed to exercising our ministries without discrimination as to race, colour, gender, language or social position.
     • We recognise that SU worldwide is a family of national movements in which resources can be shared in a responsible way on a basis of trust.
     • We express our Christian commitment in varied and creative ways since we are drawn from diverse backgrounds.
  5. Volunteers and Staff
     • We work with a relatively small number of staff who recruit, motivate, train, equip and support a larger number of volunteers with whom they work in partnership.
     • We believe that the Holy Spirit confers gifts of leadership on Christians of all nations without discrimination. So we encourage national leadership of SU movements, while recognising the contribution of those from other countries.
     • We, as staff and volunteers, from a variety of backgrounds, are united in our commitment to the aims, beliefs and working principles of SU.
     • We agree that, while we are involved in SU activities, we will handle controversial issues, such as baptism, spiritual gifts and church order, in ways that promote harmony.
  6. Biblical Standards
     • We aim to follow Biblical principles in all that we do. This includes, for example, our administration, our publicity and the way we care for our staff and volunteers.
     • We seek to honour God in carrying out our ministries, by combining prayerful reliance on him with the use of the best available means, maintaining the highest standards possible.
     • We believe in praying for financial support, in dependence on God, and telling the Christian public of our needs, without distorting the truth or using undue pressure.

SU Statement of Beliefs & Christian Creeds

SU Statement of Beliefs

The Apostles' Creed

I believe in God, the Father Almighty,
    the Creator of heaven and earth,
    and in Jesus Christ, His only Son, our Lord:
Who was conceived of the Holy Spirit,
    born of the Virgin Mary,
    suffered under Pontius Pilate,
    was crucified, died, and was buried.
He descended into hell.
The third day He arose again from the dead.
He ascended into heaven
    and sits at the right hand of God the Father Almighty,
    whence He shall come to judge the living and the dead.
I believe in the Holy Spirit, the holy catholic church,
    the communion of saints,
    the forgiveness of sins,
    the resurrection of the body,
    and life everlasting.
Amen.

The Nicene Creed

I believe in one God, the Father Almighty, Maker of heaven and earth, and of all things visible and invisible.

And in one Lord Jesus Christ, the only-begotten Son of God, begotten of the Father before all worlds; God of God, Light of Light, very God of very God; begotten, not made, being of one substance with the Father, by whom all things were made.

Who, for us men for our salvation, came down from heaven, and was incarnate by the Holy Spirit of the virgin Mary, and was made man; and was crucified also for us under Pontius Pilate; He suffered and was buried; and the third day He rose again, according to the Scriptures; and ascended into heaven, and sits on the right hand of the Father; and He shall come again, with glory, to judge the quick and the dead; whose kingdom shall have no end.

And I believe in the Holy Ghost, the Lord and Giver of Life; who proceeds from the Father and the Son; who with the Father and the Son together is worshipped and glorified; who spoke by the prophets.

And I believe one holy catholic and apostolic Church. I acknowledge one baptism for the remission of sins; and I look for the resurrection of the dead, and the life of the world to come.

Amen.

