ES1-3 Social Worker-Inclusive Education and Wellbeing Specialist

Location:
Melbourne | Southern Metropolitan
Job type:
Full time / From 28/01/2025 - 19/12/2025
Organisation:
Schools (Government)
Salary:
Salary not specified
Occupation:
Health and Allied Health
Reference:
1450738
Selection Criteria

KSC1:
A degree in Social Work
KSC2:
Strong assessment and counselling skills, and an ability to develop and implement individualized support plans.
KSC3:
Excellent interpersonal skills with the ability to collaborate effectively with multidisciplinary teams, teachers, families, and external services.
KSC4:
An ability to deliver professional development programs for staff and facilitate wellbeing workshops/programs for the broader school community.
KSC5:
Up-to-date knowledge of current trends, best practices, and research in inclusive education.
KSC6:
Knowledge of best practice interventions in supporting neurodiverse young people and the ability to develop and implement targeted programs.

Role
Attendance is Monday-Friday 8.00am to 4.06pm. Attendance is not required over school vacation periods. Full time is preferred, although part time will be considered for the right candidate.
This position 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 this level. 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 this level (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

Develop and implement individualized support plans for students with ASD and ADHD, in collaboration with the Inclusion team, teachers and families.
Conduct assessments and evaluations to identify students' strengths, challenges, and needs related to their disabilities.
Provide counseling and therapeutic interventions to enhance social skills, emotional regulation, and behavioral management.
Provide individual case management support to students and families, where appropriate.
Develop and implement tier 2 programs that support the development of social skills and emotional regulation.
Collaborate closely with sub school teams, inclusion team, teachers, and external service providers to ensure appropriate support plans/interventions are in place.
Conduct workshops and training sessions for school staff and parents on strategies for supporting neurodiverse students.
Maintain accurate and confidential records of student progress, interventions, and outcomes.
Provide written evidence as a specialist to support the Disability Profiling for students applying for funding.
Meet relevant policies and legislative requirements in relation to student health information privacy.
Attend student focused meetings as required.
Liaise closely with sub school to support students overall wellbeing.
Work collaboratively with the Student Wellbeing Team.
Support the development and promotion of Inclusive education.
Adhere to Child Safe Standards and the school's Child Safe Code of Conduct.
Undertake other duties as required.

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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all.
Child Safe Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students.
DE Values
The department's employees commit to upholding the department's Values:
Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights.
Other Information
This position is working within our student wellbeing team and reports directly to Student Support and Resources Manager.
Position Purpose:
To provide individual support for neurodiverse and neurotypical students through therapeutic interventions.
Expected Outcomes:
Students are empowered to develop their social and emotional skills, build resilience, and foster personal academic growth.
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.

Location Profile
Mount Waverley Secondary College, established in 1964, provides a co-educational setting.
For more information see the college website, see mwsc.vic.edu.au
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