Applications close Wednesday 2 April 2025 at 11.59PM
OverviewWork type: Full time Salary: Salary not specified Grade: Ed Support Level 1-Range 3 Occupation: Health and Allied Health Location: Ballarat Reference: 1469973Selection CriteriaSC1 An ability to use culturally sensitive; evidence-informed practice when working to address the needs and goals of students.
SC2 Demonstrated capacity to communicate effectively with members of the school community and relevant external human service organisations.
SC3 Capacity to work cooperatively with a range of people including teachers, education support, students, and parents.
SC4 A commitment to professional learning and growth.
SC5 Demonstrated skill in ability to record and manage information in an ethical and confidential manner.
RolePosition will be Monday to Friday, 8:30am - 4:36pm.
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.
The Social Worker will join a team that includes the School Counsellor, Student Engagement Coordinator, and Psychologist. Situated in the school's wellbeing centre, the Social Worker acts as the first point of contact for students seeking immediate wellbeing support, triaging them to the appropriate services.
The Social Worker will take a case management role with students identified as needing support to achieve success. Students are referred by teaching staff or self-refer to the wellbeing team and are allocated a member of the wellbeing team to manage their case load based on individualised suitability. The Social Worker will work with students and liaise with teachers, families, and external support agencies to best support students to achieve social and academic success.
The Social Worker works with the wellbeing team and village leader to identify the needs of specific cohorts and groups within the school. They also take a proactive role in engaging external agencies to provide support for these groups. In addition, providing a positive classroom and extracurricular programs that promote and improve student well-being, safety, resilience, engagement, and connectedness, across the school (e.g. peer support, restorative practice, and personal development programs) in consultation with the Student Well-being team.
Time fraction may be negotiable, submit to discussion with Principal.
ResponsibilitiesResponsibilities on the Social Worker will include:
Liaise effectively with external service providers and assist teachers, students, and their families to access these services.Implement and evaluate intervention programs to support school curriculum and the needs of identified groups of students.Provide or facilitate counselling and guidance to students.Work with students and their families to develop pathways to success at school.Ensure the safety of the young people whilst under their supervision.Facilitate and assist young people to develop skills and achieve goals.Support and advocate for young people to progress and move towards success.Engage young people in activities that are of both a social and learning opportunity to advance their skills.Assist in creating an environment that facilitates learning, growth, and change.Use appropriate boundaries, processes, and structures that allow young people to learn from their experiences and choose appropriate ways to meet their needs.Perform duties in accordance with DE guidelines, accepted practice and College policy being respectful of confidentiality, mandatory reporting requirements and observing necessary boundaries.Be responsible to the Wellbeing team in the development of programs and in the day-to-day identification of students in need, and of caseload management.Be a team player who has excellent communication skills (written and verbal) and ability to develop positive working relationships with students, especially those at risk.Work with students individually, and in groups, to encourage emotional intelligence, interpersonal skills, and social awareness.Identify students who need to be referred on to other services and work within school processes to take appropriate action to make referrals.Work as a mentor where appropriate, modelling appropriate positive behaviours and relationships.Provide information and feedback to Advisory teachers, Leading teachers, and Principal class regarding individual needs, issues, concerns and assist in the development of effective learning programs that can be implemented for students at risk.Develop links with Students Support Services, school networks, and relevant support agencies with a view to optimising and coordinating service provision to students at risk.Provide regular confidential feedback and updates to the Principal, Assistant Principal, and team leaders regarding students being assisted.Implement and evaluate intervention programs to support school curriculum and the needs of identified groups of students.Supervision of the wellbeing hub during student break times.Other duties as directed by the Principal or Business Manager.Who May ApplyIndividuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS CommitmentApplicants 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.
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via ******
Child Safe StandardsVictorian 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:
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.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 2.0 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:
· Foundation to Year 4 - located on the Redan Campus
· Year 5 to Year 6 - Located on the Sebastopol Campus
· Year 7 to 10 - Located on the Sebastopol Campus
· Year 11 to 12 - Located on the Sebastopol Campus
· 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 2.0 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.
Applications close Wednesday 2 April 2025 at 11.59PM
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