The Athanasian Creed

1. Whosoever will be saved, before all things it is necessary that he hold the catholic faith;Which faith except every one do keep whole and undefiled, without doubt he shall perish everlastingly.
2. And the catholic faith is this: That we worship one God in Trinity, and Trinity in Unity;
3. Neither confounding the persons, nor dividing the substance
4. For there is one Person of the Father, another of the Son and another of the Holy Spirit.
5. But the Godhead of the Father, of the Son, and of the Holy Spirit is all one, the glory equal, the majesty co-eternal.
6. Such as the Father is, such is the Son and such is the Holy Spirit.
7. The Father uncreate, the Son uncreate, and the Holy Spirit uncreate.
8. The Father incomprehensible, the Son incomprehensible, and the Holy Spirit incomprehensible.
9. The Father eternal, the Son eternal, and the Holy Spirit eternal.
10. And yet they are not three eternals, but one eternal.
11. As also there are not three uncreated nor three incomprehensibles, but one uncreated and one incomprehensible.
12. So likewise the Father is almighty, the Son almighty, and the Holy Spirit almighty;
13. And yet they are not three almighties, but one almighty.
14. So the Father is God, the Son is God, and the Holy Spirit is God;
15. And yet they are not three Gods, but one God.
16. So likewise the Father is Lord, the Son Lord, and the Holy Spirit Lord;
17. And yet they are not three Lords, but one Lord.
18. For like as we are compelled by the Christian verity to acknowledge every person by himself to be God and Lord;
19. so are we forbidden by the catholic religion to say: There are three Gods or three Lords.
20. The Father is made of none, neither created nor begotten.
21. The Son is of the Father alone; not made nor created, but begotten.
22. The Holy Spirit is of the Father and of the Son; neither made, nor created, nor begotten, but proceeding.
23. So there is one Father, not three Fathers; one Son, not three Sons; one Holy Spirit, not three Holy Spirits.
24. And in this Trinity none is afore, nor after another; none is greater, or less than another.
25. But the whole three persons are co-eternal, and co-equal.
26. So that in all things, as aforesaid, the Unity in Trinity and the Trinity in Unity is to be worshipped.
27. He therefore that will be saved must thus think of the Trinity.
28. Furthermore it is necessary to everlasting salvation that he also believe rightly the incarnation of our Lord Jesus Christ.
29. For the right faith is that we believe and confess that our Lord Jesus Christ, the Son of God, is God and man.
30. God of the substance of the Father, begotten before the worlds; and made of the substance of His mother, born in the world.
31. Perfect God and perfect man, of a reasonable soul and human flesh subsisting.
32. Equal to the Father as touching His Godhead, and inferior to the Father as touching His manhood.
33. Who, although He is God and man, yet He is not two, but one Christ.
34. One, not by conversion of the Godhead into flesh, but by taking of the manhood into God.
35. One altogether, not by the confusion of substance, but by unity of person.
36. For as the reasonable soul and flesh is one man, so God and man is one Christ;
37. Who suffered for our salvation, descended into hell, rose again the third day from the dead;
38. He ascended into heaven, He sitteth on the right hand of the Father, God Almighty;
39. From thence He shall come to judge the living and the dead.
40. At whose coming all men shall rise again with their bodies;
41. And shall give account of their own works.
42. And they that have done good shall go into life everlasting, and they that have done evil into everlasting fire.
43. This is the catholic faith, which except a man believe faithfully, he cannot be saved.

Essential Information

1. What are School Chaplaincy Services?
   Chaplaincy Services are optional arrangements in Queensland State schools through which members of the school community may gain access to support in relation to religious, spiritual and/or ethical matters.  Each Chaplaincy Service is operated by a Local Chaplaincy Committee (LCC).  In most cases, an LCC will engage SU Qld to employ a Chaplain to be part of the delivery of their Chaplaincy Service.

   A Local Chaplaincy Committee is an advisory body to principal. This committee should meet at least once a term and more often if needed (e.g. monthly). Principal attends these meetings.

   Membership of LCC (Local Chaplaincy Committee) should include:
   - religious leaders representative of school community (or delegate/s as nominated in writing by the religious leader/s)
   - parent representative from school community nominated by P&C Association
   - student representative/s of school (if considered appropriate by School Principal)
   - nominated employing authority representative (SU Qld).

   A school staff member can also be a member of the LCC as a representative of the local community.
   

2. What qualifications do I need to become an SU Qld School Chaplain?
   SU Qld Chaplains come to their positions with a range of qualifications and experience, including:  social work, counselling, education, social science, youth work, Bible College and theological training.
   
   While these qualifications will provide substantial training, for most people there will still exists a gap between their formal training and the minimum standard required by SU Qld as Christian youth ministry in a State school context requires a unique skill set.
   
