Student Wellbeing Officer

Don Valley Primary School is located in the semi-rural community of Don Valley. Don Valley is a couple of kilometres from the Warburton Highway. There are no shops or public transport to service the area. As the school is the only major facility and public space in Don Valley it is in many ways the hub of the community. 

The current enrolment for 2023 is 33 students. In addition to meeting the needs of local families our school also attracts students from the wider Upper Yarra Valley area including a high percentage of students with specific learning needs. We have a particular focus on differentiated learning and providing support for all students to thrive and be nurtured in their learning and wellbeing.

The school operates three classrooms of composite/multi-age groupings in the mornings four days a week and two groupings in the afternoons and on Fridays. The principal is also one of these classroom teachers.

Our Friday student learning program has a focus on Challenge Based Learning, which includes a particular focus on investigations linking STEM subjects. The Friday classroom groupings are a P-3 group and a 4-6 group.

1.       Ability to develop and implement a range of small group and whole school mental health and well being activities aimed at improving student mental health and wellbeing.

2.       Demonstrated experience in assessing and analysing wellbeing issues and providing evidence based direct counselling support as needed.

3.       Demonstrated experience in co-ordinating supports for students with complex needs and co-ordinating supports and information for school families to improve Student Wellbeing.

4.      Proven capacity to build positive relationships with students, staff and parents. This includes highly developed communication and interpersonal skills and the ability to work well within a team.

5.      Demonstrated capacity to display initiative in developing programs and activities that complement the school¿s wellbeing program.

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.

·       Work as a member of the school's wellbeing team in the delivery of Student Wellbeing services.

·       Contribute to improving student engagement and connectedness.

·       Contribute to providing a safe and inclusive, supportive learning environment.

·       Provide pastoral care and guidance to students.

·       Operate within the school community and with external providers

·       Supporting physical, emotional, social and intellectual development and wellbeing of students

·       Supporting student attendance, engagement and mental health

Must hold a Certificate IV equivalent or higher qualifications that includes competencies in;

• ·       mental health and making appropriate referrals and
• ·       providing pastoral care or working with youth
• ·       Qualifications that meet these requirements include:

                  Certificate IV in Chaplaincy and Pastoral Care

                  Certificate IV in Community Services

                  Certificate IV in Youth Justice

                  Certificate IV in Youth Work

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