SC1 SC1 An ability to use culturally sensitive; evidence-informed practice when working to address the needs and goals of students
SC2 Demonstrated capacity to communicate effectively with members of the school community and relevant external human service organisations.
SC3 Capacity to work cooperatively with range of people including teachers, education support, students and parents.
SC4 A commitment to professional learning and growth.
SC5 Demonstrated skill in ability to record and manage information in an ethical and confidential manner.
The Social Worker will join a team that includes the Mental Health Practitioner, Engagement Officers, Social Workers and Youth Mentors. Situated in the school's Wellbeing Centre, the Social Worker acts as the first point of contact for students seeking immediate wellbeing support, triaging them to the appropriate services.
The Social Worker will take a case management role with students identified as needing support to achieve success. Students are referred by teaching staff or self-refer to the wellbeing team and are allocated a team member based on individual needs and suitability. The Social Worker will work collaboratively with students, families, staff and external agencies to address barriers to learning and support positive educational and social outcomes.
The Social Worker works closely with the Wellbeing Team and Village Leaders to identify emerging needs across the school and coordinate targeted supports for individual students and groups. A key aspect of the role is developing and delivering innovative, youth-focused programs and initiatives that foster belonging, build strengths and create meaningful opportunities for students to connect, participate and thrive.
The role also contributes to the delivery of classroom and extracurricular programs that support student development, including peer support, restorative practices and personal growth initiatives, in partnership with the Student Wellbeing Team.
Position will be Monday to Friday, 8:30am - 4:36pm.
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.
-
Provide wellbeing support and guidance to students individually and in groups.
-
Develop and implement intervention programs that support student engagement, learning and wellbeing.
-
Build positive relationships with students, families, staff and external agencies to coordinate appropriate support and referrals.
-
Support students at risk to develop emotional, social and interpersonal skills, and pathways to success at school.
-
Maintain safe, respectful and confidential practice in line with Department guidelines, mandatory reporting requirements and school policies.
-
Contribute to the Wellbeing team through caseload management, program development and regular communication with school leaders.
-
Lead or support school wellbeing initiatives and supervise wellbeing spaces during student break times.
-
Undertake other duties as directed by the Principal or Business Manager.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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
[email protected]
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.
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
-
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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx
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.
Phoenix P-12 Community College is a vibrant, future-focused learning community located in Sebastopol, Ballarat. Serving a broad geographic region ¿ from the suburbs of Delacombe, Redan, and Sebastopol to the rural townships of the Golden Plains ¿ we are proud to be a true community hub where students from Foundation to Year 12 are known, supported, and inspired to thrive.
We celebrate the diversity of our families and embrace the richness this brings to our culture. Our College is committed to delivering exceptional academic, co-curricular, and wellbeing opportunities that empower every young person to discover their strengths, pursue their passions, and confidently shape their future ¿ whether that pathway leads to university, TAFE, employment, or entrepreneurship.
At Phoenix, we believe every child can learn, grow, and succeed. Our commitment to the Science of Learning ensures teaching is grounded in evidence-based practice, high-impact strategies, and a deep understanding of how students learn. Explicit instruction and strong foundations in literacy and numeracy sit at the heart of our approach, enriched by opportunities that foster curiosity, creativity, and critical thinking. Our ICT-rich learning environment ensures students have access to contemporary digital tools to prepare them for an increasingly complex world.
Collaboration is a defining feature of our professional culture. Through Professional Learning Communities, collaborative planning, shared instructional approaches, and ongoing coaching and feedback, teachers work together with clarity and purpose. This collective expertise strengthens consistency, deepens pedagogical knowledge, and enhances both individual and collective efficacy across the College.
Phoenix provides a comprehensive, structured induction program that ensures new staff feel welcomed, valued, and equipped for success. Ongoing mentoring, professional learning, clear instructional expectations, and access to leadership ensure that every staff member ¿ at every stage of their career¿can thrive within a supportive, collaborative environment.
Guided by FISO 2.0, Phoenix places an intentional focus on Learning and Wellbeing. Our Learning Village structure creates smaller, connected communities across our campuses, ensuring every student feels known, valued, and supported:
-
Foundation - Year 4: Redan Campus
-
Years 5 - 6: Sebastopol Campus
-
Years 7 - 10: Sebastopol Campus
-
Years 11 - 12: Sebastopol Campus
-
DOTS (Developing Other Talents and Skills): Grant Street Campus
Our core values ¿ Respect, Responsibility, Integrity, Cooperation, and Excellence ¿ shape every relationship and interaction. Strong, respectful partnerships between students, families, and educators sit at the heart of our work.
As a SWPBS, Respectful Relationships, and TRP school, wellbeing and inclusion are deeply embedded in all we do. Our multidisciplinary wellbeing team ¿ including Doctors in Schools, youth workers, social workers, and allied health professionals ¿ ensures that every student is met at their point of need.
Phoenix P-12 Community College stands as a place of opportunity, belonging, and aspiration ¿ driven by evidence-based practice, strong collaboration, robust staff support, and a shared belief in the potential of every learner. Together, we ignite curiosity, grow capability, and empower young people to shape a bright and meaningful future.