   SU Qld recognises that Chaplains come to their jobs from a variety of backgrounds and with a diversity of qualifications and experience (both personal and professional).  It’s important to not disqualify sincere Christians with God-given gifts who would greatly benefit school communities and facilitate God’s work.
   
   Given these factors, SU Qld has attempted to provide a minimum professional standard, while maintaining balance and allowing for God’s sovereign involvement.
   
   There has been an increasing need to establish a minimum standard of qualification for SU Qld Chaplains.  Education Queensland maintains high minimum professional standards for their staff.  Chaplains work alongside other professionals, most of whom have a minimum of four years of training, if not more.  SU Qld has had to establish a baseline for qualifications for Chaplains
   
   Education Queensland requires employing authorities for Chaplains (of which SU Qld is one) to implement minimum professional standards and ongoing professional development programs.
   
   On appointment, successful applicants will be assessed on their previous training and will either be required to enrol in the Diploma of Youth Work (Chaplaincy) as an in-service program, or will be given credit towards the qualification and will only need to complete selected units.
   
   This minimum standard provides a baseline that is accessible and achievable.  These requirements will assist Chaplains in establishing credibility in the professional environment of Education Queensland schools.  They will also help to ensure that SU Qld is providing a consistently high level of service throughout Queensland.
   
   People who don’t meet the minimum requirements can still be involved in schools ministry.  They may even work closely with SU Qld School Chaplains.  They can’t be involved in the capacity of a paid SU Qld Chaplain.
   
   Downloads:
   Frequently Asked Questions about SU Qld's Diploma of Youth Work
   Qualificatons for Exemption
   
   
3. Where do SU Qld Chaplains work?
   SU Qld only employs Chaplains who work in State primary and secondary schools in Queensland.  SU Qld does not employ Chaplains in: private schools, TAFE institutions, tertiary institutions, hospitals, prisons, or the corporate sector.
   
   
4. Does SU Qld only employ Chaplains who are Christians?
   SU Qld Chaplains must agree to and operate under:
   • the SU Aims and Working Principles, and
   • SU Statement of Beliefs, and/or
   • one or more of the creeds of the Christian Church (Apostles’ Creed, Nicene Creed and/or Athanasian Creed)

   Each SU Qld Chaplain is required to be actively involved in a local Christian church.

   While exercising their roles from within a Christian framework and promoting positive Christian values, SU Qld Chaplains will be sensitive to and respectful of people who hold beliefs and values different from their own.  SU Qld Chaplains will be available to all students, staff and parents within their schools, regardless of religious affiliation (while not in any way prohibiting the expression of other religious perspectives).

5. What qualities should SU Qld School Chaplains possess?
   Chaplains need to be:
   • Committed Christians who are actively involved in a local Christian church
   • Relational - this is a people-helping role
   • Experienced and effective in working with young people
   • Good communicators with a range of people in a range of settings
   • Able to express their faith and beliefs appropriately
   • Able to work with churches of all denominations
   • Sensitive to the religious and cultural beliefs of others
   • Able to work both independently and as a member of a team
     
     
6. Are there any training course/s or study that I can do to become a Chaplain?
   There are currently no courses of training or study that provide graduates with a qualification in “School Chaplaincy”, although there are some courses being developed.
   
   No particular qualification or completed course of training or study guarantees employment as a School Chaplain.
   
   Each Chaplaincy Service is operated by a Local Chaplaincy Committee (LCC).  LCCs shape the Chaplaincy Services in the school/s for which they are responsible.  Each LCC is also involved in the selection and appointment process for the Chaplain to be employed in their school/s.  Criteria and requirements for prospective Chaplains vary from school to school.  However, there are some courses of training and/or study that have proven highly beneficial for prospective Chaplaincy applicants.
   
   The SU Qld Training Department offers the Youth Ministry Internship Scheme (YMIS).  YMIS consists of accredited training in either Certificate IV in Youth Work or Diploma in Youth Work (Chaplaincy).
   
