Social Worker/Inclusion/Wellbeing

Selection Criteria SC1 Demonstrated knowledge of Disability Inclusion Profile (DIP) processes, ensuring accurate, timely applications and maximisation of funding opportunities as well as Individual Education Plans (IEPs), and strategies to support diverse learners SC2 Demonstrated experience in the development and implementation of individual, group and whole school strategies and programs that foster resilience in young people and address their social, emotional and educational needs, including knowledge of the tiers of intervention in Wellbeing. SC3 Demonstrated experience in managing adolescent welfare programmes. SC4 Demonstrated capacity to case‑manage individual students, providing quality programming and interventions. SC5 Ability to design and deliver alternative targeted programmes. SC6 Highly developed communication and interpersonal skills, including the ability to work collaboratively in a team and wider community. Role Coordinate the referral, triage, and case‑management of students requiring support, ensuring effective communication and collaboration with families and external agencies. Provide case‑management for students with social, emotional, behavioural or mental health needs, and access to community or allied health services. Promote and support the implementation of all elements of Disability Inclusion at the school. Ensure the establishment of student support groups (SSGs) for all students who may benefit from a Disability Inclusion profile meeting and maintain minutes/records of these. Register students who require a profile meeting. Ensure Disability Inclusion profile meetings are booked for all students who require profile meetings. Respond to any requests from facilitators for additional information. Support school staff to prepare and gather supporting information for Disability Inclusion Profile meetings. Support relevant school staff and the parent(s)/carer(s) to contribute to Disability Inclusion profile meetings. Prepare the student to attend the DIP where appropriate, or record student voice video for inclusion in the DIP. Track and monitor the progress of all DIP submissions, ensuring deadlines are met and outcomes are actioned. Ensure each student with disability and additional needs has a quality inclusion individual education plan (IEP) that incorporates student voice in setting learning targets. Support Teaching and Education Support staff to understand, develop and implement IEPs. Work closely with the Learning Specialists/Leading Teachers to oversee Tier 3 individualised support and intervention implementation. Assist the Leadership and Wellbeing Team in providing professional learning about Disability Inclusion. Maintain a network of connections with Regional supports including visiting teachers and wellbeing key contacts. Promote a culture of high expectations and aspirations for the learning of students with disability or additional needs. Prepare DIPs funding applications, liaising with relevant teachers, experts and agencies, the department and its key personnel. Manage and provide support to the ES staff working within the Disability Inclusion programme. Work with the school leadership team to ensure our Disability Inclusion programme is aligned to the School and Department policy and guidelines and maintains required and adequate data on each student. Ensure continuity of support for students. Be a positive member of the Grovedale College Wellbeing Team. Responsibilities Be directed by the Disability Inclusion Leader and other relevant school staff to ensure students receive appropriate support and adjustments, and contribute to a positive, inclusive school culture that promotes belonging and respect for diversity. Participate in team meetings to discuss referrals and share best practice approaches. Receive and act on referrals, providing counselling support and case‑management for students. Develop meaningful case plans and set goals with students, including effective crisis management when required. Maintain accurate, confidential records of student contact and wellbeing activities in line with DE and school requirements, using Compass, eduSafe and other databases to record referrals and updates. Advocate for students where appropriate, facilitate external referrals, and act as a conduit between students and services. Manage complex cases requiring advanced interventions and cross‑professional or agency collaboration. Collaborate with students, teachers, caregivers and external services to implement interventions such as Behaviour Support Plans, Re‑engagement Plans and Safety Plans. Liaise with families and carers through phone contact, meetings and participation in care team meetings and professional networks. Co‑design and deliver targeted group interventions and therapeutic programmes to promote resilience and wellbeing. Co‑facilitate pro‑social activities and events within the school and in partnership with community agencies. Establish positive relationships with students, acting as a role model and responding to individual needs with empathy and consistency. Support teachers to identify and respond to student wellbeing needs, and build their capacity to implement educational, social and emotional supports, including reasonable adjustments. Ensure compliance with Department of Education Child Safe Standards, Mandatory Reporting legislation and wellbeing protocols. Perform other duties consistent with the classification as directed by the Principal. Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfil 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+ and 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. 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. DE Values The department’s employees commit to upholding the department’s values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. Other Information A current Working with Children Check (Employee) must be obtained prior to commencement. Application should include a resume with relevant experience and a section addressing the selection criteria and the requirements for application under the Who May Apply section. Names and contact numbers, email addresses of two referees who are able to attest to the claims made in your application. 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 programmes provided. Detailed information on all terms and conditions of employment is available on the Department’s Human Resources website. Location Profile Grovedale College is a medium‑sized college with an enrolment of 700 plus students located in a semi‑rural setting serving the southern suburbs of Geelong, together with the rural and surf‑coast communities to the south, east and west. Extensive educational resources enable Grovedale College to provide an academic focus together with many Arts, Sciences, Sports and Technology opportunities. VCE enhancement subjects, VCAL and VET courses provide many new opportunities for university and TAFE studies and exciting pathways to the future. Excellence, achievement and improvement are central to all college programmes. Grovedale College operates the Grovedale P12 Deaf Facility in conjunction with Grovedale West Primary School. In recent years a multi‑million‑dollar building programme has provided the College with excellent physical resources. Such resources enable us to enhance our programmes and deliver an exciting, challenging and fulfilling experience. Our facilities include a state‑of‑the‑art computer network linking all classrooms, computer pods, a computerized Library Resource Centre, Senior School Study Centre, Technology Wing, Visual and Performing Arts Studios, Theatre, Gymnasium, Fitness Centre, sports ovals and courts. Ongoing curriculum reform and refinement has resulted in structural change such as the creation of two sub‑schools, the introduction of a Home group Program, compact teacher teams and most importantly a series of initiatives based around the concepts of active curriculum, higher order thinking and a multidisciplinary approach to planning and learning. The success of these programmes provides strategies and examples of success on which the pedagogy of interactive experiential learning can utilise and extend. At Grovedale our approaches to Teaching and Learning recognise that students and staff must be able to use computers and electronic learning technologies with confidence and understanding to enhance their teaching and learning as well as their ability to participate in evolving information technologies. Sport is prominent in the life of Grovedale College. An extensive inter‑school and house sport programme provides students with the opportunity to develop personal skills and fitness and to enjoy the benefits of teamwork in a spirit of healthy competition. Our unique location and proximity to the Surf Coast, Corio Bay, Port Phillip Bay and the Otway Ranges allows for a comprehensive outdoor education and excursions programme to operate. Surfing, kayaking, snorkelling, body boarding, windsurfing, bike riding, horse riding, rock climbing and lifesaving are all part of the programme. The development of the Grovedale Education and Sporting Precinct coupled with the Sports Academy programme provides students with the opportunity to pursue an elite sports pathway. The Precinct is indicative of strong community‑based links. The College successfully participates in Public Speaking programmes, Inter‑School Debating and Australian subject competitions that include English, Mathematics, Science, Arts and Technology. Student leadership is an integral part of our school culture. An active leadership programme exposes students to challenges, which develop personal and social skills, confidence, initiative and self‑reliance. This is achieved through a broad range of activities such as Student Council, Peer Helpers and camps programme. Performing Arts are well catered for in the College, with performance opportunities in workshops, GAFFA and production. College Leadership programmes have been enhanced by staff and students working with Leading Teams and refining the college‑based implementation. Performance and Development Culture is a Grovedale College priority. Regular formal and informal feedback is provided to staff members. #J-18808-Ljbffr