Social Worker

Greythorn Primary School serves the educational needs of families in the area of North Balwyn. The school opened in 1953 and occupies a site of just over two hectares with sweeping views to the city. The current enrolment of 430 students is accommodated in 25 fully air-conditioned classrooms. Facilities include a resource centre/library, a multi-purpose sports and learning centre, a school hall, a well-equipped art room, Languages - French and English as an Additional Language rooms, a discovery (science) centre, extensive outdoor play areas and adventure playground and an Out of Hours Care Program. 

Greythorn Primary School, `working together' with its community, has the expectation that all students will pursue excellence whilst acquiring a lifelong love of learning and the skills and attitudes necessary to contribute successfully in our global society. Our pedagogical focus is to create an environment where students are encouraged to take risks, ask questions and seek answers to stimulate their curiosity. Students are supported to develop the strategies and confidence to engage in all tasks, demonstrating a sense of purpose and a zest for life. 

Our dynamic learning environment encourages students to become active learners, acquire and practise higher order thinking skills and utilise Information and Communication Technology skills. ICT hardware including PC's, laptops, iPads, IWB's and netbooks form part of the learning tools available to all students. Our school seeks to support students' learning through 21st century learning programs. Providing leadership opportunities and developing students' social competencies is a priority at Greythorn. The school culture is influenced by a common purpose that we need to continue to acknowledge and pursue high performance whilst embedding a social framework to support students on their learning journey. 

Our school is committed to child safety, including all school environments and outside of school hours. Strong parent-school partnerships enable parents to participate in all aspects of school life. This partnership promotes a cooperative school culture where a spirit of mutual respect is evident. Parent participation complements and extends the quality programs provided by the staff.

1.       Demonstrated high level knowledge of relevant policy context, evidence based approaches, programs and research relating to child and adolescent health and development.

2.       A demonstrated capacity to effectively implement and manage intervention strategies that address advanced and complex cases including critical incidents and those involving cross-profession or agency collaboration.

3.       Demonstrated high level organisational, communication and inter-personal skills including the ability to work effectively with children and young people, parents/carers and teachers as well as professionals in the education and health systems.

4.       Demonstrated capacity to successfully develop, lead and manage programs that meet the identified needs of vulnerable students and parents/ carers.

5.       A demonstrated capacity to deliver professional learning to teachers and a commitment to ongoing professional learning in order to enhance student wellbeing in a school setting.

[Attendance requirement for this position]

Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions.  Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations. 

Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal.  Management responsibility extends to ensuring appropriate support levels are maintained across the school.  Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.

Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.

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.

Operating in collaboration with their school, leadership and wellbeing team where relevant, the successful candidate will:

• Promote a whole school approach to mental health and wellbeing to students, staff and families
• Support teachers and school staff to expand their capacity to embed evidence-based mental health strategies, interventions and programs and build mental health literacy to identify and support primary school students with mental health concerns.
• Coordinate clear referral pathways internally (within school) and externally (to community services) for students identified as requiring further assessment and intervention.
• Proactively work with and support regional staff, school wellbeing and leadership teams, teachers, parents/carers and other external agencies to coordinate targeted mental health support for primary school students.
• Contribute to the school's existing wellbeing team.

Required

• Applicants must be qualified as a psychologist, Social Worker, mental health nurse or occupational therapist. Specifically:

• For Psychologists, applicants must hold full registration with AHPRA

• For Mental Health Nurses, applicants must hold full registration with AHPRA and hold a postgraduate qualification in mental health
• For Social Workers, applicants must be eligible for membership with the Australian Association of Social Workers
• For Occupational Therapists applicants must hold full registration with AHPRA

• Demonstrated direct counselling experience
• A current Working With Children Check.

Desirable

• For Psychology applicants, specialisation in educational and/or developmental psychology.
• For Mental Health Nurse applicants, holding a Mental Health Nurse Credential and membership with the Australian College of Mental Health Nurses.
• For Social Work applicants, membership with the Australian Association of Social Workers and an Accredited Social Worker Trade Mark.
• For Occupational Therapy applicants, a Better Access to Mental Health Endorsement.

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 *******@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

This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.