Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Health and allied health
Location: Melbourne - Southern suburbs
Reference: 1483048
SC1. Demonstrated understanding of child protection and duty of care responsibilities in a school setting
SC2. Experience in the development and implementation of programs, procedures and processes that foster resilience in young people to address their social, emotional and educational needs which are considerate of perspectives of students from culturally diverse backgrounds.
SC3. Ability to provide social work services to students and families to enhance student wellbeing and engagement
SC4. Strong knowledge of systemic issues affecting student wellbeing (e.g., trauma, poverty, family violence, mental health)
SC5. Proven ability to work collaboratively with school staff, families and external agencies
SC6. Excellent communication and interpersonal skills, including the ability to engage students, parents, and colleagues from diverse backgrounds
SC7. Commitment to ethical practice, continuous improvement and evidence-based interventions
[Attendance requirement for this position]
Range 3 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 range 3. 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 range 3 (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.
Social Worker Day-to-Day Role Description and Resposibilities NPELS
A Social Worker at NPELS is a vital support system, helping new arrivals not just learn English, but also heal, adapt and build a secure foundation for their future in Australia. You're supporting newly arrived primary and secondary students and their families, many of whom are refugees and asylum seekers, as they navigate a new country, a new language and often, the long shadow of past trauma.
Morning: Setting the Tone and Proactive Engagement
The school day starts off with visibility and accessibility. You might be at the school gate, greeting students and families, or moving through common areas to offer a friendly presence. This early engagement helps build rapport and trust, allowing you to observe subtle cues about student well-being.
Your morning involves brief check-ins with students identified for ongoing support, perhaps those who were anxious yesterday or are facing a challenging week. This proactive approach allows for early intervention before minor issues escalate. You'll likely also have quick consultations with teachers to discuss student needs, share observations, and coordinate support plans for the day. This collaborative huddle ensures everyone is on the same page.
Part of your morning is dedicated to preparation. This could involve reviewing your caseload, preparing materials for scheduled individual or group sessions, and familiarising yourself with any new student referrals or urgent situations that emerged overnight.
During School Hours: Direct Support and Crisis Response
The core of your day involves direct student and family support. This looks different from moment to moment:
Afternoon: Collaboration, Planning and Follow-Up
Throughout the Day: Core Principles in Action
Every interaction is underpinned by:
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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 [email protected]
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
The successful candidate will need the preparedness to work at any campus of Noble Park English Language School.
Able to drive or commute to any campus of Noble Park English Language School.
Thank you for your interest in the Social Worker at Noble Park English Language School. Our school is a multi-campus school which provides an intensive English language course for newly arrived migrants and refugees from non-English speaking backgrounds in the southeast Victoria region.
The students are introduced to the Victorian education system and assisted with settlement in Victoria. The basis of the curriculum is the study of the English language; however, the curriculum aims to prepare students for life in Australia. Many students have been displaced by war, economic hardship, or political persecution. The school is committed to assisting students to regain trust in people and systems and to develop the self-esteem and confidence required to face the challenges of a new country.
At any given over 50 different language groups are represented. The school provides a secure and caring learning environment where staff and students respect and tolerate differences between cultures and religions and caters for individual differences in language acquisition.
Since 2009 the school has expanded to four campuses due to changing settlement patterns in the region. The main campus is at Noble Park and caters for both primary and secondary students. Casey campus is located at Hampton Park and caters for primary and secondary students. Our Springvale campus and Stonnington (Glen Huntly) campuses are for primary students.
Please provide a copy of your current WWCC/VIT registration and certified copies of your qualifications with your application.