Allied Health Worker- Social Worker/Youth Worker/Mental Health Nurse/Psychologist

Job posted: 22/05/2024

Tertiary qualification in an Allied Health Field is Mandatory.

1. Demonstrated high level knowledge of relevant policy context, evidence-based approaches, programs and research relating to adolescent health and development.

2. A demonstrated capacity to effectively implement and manage intervention strategies in a school context.

3. Demonstrated high level organisational, communication and inter-personal skills including the ability to work effectively with young people, parents/carers and teachers as well as professionals in the education and health systems.

4. Demonstrated capacity to successfully develop, lead and manage programs that meet the identified needs of vulnerable students and parents/carers.

5. A demonstrated capacity to support the professional learning of teachers and a commitment to ongoing professional learning.

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.

The Allied Health Worker will work with Sub-School Leaders, teachers and support staff to provide:

Case management support -

· Respond to student wellbeing needs and referrals in collaboration with other staff including developing clear plans and engaging all stakeholders in the implementation and review of support strategies.

· Maintain comprehensive and confidential records related to student case management plans and share appropriate information with other members of the team.

· Support the development of mandated Individual Education Plans (IEPs) and Student Support Groups (SSGs) as required.

· Compile and maintain resources on student wellbeing and mental health, promoting availability to teachers.

Whole school wellbeing guidance and programs -

· Participate in Inclusion Team planning and review of evidence to inform student wellbeing policy, procedure and program responses.

· Participate in planning and delivery of whole school, evidence-based wellbeing initiatives developed in response to Annual Implementation Plan priorities.

· Contribute to the development and delivery of targeted programs with students and parents/carers, including preparing submissions to funding bodies and planning, implementing and evaluating these programs.

· Provide school level advice related to areas such as mental health, drug education mandatory reporting, critical incidents and suicide prevention.

· Develop and maintain networks with relevant youth and community agencies to assist young people and their parents/carers in gaining access to services.

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

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:

• 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

Lakes Entrance Secondary College is the sole secondary school provider in Lakes Entrance. As such, it occupies a prominent and significant role in the town and is a focus of community and educational connections. The College has 300 students drawn from the Primary schools of Swan Reach, Nungurner, Lakes Entrance, Toorloo Arm and Metung. The College serves the needs of a diverse population, where the economy of the town is based upon the fishing industry, and a variety of services and trades, agriculture, fishing, and tourism. The location is a superb combination of ocean and forest, with a mild and temperate climate year-round, abundant opportunities for exploring, hiking, trail riding, surfing, walking and with proximity to the ski fields. Restaurants and cafes abound, and the area is growing in recognition for its infrastructure development, reasonably priced housing, and growth potential. Roads in and out are excellent and the atmosphere is welcoming and inclusive. The College is proud to reap the benefits of all these desirable factors. Working at Lakes Entrance Secondary College brings with it abundant lifestyle and professional potential.

The aim of the College is to prepare students for life as active, happy, curious, and engaged citizens. Teachers work to provide an understanding of opportunity and possibility, where diverse skills are valued, and aspirations are carefully nurtured. Our college values are `Respect for Self, Respect for Others and Respect for Learning.¿ The College curriculum is designed to develop the academic, social, and personal skills of each student. There is a strong focus on respectful relationships, historical and geographical understanding and reaching full potential. There is a strong wellbeing perspective, programs to support good decision making and impactful career advice. Our links to all aspects of the Lakes community run deep and enable a well- structured pathway for the aspirations of all our students.

The Years 7 to 9 curriculum at the College develops a common set of knowledge and skills and has been designed to meet the diverse educational needs of all our students and to provide them with stimulating and valuable learning experiences both within the classroom and through extra-curricular activities. We aim to offer a stimulating Camp program at each year level, a robust Sports program and celebrate many outstanding achievements of our students, both academic and personal. The curriculum has been mapped against the skills and knowledge each student will need as they move into the later years of schooling and ultimately further education and employment. There are programs to support all abilities and, the virtue of a relatively small school means that we know our students well and can facilitate the strongest possible outcomes for them and their families. Year 9 students experience an off-campus curriculum at our local fishing precinct, Bullock Island, where they engage closely with the community, learn about themselves and the world of work and future possibilities.

The College is led by a Principal, Assistant Principal, 2 Learning Specialists and 4 Leading Teachers with a staff of 30 teachers and 12 Educational Support Staff. The focus on student well-being, safety and resilience resides with a team of coordinators led by a leading teacher and supported by a Student Wellbeing team including a School Nurse, Chaplain and Mental Health Practitioner.

The College¿s teaching and learning focus is guided by current research and evidence-based pedagogy, which involves a diagnosis of learning needs, and effective interventions to enable consistent growth for each student. All teaching staff learn together and apply themselves to ongoing professional learning.

The College is a strong nexus between our community, the students and parents and the wider world of opportunity and further education. Strong teaching and learning underpin all of our endeavours and the drive towards continual improvement lends a dynamism to the workplace.