Student Wellbeing Officer ES 1-3

Lyndhurst Secondary College is situated just north of Cranbourne in the south-western corner of the City of Casey ¿ one of the fastest growing municipalities in Australia. Our college has an enrolment of 850 students in 2024 and is projected to rise further. Over recent years the cultural mix of the College has changed with our student population now coming from many cultural backgrounds.

The Lyndhurst Secondary College community is committed to providing a safe, challenging and stimulating learning environment which champions individual differences, excellence, and integrity to develop open-minded citizens capable of contributing confidently and responsibly to an ever-changing world. We aim to be a progressive learning community whereby we are, `Empowering students for learning and life¿. Our core values are excellence, commitment, integrity, and respect, with an overarching belief in high expectations for all.

To meet the individual needs of our students, staff work together to collaboratively design learning.  We also offer a range of flexible learning options and support programs. We also have a wide range of co-curricular programs. We believe in getting to know our students well and we use a variety of pathways and support options as just one of the ways to engage and learn more about the young people with whom we work. We understand the importance of student voice and agency in relation to school connectedness. As result, there are extensive leadership opportunities available to students across a range of areas within the College community.  We also support our young people with an extensive and highly skilled Wellbeing Team, as well as connecting with a variety of community-based groups.

Presently the major focus for staff is to develop classroom pedagogy through a range of evidence-based teaching and learning strategies, to further improve outcomes for students.  The objective is to teach each student¿s point of need, regardless of where they on the learning continuum.

The current College Leadership Team profile currently consists of the Principal, four Assistant Principals, three Sub-School Leaders (aligned to Junior School 7&8, Middle School 9&10 and Senior School 11&12), three Learning Specialists (Curriculum & Pedagogy, Literacy, Numeracy) one Student Voice and Agency Leader, one Vocational and Applied Learning Leader, one Wellbeing and Inclusion Leader and the College Business Manager.

SC1 Knowledge of case management and student support strategies, with a demonstrated capacity to deliver a comprehensive wellbeing service to students and families in an educational setting.

SC2 Demonstrate experience in developing short-term intervention skills and experience in providing support to adolescents presenting with a range of issues that may be self-referred, (small group, cohort, whole school) teacher or parent referred.

SC3 Highly developed communication and interpersonal skills, including the ability to work collaboratively as part of a team and to develop positive relationships with parents, students, management, and staff.

SC4 Demonstrate experience in the development and implementation of programs that foster resilience in young people and address their social, emotional, and educational needs.

SC5 Demonstrate a commitment to professional learning and growth and have appropriate qualifications and capacity to perform the roles and duties as described in the 'schools¿ specific responsibilities' section.

SC6 Demonstrated ability to promote the safety and wellbeing of all students in line with the Child Safe Standards.

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.

Responsibilities

·       Provide professional student support services, eg therapist and psychological and counselling services.

·       Provide strategic advice on specific support services their impact on students, school curriculum and services.

·       Manage the use of and access to school resources and reference material.

Victorian government schools are child safe environments. Our school actively promotes 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 the Child Safe Standards.

School Specific Responsibilities

Duties Include

·       Providing short-term intervention using arrange of therapeutic frameworks and knowledge or risk and protective framework.

·       Psychosocial assessments of students (including crisis management/risk assessments)

·       Management of a caseload of students allocated.

·       Case management including consultation with the range of stakeholders involved with a student and /or their families.

·       Case management of students in /out of home care, Indigenous, students with disabilities, refugees, including compliance with DET requirements.

·       Develop and organise evidence-based programs that assist students to be resourceful and resilient at school and beyond.

·       Evaluating program results and data collection

·       Presence at information nights & whole-school celebration days ie RUOK? Day

·       Facilitate small groups of students to improve connectedness to school (ie Lunch clubs)

·       Co-ordinate and support new students to transition smoothly into the school.

·       Referrals to external programs, including the DET `Navigator¿ Program, Family Support Services, ELMHS

·       Attend meetings including staff, wellbeing, year level, SSSO, parent, network, and agency meetings.

·       Facilitate and/or support professional learning workshops for staff as required.

·       Work co-operatively within a multi-disciplinary team, build positive relationships with students.

·       Work the families and organise parenting forums.

·       Promote Student Wellbeing to the school community ie newsletters.

·       Work co-operatively with community service agencies and refer students/families where necessary.

·       Liaise closely with all relevant members of staff.

·       Maintain accurate records.

·       Other duties as directed by the Principal Class

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

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

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

·       names and contact numbers (telephone and email if possible) of two referees

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.