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Wellbeing Coordinator

Job posted: 05/08/2022
Applications close: 18/08/2022 (Midnight)
2 days remaining

2 days remaining

Job Description

Location: North West Region | Robinvale

Job type: Full time / From 03/10/2022 - 02/10/2025

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Education and Training

Reference: 1289996

Reference: 1289996

Occupation: Education and Training

Salary Range: Salary not specified

Work location: North West Region | Robinvale

Selection Criteria

SC1  Demonstrated understanding of the needs of young people in an educational setting.

SC2  Sound knowledge and understanding of mandatory reporting procedures, confidentiality and student rights.

SC3  Knowledge of, and experience in, implementing relevant wellbeing programs.

SC4  Ability to engage and build rapport with young people and families.

SC5  Demonstrated ability in the use of ICT systems with a high level of computer literacy.

SC6  Demonstrated ability to work cooperatively with others and contribute to team objectives.

SC7  Demonstrated organisational and time management skills leading to effective outcomes.

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 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.

Under the direction of the Assistant Principal, the Student Wellbeing Coordinator (SWC) is responsible for driving the implementation of the whole college approach for the promotion of student health and wellbeing.

The SWC must liaise closely with the Principal and Assistant Principal on all matters relating to student wellbeing, to ensure that appropriate information and subsequent management plans are shared and adhered to.  Through effective liaison and leadership, the SWC is able to develop, implement and evaluate high quality programs which support student wellbeing and success.

The SWC is responsible for leadership and management of their multi-agency wellbeing team, allocating cases and supervising staff.  The SWC also holds a significant caseload of students who are at risk of disengaging from school and those who have complex mental health needs.  Part of this caseload is liaising with the care teams involved with those students and sharing important information around risk and support.

Responsibilities

  • Build positive relationships with students, parents/carers and other key stakeholders.
  • Coordinate a multi-disciplinary team and foster effective working relationships within this team and also with external agencies and service providers
  • Liaise closely with all relevant members of staff, particularly the Assistant Principal, Health Promotion Nurse and Community Coordinators to ensure continuity and best practice in Wellbeing.
  • Work collaboratively with Community Coordinators, advocates and other staff to identify and support students at risk and facilitate meetings with relevant staff and external service providers as necessary.
  • Counsel students from diverse backgrounds and support students in distress or crisis.
  • Assess risks to students’ wellbeing (including crisis management/risk assessments), take appropriate steps to ensure student safety and involve families in finding solutions.  Refer students to appropriate agencies beyond the College and document and monitor those referrals.
  • Follow DET and school policies, make reports to DFFS Child Protection when required and support staff to take this action when required.
  • Promote student wellbeing as a focus for all members of the College community and coordinate programs that assist students to be resourceful and resilient at school and beyond.
  • Maintain systems and procedures that ensure the effective sharing of information and maintain accurate records.
  • Excellent communication skills: speaking, listening and writing.
  • Attendance at school meetings and coordinate the Breakfast Program (before school).
  • Engage in ongoing professional learning to improve practice and look for opportunities for Wellbeing team members to engage in meaningful Professional Development.
  • Keep up to date with current DET guidelines relevant to Mandatory Reporting privacy and consent.

Who May Apply

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

EEO AND OHS Commitment

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.

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

DET Values

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

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

Location Profile

Robinvale College began in 2016 through the closure of Robinvale P-12 College and re-opening as the new entity in January, 2016.  Robinvale P-12 College was formed in 2010 through the merger of Robinvale Secondary College and Robinvale Consolidated School.  The College serves a horticultural community; the economic and environmental highs and lows affecting the community are an important part of the College’s context.

As a rural school, Robinvale College’s student profile is unique.  The school is proud of its many cultures which includes people of mainly Anglo Celtic, Italian, Indigenous, Polynesian, Greek and Asian descent.  In 2020 approximately 56% of the students were either of Aboriginal and/or Torres Strait Islander (ATSI), or Polynesian descent.  In recent years the local community has seen a huge influx of new arrivals to Australia; there are over 40 different nationalities, including refugees from the Middle East and Horn of Africa – all in a town of 8,000 people.

As a multicultural school, the need to provide inclusive educational opportunities for the diverse cultures of the students is fundamental.  The ongoing need to close the gaps for Aboriginal and/or Torres Strait Islander students saw the establishment of the Clontarf Academy in 2010.  Moreover, students who are recent migrants have a broad range of issues that must be considered in planning and delivery of learning.  Almost 50% of our students come from Language Backgrounds Other Than English (LBOTE); including EAL funded students who have very specific language and literacy requirements.  An exciting challenge and opportunity lies in providing a learning environment that simultaneously respects diversity, while building College and community identity and pride.

Improved student outcomes, in a community whose socio-economic profile provides significant challenges, requires both continued effort to engage positively with families/community and high quality teaching.  Raising achievement in Literacy and Numeracy continues to be the focus of student learning.  Some teachers at this College have shown that significant growth can be achieved by individual students, through a combination of high quality teaching practices focusing on using data to inform practice and high levels of student engagement, primarily through students feeling a sense of ownership of their data and setting challenging goals with their teacher’s support.