   The Certificate IV Youth Work is a 12-month course involving an “apprenticeship” with a youth worker.  Applicants with a particular interest in School Chaplaincy may be placed with SU Qld School Chaplains for the “on-the-job” training component of the course.  The Diploma level is quality, in-service training for School Chaplains and other Youth Ministry workers.
   
   For more information, contact the SU Qld Training Department on:  (07) 3632 2231 or visit:  www.suqld.org.au/training
   
   Along with a variety of other courses, Christian Heritage College (CHC) offers a Diploma or Associate Degree of Social Science (Youth Studies).  These courses incorporate a unit on School Chaplaincy.  CHC also offers a Bachelor of Social Science, with a Youth Studies specialization focusing on either Youth Ministry or Youth Welfare, and aBachelor of Social Science (Chaplaincy) which covers Chaplaincy in schools, hospitals, prisons, industry etc.  For more information, contact Christian Heritage College on:  (07) 3347 5959 or visit:
   www.chc.qld.edu.au
   
   Study or training in social work, counselling, education, social science, youth work, as well as Bible College and theological training also provide relevant preparation for School Chaplaincy.
   
   
7. On what criteria are applicants judged?
   
   Selection criteria are:
   • Demonstrated Christian character and commitment
   • A broad understanding of the issues that are important to consider when working in interchurch ministries.
   • A demonstrated ability to both apply the teachings of the Bible to real-life situations and communicate its message relevantly to others.
   • An ability to express faith openly whilst remaining sensitive to the religious and cultural beliefs of others.
   • A demonstrated understanding of the boundaries and practicalities involved in providing pastoral care to the school community.
   • A proven ability to work effectively with youth/children (whichever is relevant) and a broad understanding of youth/children and issues affecting them.
   • Proven effective involvement in and a demonstrated understanding of the operation of State schools.
   • Proven experience in the development and delivery of learning experiences for young people.
   • A demonstrated ability to communicate effectively with a range of people in a range of settings.
   • A demonstrated ability to work both as a member of a team and independently.
     
     
8. Are Chaplains employed full-time or part-time?
   Most Chaplains are employed part-time (ie 1 to 4 days per week).  A handful of Chaplains (about 10%) are employed full-time (5 days per week).
   
   
9. What sort of resourcing and support do Chaplains receive?
   SU Qld employs a range of qualified professionals, with considerable experience in schools ministry, to support School Chaplains.

   There are local District Coordinators throughout the state who deal with operational issues at a local level.

   A team of specialist staff advise Chaplains, LCCs and District Coordinators regarding issues including: resources, events, programs, camping, training, professional development, finances, promotions and fundraising, insurance and legal issues, policies and other relevant issues.

10. How much are SU Qld Chaplains paid?
    SU Qld Chaplains are employed on a permanent basis (after a 6-month probation) and paid according to the number of days worked per week.  Starting salaries are determined taking into consideration the Chaplain's demonstrated, relevant experience and relevant qualifications.  Leave and superannuation entitlements are paid.

    Chaplaincy salaries start at $33,800.  Salary packages include the option of a Fringe Benefit (FB) component, which provides significant benefit in comparison with fully-taxed equivalent salaries.

    Salaries are roughly in line with (though not formally tied to) salaries for Social and Community Services employees - Level 3.
    This salary scale is found in Section 15.3 of the Social, Community, Home Care & Disability Services Award 2010 (Fair Work Australia).

    Relevant qualifications are degree-level qualifications (or higher), including:
    

    Education Social Science Social Work Youth Work Community Services

    Counselling Psychology Theology/Ministry training Nursing (relevant child development units)

    
    Demonstrated, relevant experience is defined as (as per the Selection Criteria):
    Experience with Pastoral Care
    * Demonstrated understanding of the theories & practicalities involved in providing pastoral care to the school community, and
    
    Experience with Youth / Children
    * Proven ability to work effectively with youth/ children (whichever is relevant) & a broad understanding of youth/children & issues affecting them, and
    
    Experience in Schools and Education
    * Proven effective involvement in and a demonstrated understanding of the operation of State schools
    * Proven experience in the development and delivery of educational programs &/or religious education.
    
