Student Wellbeing Officer

Location Profile
Tallangatta Secondary College is a small, country, coeducational secondary college located 40 kilometres northeast of Wodonga. The school draws its enrolment of 320 students from local schools within the Kiewa Valley and the broader Wodonga district. The College currently has 50 staff - 2 Principal staff, 29 teaching staff and 19 Education Support staff). Our current Student Family Occupation (SFO) is 0.42, with no students from a Language Background Other Than English (LBOTE).
Our Vision:
Tallangatta Secondary College is committed to empowering all to become resilient and confident lifelong learners with a strong sense of self and community.
Our Mission:
To progress student learning for every student, every day by inspiring confidence, resilience, and courage of thought to succeed in careers and challenges beyond the years at Tallangatta Secondary College.
To empower students through student agency with their learning journey through an active partnership between students, staff and community that fosters a caring environment for learning, leadership, and stewardship.
To build a culture of continuous improvement where high expectations, collective efficacy, and accountability to achieve student growth is our agreed moral purpose.
Our Values: Respect, Empathy, Attitude, and Learning.
Tallangatta Secondary College operates a horizontal curriculum, which offers semester and term length units of study across all Learning areas (Science, Languages, Humanities, Maths, English, Design & Creativity, Health & PE). Curriculum is backward mapped to ensure it is guaranteed and viable. The College also offers a comprehensive Victorian Certificate of Education (VCE), Vocational Education and Training (VET) and Vocational Major (VM) curriculum program.
In addition to the curriculum unit offerings, the school offers a broad range of co-curricular programs including; Student Leadership Team, Youth CFA, Tallangatta Herald Newspaper, Instrumental Music and Biennial Northern Territory tour and Overland Trek. The College is proud to offer to our year 9 students the Future Makers program in partnership with the Bogong Outdoor School.
The College has a one-to-one provision of leased school nominated devices as a learning tool and utilizes Compass as the web-based school management platform. Eight cycles of Learning Progress reporting supported by termly Student Led Conferences (SLC) ensures learning progress is monitored, shared, and celebrated.
A School Wide Positive Behaviour Support framework (SWPBS) builds a positive learning environment, along with our College values - Respect, Empathy, Attitude and Learning (REAL), 7 ¿ 12 REAL homegroups and REAL mentors. The College has a school nurse and Mental Health Practitioner.
Tallangatta Secondary College supports teachers to reflect and build their capacity through collaborative structures such as Professional Learning Communities and Team Tuesday and Team Thursday. Effective Teaching Techniques (ETT) is our whole school instructional model.
Applicants wishing further information about the college or this position, are encouraged to contact the Principal, Richelle Moyle prior to the closing date of applications. Please contact the General Office on 02 60715*** or email **************@education.vic.gov.au
Selection Criteria
SC1 Demonstrated experience supporting the general wellbeing of students and the school community and providing services to improve student engagement and connectedness.
SC2 Demonstrated experience in delivering wellbeing services within a multidisciplinary team.
SC3 Highly developed counselling skills and experience in counselling adolescents presenting with a range of issues.
SC4 Demonstrated experience in the development and implementation of programs that foster resilience in young people and address their social, emotional and educational needs.
SC5 Highly developed communication and interpersonal skills, including the ability to work collaboratively and network with the wide range of people within the education and wider community.
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 employees 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
Key Responsibility Areas
· Supporting students to foster our REAL values, leadership and positive self-development - encouraging expected behaviors and discouraging problem behaviors
· Providing mentoring and leadership through school activities such as pathways, camps, extra-curricular activities and school events.
· Facilitating the Year 12 Mentoring program
· Assist with the organisation of year level activities.
· Assisting with transition of new students into the College
· Mentoring and supporting identified students who are experiencing engagement difficulties
· Completing daily check ins with identified students
· Co Planning and supporting fortnightly Year Level meetings
· Actively attending and contribute to Engagement leaders stand-up meetings
· Assist the monitoring and appropriate follow up for:
- correct wearing of the College uniform
- daily movement of students, particularly around locker bays and within the SSC
· Support engagement leaders through:
- Clarifying and recording student recounts / reflections
- Offering interim choices, options and boundaries
- Informing relevant engagement leader
- Recording recounts on Compass
Who May Apply
Applicants must have at a minimum a Certificate IV in Youth Work
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 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
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview