AddressWallan Secondary College (WSC) is a Year 7 to 12 Secondary College situated in Wallan, 50 kilometres north of Melbourne, in the Mitchell Shire one of the fastest growing areas outside of the Melbourne Central Business District (CBD).
Land in Wallan and the surround is continuing to be developed, attracting many families to the area. The College opened in 2006 with 110 students. There has been strong enrolment growth in the past 12 months. Numbers steadily increased throughout the 2023 school year, and current student numbers are in excess of 820.
The College currently has 4 Principal Class members, 4 Leading Teachers, 1 Learning Specialist positions, 60 teaching staff and 28 support staff. Staff include; classroom teachers, Educational Support (ES) administration, ES student support and ancillary staff.
Staff of WSC, along with the community have high expectations of our students. Staff at all times engage students in their learning and have high academic expectations of their students.
WSC offers a wide range of programs for all ability levels. There is a strong emphasis on core subjects: English, Mathematics, Science and Humanities; complimented by programs in the Arts, Music, Health and Physical Education, Technology subjects and Indonesian. A wide range of Victorian Certificate of Education (VCE) and Vocational Education and Training (VET) subjects and a Vocational Major program offered in Year 10 to 12. Tertiary and employment pathways are well established.
WSC offers a range of enrichment opportunities; performing arts, breakfast and homework club, inter school sporting and co-curricular activities. A Learning for Life Program which includes small group literacy and numeracy intervention. An independent reading program has been integrated into the Pastoral Care curriculum with a focus on reading and comprehension across all other learning areas. Our lecture theatre has allowed us to hold our annual production and concerts in a state of the art facility.
Students are encouraged to develop their leadership skills; opportunities are provided through a range of learning experiences. All students of WSC should demonstrate and model our school values of Respect, Responsibility and Resilience.
Our school is committed to student wellbeing, engagement and achievement through four goals for continuous school improvement:
1. To provide for all students at WSC a challenging and differentiated curriculum that equips each and every student for successful future pathways and ensures that they are lifelong learners.
¿ To improve the learning growth of every student across all domains but particularly in literacy and numeracy.
¿ To improve student achievement and completion rates in VCE, VET and VM programs.
2. To provide a stimulating learning environment so that all students are actively engaged in all learning opportunities both inside and outside of the classroom and capable of achieving their full individual potential.
3. To develop a positive, healthy and safe learning environment that enhances student voice and empowers all students to achieve positive pathways in their own community and beyond.
4. To build the capacity of all staff at WSC in order to develop an equitable, sustainable and high performing teaching and learning environment.
Our College Motto is `Learning for life¿, this is embodied in the actions of all key stakeholders who are jointly committed to improving the learning outcomes of students. The College culture of participation and striving to achieve our best; always, is based on mutual respect.
We believe improving student outcomes is achieved through deep learning, outstanding teaching, supportive and authentic relationships
- Ability to implement a range of small group and whole-school Mental Health prevention and promotion activities aimed at improving student Mental Health and wellbeing, including the delivery of capability building and awareness raising activities for staff and/or students on key Mental Health and wellbeing issues affecting the school’s student population.
- Demonstrated ability to input into the development, implementation and evaluation of processes and strategies aimed at enhancing Mental Health and wellbeing prevention, promotion and early intervention.
- Demonstrated experience in assessing, conceptualising and analysing wellbeing issues, and providing evidence-based direct counselling support to clients with a range of Mental Health needs.
- Demonstrated experience in coordinating supports for young people with complex needs including referrals to a range of specialist services as appropriate.
- Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people.
- Clear understanding of legislative requirements regarding privacy of health information.
The Mental Health Practitioners (MHP) initiative was announced by the Minister for Education in late 2018 to expand Mental Health and wellbeing support in government schools. The initiative provides for a suitably qualified Mental Health professional in all government secondary school campuses and specialist school (with secondary-aged enrolments) settings.
Operating in collaboration with the relevant Department of Education Regional Mental Health Branch, this role has the following functions:
- Enhancing Mental Health prevention and promotion activities in the school by contributing to whole-school health and wellbeing plans, building the capability of teaching staff and school leadership to address matters relating to student Mental Health and wellbeing, and helping to develop and deliver appropriate programs and strategies in the school according to specified school priorities
- Providing early intervention services (including short-term counselling) for individual students and groups identified as at-risk and/or experiencing or demonstrating mild to moderate Mental Health concerns; and
- Coordinating supports for students with complex needs both within and external to the school, including proactively working with regions, local Mental Health service providers and other health professionals to engage further support as required.
Education support class level 1 range 4
The successful applicant will be an experienced professional who will carry out their duties and responsibilities, relative to their professional discipline, with a high level of autonomy and with minimal reliance on professional supervision. The successful applicant will be responsible for the development and implementation of professional support programs within an educational environment, including guidance to other professional staff.
As an education support class position, this role supports the educational services being provided to students, but will not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic).
For more information on the responsibilities of an Education Support class level 1 range 4 employee, please visit the Victorian Government Schools Agreement 2022: https://www2.education.vic.gov.au/pal/industrial-agreements/resources
- Providing advice and professional learning to others, including teachers and other school wellbeing staff, to build the capacity of schools to improve students wellbeing, learning and developmental outcomes.
- Delivering professional support services in a school, including Mental Health prevention and promotion activities and early intervention activities (including short-term counselling) for students with a range of Mental Health needs, applying sound theoretical knowledge and practical expertise.
- Planning and implementing evidence-based intervention strategies for students with complex needs including collaborating with families, other professionals and agencies when appropriate to effectively manage risk.
- Working collaboratively with the school to enhance Mental Health prevention and promotion across the school by contributing to policies and operational practices that will guide the work of others, including other school wellbeing staff and teachers.
- Liaising with other department areas (including secondary school nurses and Student Support Services staff) and external service providers where necessary to provide appropriate support to students.
- Maintaining professional competence and continued professional development, including attending professional development activities throughout the year.
- Meeting relevant policies and legislative requirements in relation to student health information, privacy and consent.
Please note: Continued professional development is a registration requirement under the National Law, which governs the operations of the National Boards and Australian Health Practitioner Regulation Agency (AHPRA).
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).
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 Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au
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
Please ensure that your application includes:
- A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- A section addressing the selection criteria and the requirements for application under the Who May Apply section
- Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
- 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
