Wellbeing Leader

Noble Park Secondary College is a multicultural school with students speaking 50 languages and has an SFO of .7769.

Noble Park Secondary College is in our second year of a new strategic plan.  Our SSP Student Achievement Goal is to achieve continuous improvement in the learning growth of each student.  Our Student Engagement Focus is to improve engagement through increased authentic student agency in their learning.  Our Student Wellbeing Goal is to develop resilient, self-confident aspirational learners.

Our spaces reinforce our pedagogical vision of a combination of collaborative and explicit teaching.  Our landscaped environment provides a backdrop for our Year 8 students to have a positive learning experience.

 Our Year 7/8 Centre has a combination of learning spaces which provides for both explicit and open (combined) teaching practises.  The focus is on collaborative planning to ensure that all staff can understand the level of each student, sharing this information with the students/parents.  The emphasis is also upon student feedback and voice, in ensuring that the student achievement level is enhanced. 

All students at the College have their own personal device to ensure that they have access to the required use of technology necessary for 21st Century learning.  These learning technologies enhance personalised individual learning tasks, assessment practices as well as increasing collaboration between students, teachers and parents.  We have introduced Edrolo as part of our technology foci at the Senior School.

 Students in Years 7 to 10 study subjects representing the key learning areas, with electives available for Years 9 and 10. VCE/VM/VPC/VET units are available for Years 10 to 12.  We are an accredited school for International students with strong International program.

Student learning is maximized through extra-curricular activities in the areas of self-confidence, social skills, participation and leadership through programs such as Peer Support, Year 11 Formal and Year 12 Valedictory celebrations, outdoor education camps, year level camps and multicultural concert.  In addition, the College has an established cultural exchange program with its sister school in Japan, Shinminato Senior High.

 Our management structure is student centred with an emphasis on support, safety and security.

Attendance is checked each lesson with parents notified by SMS.  

School Council endorses the wearing of compulsory school uniform.

We continue to celebrate our traditional values and look forward to our exciting future to cater for the diverse needs of our students. 

Context

Noble Park Secondary College is a Year 7-12 co-educational College which embraces the traditional values of:

• Respect
• Excellence
• Teamwork
• Responsibility
• Integrity

Our curriculum focuses upon value added growth in all Curriculum Areas with an emphasis upon understanding individual student achievement through a variety of assessment processes.

The College offers VCE, VCAL and VET subjects for senior students and a strong careers/pathways program.  The College is proud of the connectedness of the students to the College which is enhanced through an extensive co-curriculum program and the strong relationship between staff and students. 

Purpose

At Noble Park Secondary College our purpose is to provide a nurturing, supportive and safe learning environment of all members of our community where;

Every Teacher:

• Knows their students and how they learn.
• Plans for and implements effectively Teaching and Learning Practices.
• Demonstrates individual student growth.

Every Student:

• Works co-operatively with their Teachers.
• Is actively involved in their learning growth.

Key Improvement Strategies

Our current School Strategic Plan focuses on:

·       Student achievement, particularly for an increase in the percentages of students in the top two bands of achievement in the National Assessment Program ¿ Literacy and Numeracy (NAPLAN)

·       Instructional and shared leadership

·       Pathways and transition outcomes

·       Student voice and agency in their learning

Our College has introduced a consistent instructional teaching model.  Staff are aligned to the College's vision of this consistent teaching and learning model through professional learning teams demonstrating evidence through their performance development process in a collaborative and professional manner.  Through this process staff are committed to meet A.I.P. targets and goals to continually improve student outcomes.

