Social Worker

Description:

SC1. Demonstrated high level understanding of initiatives in student wellbeing and the capacity to implement these in a school setting.

SC2. Ability to lead and work effectively in a multidisciplinary team to support students with various academic, behavioural and wellbeing needs.

SC3. Demonstrated ability to provide assessment and intervention for students with various wellbeing needs.

SC4. Demonstrated high level written and verbal communication skills and high level interpersonal skills including a capacity to develop constructive relationships with students, parents and other staff and contribute to the management of the school.

SC5. Demonstrated ability to build the capacity of others through professional learning activities.

2 days per week - Monday and second day negotiable.

Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.

Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.

The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.

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 (e.g. 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 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.

• Respond to school crisis situations as required.
• Respond to wellbeing needs in accordance with the wellbeing processes and policies of the school.
• Manage and respond to referrals, providing generalist support and counselling, crisis management, risk assessment for suicide/self-harm, advocacy and case management.
• Make appropriate referrals for students to external providers based upon their needs.
• Make appropriate referrals for parents/guardians/families to external agencies based upon their needs.
• Identify, source and facilitate relevant programs to support wellbeing needs of students and college.
• Support whole school events and schoolwide awareness days, and groups targeting support and inclusion of specific students.
• Creation/support creation of safety plans, student support plans and contribute to (Individual Education Plans) IEPs and (Behaviour Support Plans) BSPs.
• Attend and contribute to SSGs, case management & community meetings, assisting to identify at risk or facing difficulties with mental health, resilience, behaviour, engagement and attendance and developing inventions and strategies.
• Provide in-school support and counselling to young people who are identified as being at risk of not remaining in the school system.
• Identify, develop and implement flexible social skills programs to suit the individual client needs, addressing such issues as school retention, negative peer pressure, conflict resolution, anger management, personal and social development and relationship issues including grief and loss.
• Provide strategies to enhance and promote skills to improve relationships between family members, educators and young people.
• Identify needs unique to staff, students, parents and the education community to ensure ongoing, long term sustainable relationships with external networks and welfare providers.
• Assist in the inclusion of all students, including those with additional needs, fostering self-help strategies to encourage independence and self-reliance in the classroom.
• As required, become involved in school activities such as excursions, sports days, school camps etc.
• Other duties as required.

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

Melba Secondary College is a single campus school of approximately 685 students located
in Croydon that provides a comprehensive education for students from Years 7 to 12. The
goals set out in the Strategic Plan focus on improving the learning growth of all students
with a particular focus on literacy and numeracy, improving student engagement in their
learning and improving student resilience and connectedness to school.

The third and final stage of the school rebuild was secured in 2023 with works to be
completed in 2025/26 which includes a new college oval, Performing Arts building upgrade, car
parking and landscaping.

Melba Secondary College offers a safe, positive, learning environment, which strives to
develop a sense of pride and community that is underpinned by the College values
(STRIVE) of Success, Teamwork, Resilience, Integrity, Valuing Excellence and
Engagement.

The College has a ¿whole child¿ focus which ensures we cater for the academic, physical,
emotional and social welfare of all students. Our College is committed to a strong and
authentic Student Voice and these students are actively involved in the decision making
processes of the College.

Melba Secondary College offers a broad and engaging curriculum across all Domain Areas
which includes an extensive range of subjects as part of the Victorian Certificate of
Education (VCE) and the VCE Vocational Major (VCE VM).

The College offers a comprehensive range of elective choices in the middle school, with a
rich and vibrant co-curricular program inclusive of performing and visual arts, sport, outdoor
education and camps program.