It is important for students at Robinvale College to be able to develop the resilience to persevere through their problems and to navigate the everyday issues that affect them in a spirit of problem-solving, optimism, creativity and fun.

In 2019 Robinvale College entered into a 10 year agreement with the Colman Foundation to become an ‘Our Place’ School.  This exciting partnership will support the opportunity for Robinvale College to provide families with a greater level of access to a range of services.

Robinvale is a thriving community with high aspirations to build a brighter future for its young people.  We promote learning as a community activity and a shared responsibility involving students, their families, our staff and the broader community.

School Learning Program and Curriculum

The curriculum design for the College has, as its core, the Victorian Curriculum, the Victorian Certificate of Education and the Victorian Certificate of Applied Learning (VCAL), incorporating the Vocational Education and Training program.  In 2021, the College will continue its work to provide a viable documented curriculum, which is outlined and available to staff via Google Drive and is essential to guaranteeing for every student their access to successful educational outcomes.

Our College has developed a school-wide model of instructional practice which is based on:

  • The work of Professor John Hattie, Robert Marzano and Professor Patrick Griffin
  • Students finding out about the learning process (metacognition); and
  • Students finding how they themselves learn best (attitudes and behaviours for learning)

The College’s learning program advocates approaches to teaching and learning that are relevant to the needs and aspirations of children and young adults.  This is reflected in the College’s approach to teaching and learning and is supported by the continual professional development and growth opportunities for staff.  Restorative Practice forms the basis of the approach to student/staff relationships.

The College is committed to ongoing school improvement.  In order to customise the curriculum for different stages of learning, the College operates as three Learning Communities: F-4, 5-8 and 9-12.  Maintaining small class sizes and targeted student support such as InitialLit, the Transitional Prep Program and the Social Emotional Learning groups, reflects the focus on literacy and numeracy in F-4.  A developing focus on Science led to the commencement of STEM as a specialist subject supporting the classroom-based Science learning, allowing each child in Foundation to Year 4 a period a week in order to experience their learning in the Science Language Building.  In 2013 the Years 5-8 Learning Community introduced a Year 7 program that aimed to support student transition into secondary schooling, the success of which has led to the extension of this program into Year 8 in 2014.  They learn English, Maths, Humanities, STEM, Health/PE and Science with their classroom teacher and go out of their classroom for their Electives program.  Students from Years 5-8 are able to develop supportive relationships with their classroom teacher who is the significant adult who supports their connectedness to school.

There is ongoing expansion of learning opportunities to keep students connected to schooling in the Years 9-12 Learning Community, including a timetabling structure that maximizes students’ opportunities for work experience and participation in the local community.  The Year 9 Program is designed to allow for this and for students to engage in ‘passion projects’.  VCAL students have a timetable structured so that they are school-based from Monday to Wednesday and undertake Structured Work Placements and VET courses on Thursday and Friday.  There is an early start VCAL program for students in Years 9-10.  Students are also able to access VET Courses at SuniTAFE in Mildura as well as the opportunity to do onsite VET Business Management and Trade Skills.

School-Wide Positive Behaviour for Learning

In 2018 Robinvale College began the implementation of the SWPB framework.  The aim is to develop school-wide systems for promoting positive behaviour to support powerful learning.  An audit of current student behaviour practices was completed and a school-wide behaviour (SWPBS) matrix was constructed by staff.  The action plan aims to establish consistency of teachers’ understanding and practice, as described in the behaviour matrix, supported by ongoing professional learning and, secondly, explicitly teaching positive behaviours and rewarding students for demonstrating those behaviours.  2017 saw the integration of the General Capabilities and also the Respectful Relationships program.  In 2018 and 2019, this work was further added to as we prioritised high expectations and respectful relationships, with all staff across the school participating in Berry Street Education Model training.

Robinvale is located in the Northern Mallee Region of Victoria and situated on the beautiful Murray River between the regional cities of Mildura (95kms) and Swan Hill (145kms).  Robinvale College has a current enrolment of 287 students.  Modern technology facilities, sporting arenas including one indoor gymnasium together with an indoor heated pool are but a few examples of our current facilities. 

Funding by the Building Education Revolution and the Victorian Building Futures Program has provided us with outstanding classroom facilities for all year levels.  Robinvale College is structured around three Learning Communities.  We are developing a strong and collaborative team culture and professional learning community to ensure effective learning and teaching within a guaranteed and viable curriculum.

We have high expectations of our staff.  Staff who choose to work at Robinvale College will bring our vision to life through their commitment to the students and community and their professional practice which will be guided by the College Charter.  We will foster a culture of curiosity, innovation and passion for learning, engaging the community in learning and demonstrating excellence in our practice.  We will help to build a positive and vibrant climate for our peers, students, families and community members.  We will help parents to support their children to learn, and to become active participants in our new vision.

Teacher housing accommodation may be available and opportunities exist for involvement in a wide-range of sporting and social activities.

Robinvale College Vision – “Great learning for a thriving community”.

 

 

Wellbeing Coordinator

Job type:

Full time / From 03/10/2022 - 02/10/2025

Job classification:

Not provided

Contact:

Miss Sara Broster Principal | 035/026-3704

Wellbeing Coordinator