Es1-3 Social Worker-inclusive Education and

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**:
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 mínimal 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.

**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. This includes assessing student needs, developing personalized support plans, and coordinating resources to ensure holistic support for each student's wellbeing.**:

- ** Develop and implement tier 2 programs that support the development of social skills and emotional regulation, ensuring there is thorough reporting on student progress and evaluation of programs.**:

- ** Collaborate closely with sub school teams, inclusion team, teachers, and external service providers to ensure appropriate support plans/ interventions are in place to support students to achieve their personal excellence.**:

- ** 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.**:

- ** Meet relevant policies and legislative requirements in relation to student health information privacy.**:

- ** Attend student focused meetings (such as SSG¿s and Return to School Meetings) as required. Keep meticulous records of student, SSG and parent meetings.**:

- ** Liaise closely with sub school to support students overall wellbeing; this will include att