Social Worker

Selection Criteria

• Social Worker qualifications.
• Highly developed communication and interpersonal skills and an ability to maintain detailed confidential data.
• Capacity to work as part of a collaborative team and contribute significantly to the achievements of the team.
• Demonstrated capacity and experience to provide counselling individually and in group settings.
• Demonstrated ability to enhance the provision of effective services for students at risk including trauma informed practises in schools.
• Demonstrated ability to build professional relationships with families that support us having safe, kind and respectful learning environments so that all children can thrive in their social, emotional, and academic journey.

Role

The attendance requirement is equivalent to three full time days across the week, Monday to Friday. Days may be negotiated.

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.

Responsibilities

The responsibilities of this position will be:

• Work collaboratively with leadership members, wellbeing team members, teaching and other education support staff.
• Attend Student Support Groups meetings as required.
• Deliver individual or small group sessions to support the Social and Emotional learning of children.
• Act as a mandated reporter and in accordance with all Child Safe policies.
• Maintain student information and records to meet legislative and school requirements.
• Provide recommendations that support the successful outcomes for children participating in Disability Inclusion Profile meetings.
• Support children at their point of need as required.
• Contribute towards the achievement of our goals outlined in our School Strategic Plan.
• Act in a professional, confidential manner that reflects the Department's values at all times.

Who May Apply

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

EEO AND OHS Commitment

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 marrung@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

Other Information

Please ensure that your application includes:

• a resume including relevant experience/education 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

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

Golden Square Primary School (GSPS) 5531 was established on Laurel St in 1873 in response to a burgeoning local population and economy associated with the boom of the goldfields and the work and wealth they generated. In 1956 Maple Street Primary School was established, a brisk walk just across the highway as an annex of GSPS, which then graduated to become its own school in the 1970s. The next significant phase began in 2009 when a merger of the two schools was initiated. This being in response to changing demographics and falling enrolments. The merger of the two schools offered an opportunity via a School Regeneration Project to build a new, contemporary design school for the Golden Square community.

From 2010 to 2012, the school operated as a single school on two campuses, one at Laurel St and the other at Maple St. At the beginning of 2013, students and staff from the Maple St campus were relocated onto the Laurel St campus under the banner of Working As One - at the same effectively providing a greenfield site for the construction of the new Golden Square Primary School on the Maple St campus. On Tuesday June 9th, 2015 the school community conducted a symbolic walk from the Laurel St campus to the Maple St campus heralding the school¿s first full day of operation in the new school building.

There are 13 generalist classes planned for the 2025 year with the majority of these being composite. The 2025 Student Family Occupation & Employment index (SFOE) is 0.4483. This figure has decreased and now stabilised. Our community has a blend of culturally and economically diverse families presenting the school and students with a rich variety of learning opportunities.

The school will be entering its second year of the 2023 ¿ 2027 School Strategic Plan. The 2025 AIP is currently being written after we have reviewed our 2024 achievements. We will maintain our focus on teaching and learning while at the same time ensuring that we fully support the health, wellbeing and engagement of every child so they can achieve academic excellence in an outstandingly inclusive environment.

Our school motto of Working as One is crucial to us achieving the goals and targets outlined in our SSP as we implement consistent evidence-based practises throughout the school. Our newly developed mission and vision statements also provide a powerful insight into the commitment we are making to the children in our care and the work we are undertaking.

Mission: To engage all children in a high-quality education where they will thrive in their social, emotional and academic journey.

Vision: Our Golden Square Primary School community will work collaboratively in a safe, kind and respectful environment that inspires a passion and curiosity for learning.