Student Wellbeing

4 months ago

Melbourne, United States Schools (Government) Full time

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 ( 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 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

Provision of early intervention programs and support for cohorts of students that have specific needs or vulnerabilities.

· Delivery of Tier 1 & 2 intervention programs in response to identified themes.

· Case Management of students who require coordination of wellbeing and/or Inclusion support via facilitation of referrals, the collection of relevant information, and the provision of summaries and profiles that support students' education.

· Extending supports to parents when it pertains to a student's health and wellbeing.

· Provide student centred counselling and goal centred interventions by undertaking assessment, codeveloping plans and making referrals on behalf of students as needed.

· Support students by role modelling positive interpersonal skills and encourage an environment of support and inclusion.

· Support teachers by providing insight into student wellbeing needs including strategies for engagement.

· Keep accurate, thorough written records of activities and client contact while maintaining security and confidentiality in line with relevant legislation and DE policy and procedure.

· Complete comprehensive assessments of student need to inform interventions including referrals to internal supports, (KESO, SSS, Reengagement clinician, inclusion supports) as well as external support services (counselling, youth workers, DFFH)

· Communicate with relevant staff and management and escalate critical cases (Tier 3) of student wellbeing to senior supports and management for risk assessment, guidance and collaborative management.

· Undertake ongoing professional development in line with annual PDP goals.

· Prioritise and champion child safety by committing to Child Safe Standards, abiding by profession-based codes of practice and ethics, and ensuring knowledge of responsibilities is maintained through Child Safety Training.

· Reports to Allied Health Lead, and Principal Class.

Who May Apply

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

EEO AND OHS Commitment

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.

The Department of Education 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. It is our policy to provide reasonable adjustments for persons with a disability (see ).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via

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:

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:

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

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