Social Worker

About this role

Selection Criteria SC1 Ability to demonstrate the DET Core Values of: Responsiveness, Integrity, Impartiality, Accountability, Resilience, Respect, Leadership and Human Rights. SC2 Demonstrated ability to support individuals and families through evidence based counselling techniques and case management. SC3 Demonstrated ability to coordinate and collaborate within a multi-disciplinary team to ensure student wellbeing outcomes are achieved. SC4 An ability to implement organisational policies and procedures and collaborate with external providers to support high needs students and manage complex cases. SC5 An ability to develop and deliver wellbeing programs which build resilience and social and emotional skills SC6 One of the core responsibilities of schools is to keep children safe. Ministerial Order 870 and the Victorian Registration and Qualifications Authority, (VRQA) outline the responsibilities of schools for child safety. What is your understanding of the standards and how can you support the implementation in your role? Role [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. Responsibilities • Role/Scope tasks: • • Admin - Disability Inclusion • Collating documentation for: • Individualised Education Programs, Behaviour Support Plans • Disability Inclusion Profiles • Creating resources to support students (accessible, differentiated) • Attending meetings to scribe and activate actions • • Assessment and support planning • WNAS • Check and Connect • Suspension Support • Create suspension support planning that is accessible and differentiated across year levels responding to common themes for suspension • Intervention activating and communicating • Incident Response support (safety planning, activating support post incident) • Maintain Confidential Records • Participate in all aspects of the College, including Camps, Excursions, professional development and meetings. • Other duties as required 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 [email protected] 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. 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 Other Information Please provide the following: • A cover sheet providing your name, home address and telephone contact details; • Please provide evidence of your eligibility to work in Australia. (i.e. copy of passport) • A specific one-page response to each of the selection criteria with regard to the position advertised; • A summary of experience and qualifications; • Names, contact details, nature of relationship to you, mobile number and email addresses of three (3) referees who can provide information regarding your application in relation to the key selection criteria. Please note that referees other than those nominated may also be contacted. Conditions of Employment • 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 Location Profile Information about Doncaster Secondary College, its ethos, programs and the Strategic Plan 2026-2029, Vision, Values and Mission Statement can be obtained at our website www.doncastersc.vic.edu.au **PLEASE NOTE THE TIME FRACTION FOR THIS POSITION IS NEGOTIABLE**