Social Worker - Family Leave Position - Flexible Hours

Victorian Government; Melbourne; Hybride; AUD 90 000 - 120 000; Plein temps

Résumé du poste

The Victorian Government seeks a senior wellbeing professional to lead student counselling and wellbeing initiatives at a Melbourne school. You will support adolescent wellbeing, coordinate external services, and work closely with families and staff to foster a safe, inclusive school culture.

Key responsibilities include developing transition programs, contributing to wellbeing events, and guiding targeted group support, with a focus on mental health and belonging.

Qualifications

• SC1 Demonstrated high level counselling experience to support adolescent wellbeing.
• SC2 Relevant qualifications and experience in supporting students to create an environment which promotes physical, emotional, social, and intellectual wellbeing for all.
• SC3 Demonstrated experience identifying and analysing student wellbeing issues and coordinating appropriate external support where needed.
• SC4 Demonstrated capacity to communicate effectively with members of the school community including families, carers and students.
• SC5 Demonstrated experience working effectively as part of a team and to demonstrate capacity to display interpersonal and communication skills.

Responsabilités

• Be an active and visible member of the school community, building positive relationships with students across the school.
• Contribute to whole-school wellbeing, mental health and inclusion initiatives and events.
• Support activities that promote connection, belonging and positive mental health.
• Provide guidance and work in collaboration with the Auburn High School Student Leadership Team in developing wellbeing and inclusion initiatives.
• Contribute to transition and orientation programs, including Year 7 Orientation and other key transition points.
• Work collaboratively with the Wellbeing, Inclusion and Engagement Teams to strengthen a positive and supportive school culture.
• Facilitate engaging small-group wellbeing programs that respond to identified student needs.
• Support students to develop skills, confidence, resilience, connection and a sense of belonging.
• Work collaboratively with relevant staff to identify students who may benefit from targeted group support.
• Contribute professional wellbeing knowledge and ideas to the development of targeted student programs.
• Provide counselling and wellbeing support to an allocated caseload of students.
• Build positive and supportive relationships with students, helping them navigate personal, social and emotional challenges.
• Assess student wellbeing needs and provide appropriate counselling, support, referral and follow-up.
• Collaborate with teachers and relevant staff on practical strategies to support individual student wellbeing and engagement.
• Communicate with parents/carers, where appropriate, to support positive outcomes for students.
• Liaise with and refer students to external services and agencies when additional support is required.
• Maintain appropriate and confidential student wellbeing records.
• Recognise and appropriately elevate complex, high-risk or urgent wellbeing concerns in accordance with school and Department procedures.

Connaissances

Counselling

Wellbeing

Teamwork

Communication

Description du poste

Occupation: Health and allied health

Location: Melbourne - Southern suburbs

Reference: 1549585

Location Profile

At Pakenham Hills Primary School our motto is "Life is for Learning." Our mission is to provide each child with the lifelong learning skills, knowledge and social development that will enable them to achieve to their potential and participate successfully in our society.

Our intention is to ensure that we create a learning environment where all students take responsibility for their learning and endeavour to reach their personal best. We seek to create a safe, positive and supportive learning environment and provide a differentiated learning approach enhanced by an extensive curriculum.

The school has 39full and part-time teaching staff including a principal and two Assistant Principals, two Learning Specialists, 38 education support staff, a school psychologist and a social worker. A PLC approach to program planning is a feature of the school's curriculum development. The development of literacy and numeracy skills and the acquisition of critical thinking, problem solving, and decision-making strategies are a key part of our curriculum. The school runs a transition to school program during semester 2 each year called Pakky Seals.

Our school values of respect, teamwork, positive attitude, honesty and integrity and communication underpin the PHPS School Expectations of: Be a Learner; Be Safe and Be Respectful.These expectations are reflected in everything we say and do at Pakenham Hills.

In our school community we work hard to ensure our values and expectations are demonstratedby:

The provision of a balanced inclusive curriculum that caters for individual needs and abilities which encourages academic achievement and personal success.

Students having a positive and happy attitude to their learning.

The continued development of positive school wide behavioural attitudes and relationships with all members of the school community.

Students, staff and the community show a sense of pride and respect for our school.

Provision of opportunities that engage parents and the local community in the school.

At Pakenham Hills Primary School we foster a belief that each student should be given the opportunity to achieve social, emotional, and academic excellence. We aim to ensure each child acquires the learning strategies, behaviours, and attitudes of lifelong learners, along with the social skills needed to work, play and get along with others.

Selection Criteria

SC1Demonstrated high level counselling experience to support adolescent wellbeing.

SC2Relevant qualifications and experience in supporting students to create an environment which promotes physical, emotional, social,and intellectual wellbeing for all.

SC3Demonstrated experience identifying and analysing student wellbeing issues and coordinating appropriate external support where needed.

SC4Demonstrated capacity to communicate effectively with members of the school community including families, carers and students.

SC5Demonstrated experience working effectively as part of a team and to demonstrate capacity to display a wide range of interpersonal and communication skills.

Role

Will usually be a member of the leadership team who is accountable for the development and delivery of key services that are integral to the effective operation of a school/s.Provides a range of services and/or undertakes the analysis of complex problems that form part of the policy framework.

A school or group of schools would need to have the necessary diversity and complexity to create a role at range 5.Management of a major school or district initiative, project or Department targeted strategy would be an indicator depending on the breadth of management responsibilities.

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

• Be an active and visible member of the school community, building positive relationships with students across the school.
• Contribute to whole-school wellbeing, mental health and inclusion initiatives and events.
• Support activities that promote connection, belonging and positive mental health.
• Provide guidance and work in collaboration with the Auburn High School Student Leadership Team in developing wellbeing and inclusion initiatives.
• Contribute to transition and orientation programs, including Year 7 Orientation and other key transition points.
• Work collaboratively with the Wellbeing, Inclusion and Engagement Teams to strengthen a positive and supportive school culture.

Small Group Support

• Facilitate engaging small-group wellbeing programs that respond to identified student needs.
• Support students to develop skills, confidence, resilience, connection and a sense of belonging.
• Work collaboratively with relevant staff to identify students who may benefit from targeted group support.
• Contribute professional wellbeing knowledge and ideas to the development of targeted student programs.

Individual Counselling & Support

• Provide counselling and wellbeing support to an allocated caseload of students.
• Build positive and supportive relationships with students, helping them navigate personal, social and emotional challenges.
• Assess student wellbeing needs and provide appropriate counselling, support, referral and follow-up.
• Collaborate with teachers and relevant staff on practical strategies to support individual student wellbeing and engagement.
• Communicate with parents/carers, where appropriate, to support positive outcomes for students.
• Liaise with and refer students to external services and agencies when additional support is required.
• Maintain appropriate and confidential student wellbeing records.
• Recognise and appropriately elevate complex, high-risk or urgent wellbeing concerns in accordance with school and Department procedures.

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 [e-mail]

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:

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:

Conditions of Employment

This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.

Applications close Tuesday 3 November 2026 at 11.59pm