Social Worker - Family Leave Position - Flexible Hours

Department of Education Victoria – Pakenham VIC

5d ago , from Department of Education & Training Victoria

At Pakenham Hills Primary School our motto is ¿Life is for Learning.¿ Our mission is to provide each child with the lifelong learning skills, knowledge and social development that will enable them to achieve to their potential and participate successfully in our society.

Our intention is to ensure that we create a learning environment where all students take responsibility for their learning and endeavour to reach their personal best. We seek to create a protected, positive and supportive learning environment and provide a differentiated learning approach enhanced by an extensive curriculum.

The school has 39full and part-time teaching staff including a principal and two Assistant Principals, two Learning Specialists, 38 education support staff, a school psychologist and a social worker. A PLC approach to program planning is a feature of the school¿s curriculum development. The development of literacy and numeracy skills and the acquisition of critical thinking, problem solving, and decision-making strategies are a key part of our curriculum. The school runs a transition to school program during semester 2 each year called Pakky Seals.

The school serves a slowly expanding residential and outlying area in the South-East growth corridor. The school is situated 2 km east of Pakenham. Pakenham Hills Primary School is a medium-sized school with a current enrolment of494students.

The school comprises 22 permanent classrooms, Performing Arts, Visual Art, AUSLAN, and Physical Education rooms, a Library, and an Administration area. Two relocatable double classrooms have been integrated with the permanent buildings on a large site. A BER Multi-Purpose complex was opened at the beginning of 2011. The older gymnasium was refurbished and turned into a dedicated Performing Arts Centre in 2019. Students learn AUSLAN as an alternative language.

The school provides a large oval, basketball and netball courts, as well as junior, middle and senior adventure playgrounds. Maintenance of the buildings and development of the grounds is a priority to support our goal in providing a stimulating learning environment and ensuring that the school continues to operate in attractive buildings and surroundings. A shared community facility (Parent Zone) is co-located on the school site. This facility provides a range of allied health services to the local community.

Our school values of respect, teamwork, positive attitude, honesty and integrity and communication underpin the PHPS School Expectations of: Be a Learner; Be Safe and Be Respectful.These expectations are reflected in everything we say and do at Pakenham Hills.

In our school community we work hard to ensure our values and expectations are demonstratedby:

The provision of a balanced inclusive curriculum that caters for individual needs and abilities which encourages academic achievement and personal success.

Students having a positive and happy attitude to their learning.

The continued development of positive school wide behavioural attitudes and relationships with all members of the school community.

Students, staff and the community show a sense of pride and respect for our school.

Provision of opportunities that engage parents and the local community in the school.

At Pakenham Hills Primary School we foster a belief that each student should be given the opportunity to achieve social, emotional, and academic excellence. We aim to ensure each child acquires the learning strategies, behaviours, and attitudes of lifelong learners, along with the social skills needed to work, play and get along with others.

Selection Criteria

SC1 Demonstrated high level counselling experience to support adolescent wellbeing.

SC2 Relevant qualifications and experience in supporting students to create an environment which promotes physical, emotional, social, and intellectual wellbeing for all.





SC3 Demonstrated experience identifying and analysing student wellbeing issues and coordinating appropriate external support where needed.

SC4 Demonstrated capacity to communicate effectively with members of the school community including families, carers and students.

SC5 Demonstrated experience working effectively as part of a team and to demonstrate capacity to display a wide range of interpersonal and communication skills.

Role

An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.

An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.

Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).

A role at this range may include:

- Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
- Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
- Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
- Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.

An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialisedstudent/teacher support tasks, or technical tasks as experience in the role is gained.

Responsibilities

Whole-School Wellbeing & Connection

- Be an active and visible member of the school community, building positive relationships with students across the school.
- Contribute to whole-school wellbeing, mental health and inclusion initiatives and events.
- Support activities that promote connection, belonging and positive mental health.
- Provide guidance and work in collaboration with the Auburn High School Student Leadership Team in developing wellbeing and inclusion initiatives.
- Contribute to transition and orientation programs,



including Year 7 Orientation and other key transition points.
- Work collaboratively with the Wellbeing, Inclusion and Engagement Teams to strengthen a positive and supportive school culture.

Small Group Support

- Facilitate engaging small-group wellbeing programs that respond to identified student needs.
- Support students to develop skills, confidence, resilience, connection and a sense of belonging.
- Work collaboratively with relevant staff to identify students who may benefit from targeted group support.
- Contribute professional wellbeing knowledge and ideas to the development of targeted student programs.

Individual Counselling & Support

- Provide counselling and wellbeing support to an allocated caseload of students.
- Build positive and supportive relationships with students, helping them navigate personal, social and emotional challenges.
- Assess student wellbeing needs and provide appropriate counselling, support, referral and follow-up.
- Collaborate with teachers and relevant staff on practical strategies to support individual student wellbeing and engagement.
- Communicate with parents/carers, where appropriate, to support positive outcomes for students.
- Liaise with and refer students to external services and agencies when additional support is required.
- Maintain appropriate and confidential student wellbeing records.
- Recognise and appropriately escalat complex, high-risk or urgent wellbeing concerns in accordance with school and Department procedures.

This role offers a unique opportunity to contribute significantly to the holistic wellbeing and mental health support for students within our school community.

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*******@education.vic.gov.au

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

Conditions of Employment

This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.

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📌 Social Worker - Family Leave Position - Flexible Hours (Melbourne)
🏢 Department of Education Victoria
📍 Melbourne