SC 1.  Experience as a social worker in delivering a comprehensive social work service to students and families within a school which supports the young person’s psychological wellbeing and ability to learn.

SC 2.  Establish and strengthens links and referral pathways between relevant services, community organisations and the school to optimise support for vulnerable children, people and their families.

SC3.  Demonstrated capacity to lead and manage Student Well-being programs in schools with a strategic focus on improving student data and outcomes.

SC4.  Demonstrated capacity to work in an effective team within the school to design, implement and evaluate prevention and intervention programs for students.

[Attendance requirement for this position]

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.

• We envisage the successful applicant will be working in the classroom to implement appropriate intervention strategies/ programs to assist the child to reach their potential
• Case – management and provision of long term support to individual students.
• Provide short term to medium term individual counselling to primary school aged students.
• To refer students and families to appropriate external agencies for support and liaise with these agencies in regards to how to best support the young person at school.
• Develop, coordinate and facilitate prevention programs across the school on appropriate wellbeing topics and targeted areas of need reflected by school and student data.
• Develop, coordinate and facilitate intervention programs for identified students at risk.
• To seek out and establish partnerships and funding with external community agencies in order to enable the provision of quality prevention programs for students.
• Working as part of the wellbeing team led by the Assistant Principal to support the implementation of a school wide approach to behaviour management.  This includes the monitoring of the use of rewards and the development and implementation of specific individual behaviour plans.
• We envisage the successful applicant will be working in the classroom to implement appropriate intervention strategies/ programs to assist the child to reach their potential
• Participate and facilitate if required in Student Support Group meetings for students who receive Programs for Students with Disabilities funding and/or are at high risk behaviourally with Assistant Principals, Leading Teacher and Classroom teachers.
• Provide wellbeing support across the school.
• Provide Student wellbeing support at various Transition stages during primary education.
• Recommend, organise or facilitate Professional Learning opportunities for staff on Student Wellbeing in collaboration with the Principal Class team.
• To maintain appropriate counselling records, and provide written or oral reports when required.
• To follow all DET advice and guidelines when managing complex student wellbeing issues and consult with relevant parties when making decisions in regards to complex student wellbeing issues.

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

Cert 4 in Community Services/Disability is desirable with experience in a similar role.

A valid Employee Working with Childrens Check is a requirement of this position.

The Department of Education and Training 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

While a full time position has been advertised we are willing to negotiate a reduction in hours and days for the right applicant.

A valid Employee Working With Childrens Check.

• 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

A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.

Wilmot Road Primary School is situated in the south of Shepparton, has a vibrant culturally diverse student population of 263 students including 69% of children from Arabic, Afghan, Samoan, Sudanese and Turkish origin and 7% Koorie children. The school's socio-economic band level is low. Dedicated staff, interpreters, and community partnerships enable high parent school communication. Our school has an equivalent full-time teaching Wilmot staff of 17.9, including 3 Principal Class and equivalent full-time Education Support Staff of 12.6. The school has 12 classes, 2 x Foundation, 3 x 1/2s, 3 x 3/4s and 4 x 5/6s.  Our values of respect, relationships, excellence, fairness, honesty and success are central to all we do. Our motto is “Happiness Through Achievement”.
Teaching and learning goals address the needs of students through explicit teaching and learning programs based upon data and differentiated learning. Our wellbeing programs further support student needs. These include a Breakfast program, Student Wellbeing Worker, Social Worker, Play Therapist, Community Hub Leader, School Nurse, After School Learning Club, Recreation program, Parent programs and Playgroups to develop strong student and family connections with our school and community. Students enjoy specialist programs of The Arts, Physical Education, Italian Language, Technology, targeted Intervention programs and EAL support. Interactive whiteboards, computers, netbooks, Ipads, digital cameras and IPods complement literacy and numeracy learning.