    
11. Where can I get more information?
    For more information on SU Qld School Chaplaincy, contact the SU Qld Service Centre
    
    or 07 3112 6470

 

Selection Process

Selection Process

Shortlisting of candidates is based on online applications and how well the information supplied addresses the Selection Criteria

Referee checks will be conducted, including the applicant’s current church leader.  The Selection Panel may also contact people with whom the applicant has had association, but are not listed as referees.  The Selection Panel will inform applicants whom they will contact to allow applicants to comment on the involvement they have had with these people.

Applicants will be selected on the basis of merit from information gathered through the selection process.  As a Christian organisation, SU Qld weights most highly the Selection Criteria under “Knowledge and Expression of Faith” and only appoints active members of Christian denominations.

Each person who submits an application will receive email notification from SU Qld that their submission has been received.

Blue Cards

Successful applicants must hold a “Blue Card” from the Commission of Children and Young People for the purposes of child-related employment.

SU Qld will not employ any applicant until we have either:

• a copy of the applicant's valid Blue Card on file; OR (AND ONLY IN EXCEPTIONAL CIRCUMSTANCES)
• an AFP Check AND verification of an application for a Blue Card

Blue Cards are issued by the Commission for Children & Young People & Child Guardian once it has carried out the Working with Children Check to see if a person is eligible to participate in the areas of child-related work covered by the Commission’s Act.  If a person is deemed to be eligible, they are issued with a positive notice letter and a Blue Card.

Average processing time is approximately 6 to 10 weeks.

Provided a Blue Card is valid (current), it does not matter whether it is a Volunteer Blue Card or a Paid Employee Blue Card.

More information on Blue Cards available at: www.ccypcg.qld.gov.au/employment/index.html

AFP Check (National Police Check)

Applicants for SU Qld Chaplaincy positions who don’t hold a current Blue Card are required to lodge an application for a Blue Card AND apply for an AFP (Australian Federal Police) criminal record check that provides full disclosure of any criminal charges or convictions.

The AFP Check costs $43.00 and is at the applicant's expense.  This is a requirement of the NSCP funding initiative.

AFP Check Application Form

Personal information on the AFP criminal record check form and the results of any AFP criminal record check may be provided to DEEWR (Department of Education, Employment and Workplace Relations) for the purposes of assessing suitability of individual applicants to be employed under NSCP funding.

The results of each AFP Check will be sent to SU Qld, not to the applicant.  If you should receive the certificate, please notify SU Qld immediately.  We will require you to send us the original certificate or a certified copy.

Only the application form attached below will provide the Police Check Information we require.  Other types of Australian Federal Police Checks and Police Checks from other states, including Qld, can not be accepted.  A successful applicant can not commence work in a school until we have received the result of the check, which takes 3-6 weeks to be processed by the Australian Federal Police.

Instructions:

1. Download AFP Check Form

2. Please TYPE onto the form and then print and sign it (or print neatly in BLACK PEN only using BLOCK LETTERS).

3. Please complete ALL questions on page 1, and sign and date on page 2.

4. Attach a clearly readable photocopy of your Drivers Licence (or other photo ID if you
do not have a Drivers Licence).
Please use a paper clip.
Do not staple.

5. P ost pages 1 & 2 with cheque or money order for $43.00 (these are the only types of payments the AFP will accept), to:

Australian Federal Police
Criminal Records
Locked Bag 8550
CANBERRA  ACT  2601

Change of circumstances

If your circumstances change and you are no longer interested in applying for position as an SU Qld Chaplain, please notify us asap at:  chaplaincyapplications@chappy.org.au

Australian Citizenship

If you are not an Australian citizen, you will be required to provide evidence of permanent residency status or a valid working visa.  False or misleading applications may be withdrawn from the application process

 

Addressing Selection Criteria

Addressing Selection Criteria is a very important part of your application, so it is important to address these well.  The ability of applicants to address the Selection Criteria will be taken into account when shortlisting for interviews.

