Address
Form of workLyndale Secondary College is a large Years 7-12 single campus educational provider with a student population of 850. Serving our local community since 1961, we are extremely proud of our leading-edge educational practice, exceptional pathway management for all students, and our strength through cultural diversity.
As part of our dedication to providing the very best outcomes for all students, we offer VCE/VM, as well as English as a Second Language, Integration, Numeracy and Literacy support programs. The College also provides a Select Entry Learning Program (SEAL) which allows gifted and talented students to explore their academic potential in a challenging and supportive environment.
Our staff are dedicated to providing our students with the best-practice teaching and learning, and are supported to be their best professionally and personally. Teachers collaborate to create engaging environments for students, including the use of team-teaching, cross-curricular approaches, community projects and peer observation.
Over 40% of the school population was born outside Australia in 47 different countries, and 64 different languages at home, providing our students with a rich experience of cultural awareness and immersion. Our Performing Arts program is second to none and provides our students with opportunities to participate at the very highest level.
Our student¿s voices are heard strongly through our student voice program and the many leadership opportunities. At Lyndale we listen to our students to strengthen our College ¿ they are our greatest asset.
The College has nearly completed a comprehensive rebuild program which has seen new state-of-the-art facilities and learning spaces created ¿ including a STEM Centre, Technology/Arts Hub, Aviation and VR Centre, extensively resourced library, and our world-class Performing Arts Theatre.
Lyndale has a long and proud history of students achieving professional success in a wide range of careers such as in medicine, law, commerce, business, emergency services, sciences and on the sporting field.
When applying for this position please address the following selection criteria:
SC 1. Demonstrated ability to work with and lead within a multi-disciplinary team environment.
SC 2. Understanding of the common approaches, policies, programs and research relating to Student Wellbeing and students with individual learning needs.
SC 3. Ability to facilitate and collectively implement programs and procedures that address the social, emotional and learning needs of students within the school community.
SC 4. Ability to provide confidential, tailored and appropriate individual wellbeing and learning support to students, and staff including one-on-one and small group counselling and referral to external agencies as required.
SC 5. Demonstrated high-level written and verbal communication skills, and high-level interpersonal skills including the capacity to construct positive relationships with staff, external agencies and parents as required.
SC 6. Demonstrated commitment to professional learning and growth for both self and others
Must possess a current and relevant qualification in counselling, social work or psychology.
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.
This position has the option of the contract being extended for the right candidate
Work hours are negotiable
In addition to the general roles, duties and responsibilities of Education Support Staff in the DET, Student Wellbeing Officers will, under the direction of the wellbeing team leader:
· Provide triage, assessment, and/or brief intervention for students presenting with mild social-emotional concerns throughout the school day.
· Provide time-limited, confidential one-on-one counselling support for students experiencing mild social-emotional concerns/mental health issues after consent has been obtained from parents/carers/guardians.
· Where appropriate, liaise with the families and/or other staff members regarding the to ensure a collaborative approach to supporting the needs of the student.
· Where appropriate, facilitate referrals for these students/their families to wellbeing services outside the school to ensure an appropriate level of service provision for their needs.
· Create written records for all instances of the provision of support and store these securely either on the schools IT network or under lock and key for physical records.
· Maintain an awareness of the limits of their professional expertise and scope of role and raise matters falling outside these boundaries with the wellbeing team leader.
· Attend regular team meetings to contribute to discussions about new and existing referrals to the school¿s wellbeing team.
· Where requested, assist other wellbeing team members to deliver group programs aimed at improving the wellbeing of students.
· Engage in professional development and maintain currency of professional knowledge and skills.
· Fulfil other duties assigned by the principal or delegate within the relevant ES dimensions of work (http://www.education.vic.gov.au/hrweb/workm/Pages/dimensSSO.aspx).
Required
- Applicants must be qualified as a provisional psychologist and be in the process of holding full registration with AHPRA
- Have demonstrated direct counselling experience with young people.
- Have a current Working with Children Check
Desirable
- Specialisation in education and/or developmental psychology.
- Demonstrated experience using assessment tools.
- Working with young people with a diagnosis of: Intellectual Disability; Autism Spectrum Disorder; ADHD; Dyslexia and others.
- Understanding of the impacts of developmental trauma on young people
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.
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
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
- 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