• SC1 'Content of teaching and learning'. Demonstrated ability to inform and influence the work of others involved in the engagement, mental health, wellbeing or learning of children and young people.
• SC2 'Teaching practice'. Demonstrated ability to input into the development, implementation and evaluation of processes and strategies relating to mental health, wellbeing or learning.
• SC3 'Assessment and reporting of student learning'. Demonstrated ability to support a student's mental health, wellbeing or learning by developing and maintaining connection with external services.
• SC4 'Interaction with the school community'. Demonstrated high level interpersonal skills and communication skills. Demonstrated high level of capability to establish and maintain collaborative relationships with students, parents, other employees and the broader school community to focus on student learning, wellbeing and engagement.
• SC5 'Professional requirements'. Demonstrated ability to influence and negotiate by gaining buy-in and ownership for ideas, gaining agreement to proposals, or involving experts or other third parties to strengthen a case.

Role Description

• Be responsible for the leading whole school wellbeing programs and processes.
• Be a member of the school leadership team
• Liaise with Principal and Business Manager to manage the Refugee and Wellbeing budget.

Whole College Wellbeing Programs

• Collect and analyse relevant student well-being/engagement data, and present appropriate responses and proposed programs to the leadership team at the beginning of each year.
• Develop and facilitate successful student engagement/wellbeing programs (for students in Years 7-12) that promote self-regulation and social emotional learning contributing to a positive school culture.
  • Implement well-being, protective and preventive health programs on a whole school level, small groups and with individual students.
  • Be responsible for the development and implementation of a structured Peer Support Program.
  • Be responsible for leading the Respectful Relationships Program.
  • Be responsible for leading the E Smart Program.
  • Be responsible for managing the Immunisation Program
  • Be responsible for the coordination of the breakfast program.
• Source external leadership programs and work closely with staff member overseeing student representative council to provide positive strategies that promote student leadership. 

College and Broader Community Liaison

• Engage with appropriate external well-being supports and advisory agencies to provide for members of the Noble Park Secondary College community with P.D. strategies and/or appropriate resources in relation to dealing with well-being issues.
• Provide guidance to the Parent community of the College, in understanding how to best support their children's' well-being needs.
• Liaise with community regarding student engagement/well-being program/information via College newsletter website and information boards.
• Lead and manage the referral process for students with additional needs including G.O. and Speech pathologist testing
• Maintain a database on google drive of student referrals and additional needs requirements to assist teachers in developing the IP/ILP processes for students with additional needs
• Liaise with Library Resource Coordinator to manage Book Borrowing Program.
• Attend student year level meetings and provide YLC's appropriate strategies for YLC's and Parents to best cater for individual student well-being/engagement needs.
• Liaise with Integration Coordinator to support PSD students with student well-being specific issues.
• Provide information/support/guidance to teaching staff (at staff meetings) relating to requirements of staff to generate Child Protection Reports and relevant DET student Engagement/Well Being
• Policies/initiatives.
• Liaise with school nurse/ doctors in school program to develop specific health programs/well-being/student engagement programs.

Individual Student Case Management

• Provide counselling and/or care management to student who may be self-referred or referred by teachers or parents.
• Provide crisis management as needed.
• Provide support for critical incident management.
• Liaise with support services for students/families with financial difficulties.
• Complete DET Performance Development process.
• Supervise students in after-school detention and yard duties as required
• Ensure Child Safety procedures are implemented which are relevant to this role
• Other non-teaching staff duties as directed by the Principal
• Ensure Child Safety procedures are implemented which are relevant to this role.

Operating in collaboration with their school, leadership and wellbeing team where relevant, the Mental Health and Wellbeing Leader will:

• Promote a whole school approach to mental health and wellbeing to students, staff and families
• Support teachers and school staff to expand their capacity to embed evidence-based mental health strategies, interventions and programs and build mental health literacy to identify and support primary school students with mental health concerns.
• Coordinate clear referral pathways internally (within school) and externally (to community services) for students identified as requiring further assessment and intervention.
• Proactively work with and support regional staff, school wellbeing and leadership teams, teachers, parents/carers and other external agencies to coordinate targeted mental health support for primary school students.
• Contribute to the school's existing wellbeing team.

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

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 Who May Apply section
• Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.

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.

This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.