When completing your application, please keep in mind that you are applying for a position in a secular State school in Queensland.  Each local Selection Panel will include a representative/s from the schools in that area.  As such, these representatives may not share your beliefs or world view.

Members of the Selection Panel will not necessarily be able to match information in other parts of your application to the Selection Criteria.  Address each criterion specifically and on an individual basis.  For each criterion, provide a specific example that demonstrates the required competency.  All Selection Criteria should be addressed.

Any examples you use should be preceded by a short overview statement which clearly indicates that you meet the criterion, and which reflects your understanding of the relevance/importance of that specific criterion.

The information can be presented in paragraph form and/or dot-point form.  A combination of sentences, paragraphs and points is usual practice.  A few paragraphs per criterion are usually sufficient.

The key is to:

• demonstrate capability by providing evidence of how you meet the selection criteria,
• provide specific details, and
• where possible, include an indicator of success or a result.

One way to do this is to use the STAR model, that is:

• Situation – provide a brief outline of the situation or setting
• Task – outline what you did
• Approach or action – outline how you did it
• Result – describe the outcomes.

For example:

• Situation – Volunteer Youth Work at a drop-in centre.  Clientele included at risk and homeless young people.
• Task – To provide care and support for at risk and homeless young people associated with the drop-in centre.  To  develop relationships of trust with young people.  To assist them to access resources to address their needs.  To assist with reconciliation with their families.
• Action or approach – Socialized with and built relationships with young people.  Listened to their stories.  Assisted them to process and manage the issues associated with homelessness.  Directed them to relevant resources, information and referrals.  Organised for one young person to meet with a crisis counsellor.  In conjunction with the crisis counsellor, coordinated reconciliation meetings between this young person and his family.
• Result – One previously homeless young person now has stable accommodation, is involved with a local church youth group and is communicating with his family.

Tips for Addressing Selection Criteria

• Research, gather and read all of the information you can find about the position and SU Qld.
• Understand the key phrases and address these in your application.
  eg  “a demonstrated understanding” means you have actually spent time doing this, whereas “a broad understanding” means you know what is involved.
• Demonstrate the desired skills, abilities and experience and provide concrete examples and descriptions of these.
  eg  Give examples of your involvement in the operation of State schools, such as being a member of the P&C, teaching RE.
• Avoid making unsupported claims or sales pitches about your skills based on your own opinion or the opinion of relatives.  (eg  Avoid statements such as “I have well-developed communication skills.”)  Instead, include evidence from your education, work experience or volunteer history that support competence in each criterion.
  
  eg  “My effective communication skills are demonstrated by...”

• Avoid ‘motherhood’ statements (eg  “I believe strong communication skills are…”) and generalized statements (eg  “I have experience with children because I have three sons”), which do not detail the specific skills or abilities you may have.
• Use direct and active verbs to indicate what your contribution was.
  
  eg “I designed and developed a new mentoring program for my church youth group which has since been adopted by other churches in the area.”

• Don’t be too concerned if you need to use the same examples for several different criteria, but try to provide a different slant in each case.
• When you come across a Selection Criterion that you cannot satisfy, don’t just ignore it - write something about your understanding of the relevance of the criterion – we are interested in both your actual and potential ability to satisfy the criteria.
• Proofread it, then have someone else read it and give you feedback.

Sample response to Selection Criterion

Below is an example of how an applicant could address the Selection Criterion:
“A demonstrated ability to work both as a member of a team and independently.”

I have demonstrated my ability to work as both a team member and independently in the following roles and experiences:

• Over the last six years, I have participated in various sport teams from school football teams to a state representative basketball team which travelled to America.  Our good teamwork enabled us to win the Texas State Schools’ Championship.
• In 1993, I worked jointly with a number of others to coordinate outreach missions into rural Qld.
• I am part of the leadership team of the youth group in my church.  One of the events we organized was to take about 20 young people to ‘Planetshakers’ last year.
• My ability to work independently is demonstrated by my being responsible for leading a Cell Group in our church’s youth group; and in a number of jobs where I was required to work independently.  One such position was at a file management company in Perth.  In this situation I spent the first three hours working alone where I had a set number of tasks to be completed.  I later became the courier for this company, and in this role I planned my drops and ensured they were completed within the required time-frame.

