Location Profile Carlisle River Primary School is a small rural government school nestled in the Otway Ranges, providing high-quality, personalised education in a multi-age setting. The school is committed to fostering a calm, inclusive and supportive learning environment where every student is known, valued and encouraged to achieve success. Our teaching and learning approach is guided by the Victorian Teaching and Learning Model 2.0, with a strong emphasis on explicit instruction, supported application, student wellbeing and positive classroom management strategies. Teachers work collaboratively to deliver engaging, evidence-informed learning experiences that balance strong literacy and numeracy foundations with inquiry learning, creativity, environmental connection and digital technologies. Carlisle River Primary School values strong partnerships with families and the wider community. Staff play an active role in both instructional leadership and community engagement, contributing to a flexible and responsive school culture. Students benefit from small class sizes, strong individual support, and opportunities to learn through outdoor education, sustainability programs, kitchen garden experiences and hands-on STEM learning. The school celebrates creativity, resilience, student voice and community connection, while honouring the unique character and opportunities of its rural setting. Selection Criteria SC1. Demonstrated knowledge of Child Development and Wellbeing - Understanding of social, emotional, behavoural, and mental health needs of primary aged students; Knowledge of evidence based wellbeing practices for both individuals and groups; Ability to identify and respond to students at risk, including assessing needs, developing support plans and facilitating appropriate interventions. SC2. Experience implementing evidence-based interventions and strategies to support young people, including those with a neurodiverse profile. SC3. Demonstrated ability to work in a multidisciplinary team to develop and implement support for students, families/carers and staff within a school community. SC4. Knowledge of and ability to liaise effectively with a broad range of services and resources available for the support of students with disabilities and their families/ carers. SC5. Desirable - Knowledge of trauma informed, restorative and Nurture practices. Role This role requires a half day a week on site, to work with students and team. 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. Responsibilities Manage the delivery of support services to students, teachers, parents and other school clients. Ensure all external providers deliver the required service. Who May Apply Required Applicants must be qualified as a psychologist, social worker, mental health nurse, occupational therapist or counsellor of a prescribed class. Specifically: For Psychologists, applicants must hold full registration with AHPRA For Mental Health Nurses, applicants must hold full registration with AHPRA and hold a postgraduate qualification in mental health For Social Workers, applicants must be eligible for membership with the Australian Association of Social Workers For Occupational Therapists applicants must hold full registration with AHPRA For Counsellors applicants must have completed a Bachelor or Master of Counselling and be a practising member of either the Australian Counselling Association (ACA) or the Psychotherapy and Counselling Federation of Australia (PACFA) Demonstrated direct counselling experience A current Working With Children Check. Desirable For Psychology applicants, specialisation in educational and/or developmental psychology. For Mental Health Nurse applicants, holding a Mental Health Nurse Credential and membership with the Australian College of Mental Health Nurses. For Social Work applicants, membership with the Australian Association of Social Workers and an Accredited Social Worker Trade Mark. For Occupational Therapy applicants, a Better Access to Mental Health Endorsement. For Counselling applicants, Level 3-4 registration (ACA) or a Registered Clinical Counsellor endorsement (PACFA). 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, 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 education.vic.gov.au 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. 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. 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 DE Values 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 Other Information This position is funded through bushfire recovery and mental health support funding and is initially available until the end of the 2026 school year. Carlisle River Primary School is a small rural school in the Otway Ranges. Following significant bushfire impacts to the local community, the school is seeking a social worker who can provide responsive wellbeing support to students and families, contribute to a positive school culture, and assist the school in strengthening recovery and resilience. This is not a large-school welfare role. This is a relationship-based, community-focused wellbeing role where one person can make a significant difference. 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 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
