KSC 1: Demonstrated capacity to deliver a comprehensive wellbeing service to students and families in an educational setting, including 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.

KSC 2: Demonstrated capacity to apply developed assessment, analytical and evaluation skills and strategic thinking; and capacity to establish the needs of the student population, devise relevant strategies and programs and use a variety of modes to deliver services.

KSC 3: Highly developed communication, interpersonal and networking skills with a demonstrated commitment to working collaboratively with students, parents and carers, school-based teams and teachers, education support staff and other professional agencies.

KSC 4: Demonstrated ability to design, deliver and/or broker professional development to school staff and community including provision of information, consultation and resources.

KSC 5: Demonstrated capacity to reflect critically upon their own professional practice and apply the knowledge, skills and expertise derived from ongoing professional learning.

KSC 6: Knowledge and understanding of Child Safe Standards

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.

Student support

• Coordinate support of students including liaising with families, College staff, external agencies and regular Student Support Group meetings
• Conduct assessments of students including risk assessments 
• Develop and implement acute interventions for identified students; including assessment and development of safety and support plans for identified students in consultation with relevant school staff, the student and their family
• Design and deliver small group programs to create happier, healthier and more resiilient students
• Provide critical incident coordination and support including following policies and procedures
• Develop and implement strategies and actions to deliver outcomes related to DET identified vulnerable cohorts to ensure all students achieve positive education experiences and outcomes
• Support student/staff requests for assistance in the application of reasonable adjustments and modifications
• Support implementation of Positive Education Framework as related to student wellbeing

Teacher capacity

• Act as resource for teachers to build their capacity in the identification and development of educational, social and emotional supports to assist students who are vulnerable or have additional needs
• Coach and mentor staff in the implementation of interventions and support strategies
• Deliver and participate in staff professional learning sessions and attend staff meetings

Policies and processes

• Work collaboratively with the Wellbeing Team and the College Leadership Group to develop, update and review wellbeing policies and processes
• Input into Strategic Planning
• Supervision of tertiary placement students

Stakeholder relationships

• Strengthen links, referral pathways and collaborate with other health professionals and a range of community organisations and government agencies related to wellbeing
• Actively contribute to a range of College-based teams including attendance of out of school hour events where appropriate (eg Grade 6 Information Night)

Organisational Relationships

Reports to:                   Head of Wellbeing and Support

Internal Liaisons:        Business Manager, Assistant Principals

External liaisons:        SSSs, agencies, community, parents

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

The Department of Education and Training 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

Must be qualified in either Occupational Therapy, Social Work, Psychology and/or any other relevant qualification and must have experience in an educational or mental health setting.

Eligible for registration with the:

• Australian Association of Social Workers and/or
• Australian Health Practitioner Registration Agency and/or
• Other if required

Employee Working with Children Check

Police Check Required

A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.