Pastorial Care in State School

School Chaplaincy Models

There are 4 major models of School Chaplaincy:

1. The Pastoral Care Model
   
2. The Mentoring Model
   
3. The Education Support Model
   
4. The Community Development Model

SU Qld Chaplaincy Services usually combine two or three of these models.

A pastoral care-counselling-therapy spectrum exists.  As you move up the spectrum, beginning at pastoral care, there is a narrowing of focus in:

• the role
• the tasks
• the number of people supported

There is a corresponding increase in the level of intensity and demand for:

• Skills and training
• Time and involvement
• Accountability
• Responsibility
• Supervision, self-awareness
• Depth, focus
• Power, influence, control
• Intimacy, vulnerability, risk
• Transferences

Pastoral Care vs Counselling

A major part of the work of most Chaplains involves the provision of pastoral care to the school community.  It’s important that Chaplains are clear about the difference between “pastoral care” and “counselling”.  SU Qld Chaplains aren’t counsellors and aren’t employed as such.  None of the elements of Chaplains’ job descriptions or terms of employment (should) refer to counselling.

The reasons for this are:

Most Chaplains aren’t trained, qualified professional counsellors.  It would be a misrepresentation to describe them in that way.

Even if some Chaplains do have formal counselling qualifications, it would be sending the wrong message to stakeholders and the public about what Chaplains are and do.  Chaplains aren’t intended to be solely counsellors or therapists.  The role is much broader.

Education Queensland prohibits Chaplains from providing counselling services.

Where confidentiality is concerned, SU Qld Chaplaincy operates under the Education Queensland Student Protection Policy, including a requirement for “mandatory reporting”.  Counsellors have a different Code of Conduct and ethical guidelines.

Intensive counselling is time-consuming.  This would draw Chaplains away from a significant number of other potentially effective ministry opportunities in which they could be involved.

There’s also a significant reduction in the number of people to whom you can effectively minister as you move along this progression.

Counselling places high demands on energy levels, training, qualifications, level of supervision, accountability, etc.  This isn’t the intention of Chaplaincy.

There are legal ramifications that come into play when you use the terms “counsellor” and “counselling”.

SU Qld has no “counselling insurance” for Chaplains.  If Chaplains act in this capacity, or state/indicate that they’re acting in this capacity, they will not be covered by insurance.

Obviously, there will be times when Chaplains will be involved in talking one-on-one with students, staff and/or parents about issues and problems that they’re facing, but Chaplains should be involved in nothing more intensive than high-level pastoral care.

A tapering “pastoral care” spectrum exists.  There’s a narrowing focus as you move from pastoral care, through counselling, to therapy.  It may be helpful to picture a “glass ceiling” between “high-level pastoral care” and “low-level counselling”.  This ceiling moves around a bit, but should never move to “high-level counselling”.

The key issues are really:

• How a Chaplain views and thinks about his/her role.
• How Chaplains and LCCs communicate this to others.

The language used is important.  The term “counselling” should be avoided.  “Pastoral Care” or “pastoral conversations” are much better terms to use when describing this element of a Chaplain’s role.  This is not intended to be “sneaky” but rather to accurately describe and represent the Chaplain’s role.

Confidentiality

Chaplains should define and articulate what confidentiality is – to themselves, relevant adults and the students.  This is especially important in light of EQ (Education Qld) SPP Mandatory Reporting requirements.

Caring for students isn’t about “keeping secrets”.  This isn’t healthy or helpful for the Chaplain or the student.  It’s about building trust in the context of an appropriate relationship between the Chaplain and the student.  “What is appropriate” is determined by Child Protection legislation, as expressed in the EQ SPP.  Mandatory Reporting is one element of this policy.

