AddressDoveton College is a unique, diverse and vibrant learning community. It is unlike any other educational setting in Australia. Doveton College resides in one of the most disadvantaged metropolitan regions of Australia. It is the first of a number of settings to be developed which link the Victorian Government and Philanthropic funding organizations.
In 2009, the Colman Foundation approached the Victorian Government with a desire to become directly involved in the education of young people who come from a background of disadvantage, including high migrant and refugee groups. The Colman Foundation provided a financial contribution and continues to provide an annual financial contribution to allow for additional services to be provided which are over and above the normal funding regime for the College. The Foundation has a goal of changing the life opportunities of young people by supporting families and communities access education, health and wrap around services with the school at the center of the services.
Doveton College is complex in its operation; it seeks to support, foster and develop opportunities for all members of the Doveton Community including children, young people, and adults. The focus is on providing high quality teaching and learning programs across the 0 – 15 range with additional learning opportunities for parents and the wider community members. It provides a wide range of wrap-around educational and allied health support for Baby College, Maternal and Child Health services, and Adult Learning opportunities. The Wellbeing team is multidisciplinary, made up of Social Workers, Chaplain, Allied Health staff, Paediatricians, a GP, and family support services. We work closely with Monash Health, DHHS, Child First, Headspace, Windermere and Foundation House.
The Berry Street Education Model was introduced into Doveton College in 2015. Staff have embedded the training, curriculum and strategies to engage even the most challenging students. This education initiative is based on proven positive education, trauma-informed and wellbeing practices that enable students’ academic and personal growth. The model is unique because it educates schools and their leaders to reinforce and sustain cognitive and behavioural change, thereby re-engaging young people in learning and progressing their academic achievement.
On any week, the College is a vibrant learning hub with 130 children in early learning, 640 students in Foundation to Year 9, 150 involved in play groups, 70 regular volunteers and 150 participants in adult education courses. The community expectation is that the College will provide a safe and secure environment where the individual student can learn and develop to their full potential. In the school setting, high quality teaching and learning is non- negotiable.
All staff are expected to commit to driving this agenda by their professionalism and dedication to the Doveton College vision. The Doveton College vision is clear and is based on the belief that every child will succeed.
KSC 1 Demonstrated highly developed counselling and therapeutic skills when working with primary and secondary aged children.
KSC 2 Demonstrated knowledge of and skills in trauma symptomology and treatment, child/adolescence development, family systems, attachment, abuse/neglect, cumulative harm and neglect.
KSC 3 Demonstrated communication and interpersonal skills, including the ability to work collaboratively as part of a multidisciplinary team and experience in establishing and maintaining collaborative relationships.
KSC 4 Experience in the initiation, development and implementation of programs, that foster resilience in children and young people and address their social, emotional and educational needs.
KSC 5 Demonstrated ability to design and deliver professional learning on wellbeing topics for teachers, support staff and other relevant professionals, students, parents, colleagues and the broader school community to support student agency learning, wellbeing and engagement.
KSC 6 Demonstrated experience developing and providing, mediation, counselling, crisis intervention and other solution focused intervention strategies.
The Student Wellbeing Therapeutic Case Manager (1.0 EFT) at Doveton College supports students aged between Prep and Year 9 with targeted therapeutic goals to assist in their engagement in education.
An integral component of this role is to:
- develop and implement a therapeutic goal plans for students,
- provision of case management,
- collaborative work with the wider Care Team,
- facilitate support for teachers when working with students at risk of disengaging from school/learning
The Therapeutic Case Manager also contributes to the development of high-quality interventions and programs that promote wellbeing and engagement throughout the College and will possess the following:
- Qualification and/or current registration in Social Work, Psychology*, Occupational Therapy, or other related field; including satisfactory Police Check and Working with Children Check.
- *2 years minimum of experience in Case Management.
- Several years’ experience working in the health and wellbeing sector with a clear understanding of child and adolescent development.
- Ability to manage challenging situations related to traumatic exposure.
- Undertake a clinical caseload adhering to DET and Doveton College Policy and Practice guidelines.
- Ensure that case management is evidence based and responsive to the needs the student.
- Continually develop and enhance clinical skills through case management, regular supervision and ongoing professional development.
- Provide comprehensive, individualised, goal-focused care to mental health of students, through assessment, planning, implementation and evaluation of clinical interventions.
- Work within a specialist multidisciplinary team environment working in alignment with the Team Charter.
- Develop, implement and evaluate appropriate therapeutic goal plans for each young person being case managed.
- Develop and implement behavioural programs to promote the development of cognitive and social skills.
- Communicate/liaise with classroom teachers to identify strategies to benefit broader cohorts.
- Continually update and review knowledge of a wide range of therapeutic techniques suitable for use with children and young people.
- Function autonomously, carry a caseload of clients, participate in clinical review meetings and practice according to the policies and procedures of Doveton College.
- Provide comprehensive and transparent case management to allocated students.
- Facilitate intensive support for students with specific social, emotional and educational needs through therapeutic interventions and case management
- Provide appropriate advice to teachers regarding the impact that a student’s situation may have upon their learning and suggest strategies to promote the student’s wellbeing and prevent disengagement, particularly primary prevention and early intervention.
- Complete accurate case notes in line with the Doveton College Case Note Policy.
- Report any concerns to relevant external services such as Child First or Child Protection.
- Undertake regular Supervision.
- Advise the Wellbeing Coordinator, and Leadership Team of any incidents impacting upon students’ wellbeing in a timely manner.
- Attend Wellbeing, Case Conference and required Staff meetings.
- Provide professional development/staff training as required.
- Any other duties as directed by the Wellbeing Coordinator/Leadership team.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 *** or email on: **********@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 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
Please ensure that your application includes:
- a resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- a section addressing the selection criteria and the requirements for application under the Who May Apply section
- names and contact numbers (telephone and email if possible) of two referees
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
- 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
