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
- Demonstrated experience supporting the general wellbeing of students and the school community
- Demonstrated experience in providing services to improve student engagement and connectedness
- Ability to foster a safe, inclusive and supportive learning environment
- Demonstrated experience in delivering wellbeing services within a multidisciplinary team
- Ability to operate within the school community and with external providers, including providing students with referrals to specialist services when required
- Ability to support schools and teachers to identify and develop educational, social and emotional programs to support students.
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.
The Wellbeing sub-school Team Member is responsible for managing and coordinating the wellbeing concerns for all students at Wallan Secondary College who are part of their sub-school.
Duties for the wellbeing sub school Team Member include:
- Responding to Student Wellbeing needs as required
o Providing intake/crisis support as allocated in the Wellbeing Hub.
o Completing risk assessments and safety plans as needed.
o Responding to allocated referrals by providing direct services and by assisting families in accessing appropriate community resources.
o Providing individual and/or group counselling in response to school staff and student needs.
o Completing all required mandated reports where necessary.
o Maintenance of accurate student case notes and records.
o Use of professional knowledge and expertise of appropriate processes, wellbeing issues, and protocols outlined in the well-being handbook when working with young people.
o Developing, managing, and facilitating wellbeing programs for young people.
o Establishing and maintaining relationships with key stakeholders including but not limited to, the Koorie Education Support Officer (KESO), Lookout, Berry Street, and DFFH.
o Contribute and engage in activities to celebrate days of significance at WSC
o Liaising and responding to WSC staff, external agencies and supports in a timely manner.
o Maintaining current best practice through professional development as required
- Case co-ordination of respective sub school Koorie and Out of Home Care (OoHC) students
o Participate in monthly care team meetings for all OOHC students
o Provide relevant information from all care team meetings to relevant parties within WSC within 48 hours of meeting
o Coordinate Individual Education Plans (IEP¿s) for all Koorie and OOHC students and ensure these are completed and reviewed each term
o Coordinate and chair Student Support Group (SSG) meetings for all Koorie and OOHC students each term for Individual Education Plan¿s (IEP¿s)
o Provide minutes from all SSG meetings to all relevant parties within 48 hours of meeting
o Complete the Learner profiles for all Koorie and OOHC students and ensure each section is completed
o Regularly review student profiles each term and update with new relevant information. If there are recommendations to be implemented immediately ensure these are disseminated to the relevant teachers and coordinators for each student.
o Ensure each OOHC student has an Educational Needs Assessment (ENA), if this has not been completed liaise with Student Support Services (SSS) to have this arranged
o Ensure each OOHC student has a learning mentor and designated teacher following the guidelines set out by the Department of Education and Training (DET) and the Lookout Centres. This includes training for all designated teachers and ensuring learning mentors and designated teachers have been provided with relevant resources and understand their role
o Forwarding key pieces of information to the wellbeing manager and assistant principal for positive climate for learning for all OOHC and Koorie students
o Ongoing monitoring of attendance for all OOHC and Koorie students and following tiered support for students with ongoing absenteeism
- Actively participating in wellbeing and sub school team meetings and actively contributing to the wider school community and processes.
o Attending and actively contributing to fortnightly Wellbeing Team meetings.
o Providing agenda items for team meetings two days prior to meeting.
o Attending and actively engaging in fortnightly supervision.
o Preparing supervision notes and providing these to the Wellbeing Manager prior to supervision sessions.
o Attending and actively contributing to weekly sub-school team meetings.
o Providing agenda items for team meetings two days prior to meeting.
o Participating in a satisfactory Performance and Development (PDP) cycle, providing evidence and analysis of data.
o Contributing to wider school programs (including Skills for Life) at Wallan Secondary College with the aim of implementing prevention strategies to ensure wellbeing of students.
o Support Skills for Life teachers inside the classroom to deliver the Respectful Relationships curriculum and provide opportunities for curriculum development of RRRR as requested.
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
- 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