The reasons for Mandatory Reporting are three-fold:

1. Primarily, it’s intended to protect young people – to remove them move harm.
   
2. It protects Chaplains (via the policy) by shifting the responsibility for deciding what to report from them to EQ.
   
3. It protects EQ, SU Qld and Chaplains from potential legal implications.

Where possible, when working with a student who is likely to disclose information about a situation or instance of harm, Chaplains should explain their boundaries.  They should outline the Mandatory Reporting requirements and procedures and explain why they exist.

This obviously isn’t always possible.  Some Chaplains outline these issues before speaking with a student who’s asked to talk with them.  Some have a brief written explanation on a wall in their office, so that all students can be made aware of these requirements.

Chaplains should never say things like, “You can tell me anything – I guarantee I won’t tell anyone else.”
They should not allow students to manipulate them into agreeing to “keep secrets” or “not to tell anyone else”.

Crisis Intervention and Critical Incidents

There are actually very few situations that are genuine “crises”.  Most situations can wait.

Effective Chaplains will rarely see a student on the same day that they ask me for an appointment (for issues they determine to be non-crises).  They book a time for the next day, or another day in the same week.  Often, the student will return and say not to worry about the appointment, they’d sorted out the issue themselves.  This doesn’t apply to situations that involved actual or potential harm to students.

Such instances obviously require immediate response

A Chaplain is not the Messiah sent to solve other people’s crises.  S/he is not a resource for students (or teachers or parents) to access simply to solve their crises. This approach disempowers people.  It’s not a Biblical approach.  It’s certainly not the approach to ministry modelled by Jesus.  Chaplains should be about empowering people – encouraging, skilling and resourcing them to take control of their lives.

The best way to approach crises (and any issue or problem in people’s lives) is to assist the person who’s come to you to discover how to solve it for themselves.

In cases of genuine crisis, the Chaplain is generally only involved for a short period of time.  Their key role is to support the people involved and perhaps coordinate support for others.  The best approach is to assist the student to solve their own problems and support them in the solution they choose.  This may sometimes entail outlining options and examining with students the positive and negative aspects of these options.  The “solution” they choose may not be the option that the Chaplain agrees with or feels most comfortable with.  At times, the Chaplain may need to weigh up their preferences/values against maintaining a relationship with the student.

For ongoing issues (eg depression, in the context of attempted suicide) students should be referred on to other support personnel.  Serious issues should be referred to professionals for long-term help.

This approach has a number of benefits:

1. It frees up the Chaplain’s time.
   
2. It helps the Chaplain to be proactive rather than reactive.
   
3. It empowers the students/clients.
4. It helps prevent the formation of codependent/unhealthy relationships.

Student Support Team

The most effective pastoral care in schools takes place when a team approach is adopted.  Where possible, the Chaplain work in a team with the Guidance Counsellor, School Nurse, Indigenous Community Workers, Learning Support teachers, ESL teachers, Behaviour Management workers, Special Education teachers and other support staff.

If a Chaplaincy Service doesn’t operate under the Community Development model, it can still be helpful to utilise and build links with other youth services and agencies in the local community.

When working with other staff, it’s important for the Chaplain to clarify their role early on.  Some Chaplains distribute their Role Description and Operational Plan to relevant staff, including the Admin Staff annually.  This helps the school staff to put the Chaplain’s role “in a box”.  It helps to clarify what they will/won’t be involved in.  It’s also helpful with assigning school budget $$!

“There’s no such thing as too much communication.”  This is especially true of bureaucratic institutions like schools.  If a Chaplain’s school doesn’t have an effective Support Team, the Chaplain should attempt to source other support staff anyway.  They should also communicate with support staff and admin staff regularly and attempt to build trust.  This can only benefit their Chaplaincy work.

Who knows?  The Chaplain may become the catalyst for the formation of an effective Support Team in their school.