Wellbeing Leader

Tarneit Senior College ¿ `Integrity, Innovation & Focus¿.

Tarneit Senior College is located in a developing area of Wyndham, approximately 25 kilometres from the Melbourne CBD. We are located next to one of our main feeder schools - Tarneit P-9 College while also accepting enrolments from a number of other primary and P-9 schools including Baden Powell College and Truganina P-9 College. Significant enrolment also comes from new families moving into Tarneit with Wyndham being one of the top growth corridors in Australia. The school is situated near a number of areas of significant urban development which will see continued enrolments over the next 5 ¿ 10 years of families moving into the area. The college is experiencing a period of sustained growth for both the suburb and school over the next 5 to 10 years. In 2024 we have approximately 1050 students enrolled, and the projected enrolments is for the school to stabilise around this number in the next few years.

As a Senior College catering for Years 10, 11 & 12 we are able to offer comprehensive curriculum, pathways, and transition programs to cater for the academic and vocational needs of students. The college offers a wide range of VCE and VET programs including Vocational Major and Victorian Pathways Certificate. There is emphasis on the social, emotional, cultural, and academic needs of our students in order to develop their full potential. Through a caring and safe `House¿ structure; individual students are encouraged to think, reflect, and develop into successful learners so that they can take their place in society as informed, responsible, and active members of the community of Tarneit and beyond.

Tarneit Senior College is defined by:

·         A well-balanced curriculum program that utilises purposeful and explicit teaching aimed at empowering students to be active learners, striving for personal excellence and ongoing growth and development.

·         Challenging, innovative and creative approaches in learning and teaching practices that embrace a full range of post-compulsory pathways for Years 10 to 12 students.

·         The participation of staff in professional learning communities focussed on subject expertise and high-level understanding of students.

·         Shared educational responsibility between parents, staff, and students.

·         Effective channels of communication that promote trust, positive interactions, and strong links with the wider community.

Our teaching & learning focus includes an emphasis on developing engaging learners using a range of research-based teaching and learning pedagogies and a collaborative approach to developing our staff.

We have a continual focus on improving Yr12 ATAR results. This approach focusses upon improving teaching & learning delivery and the use of data to understand then improve our work.

The college prides itself on its multi-culturalism, inclusion and diversity. The College has students from diverse backgrounds and over 60 nationalities which are celebrated throughout its facilities and it¿s many co-curricular activities.

In 2024 the College staffing profile consists of a College Principal, 4 Assistant Principals, 7 Leading Teachers, 6 Learning Specialists, 74 EFT Teaching Staff, Business Manager, and 32 EFT Education Support Staff.

For 2024 the College has prioritised the wellbeing of our staff. We had put in a range of supports to ensure that Teaching staff are supported in their everyday work. These include:

•             Staff hours of 8.30am ¿ 3.30pm for 4 days a week.
•             Every Wednesday an early student finish at 1.50pm to facilitate Professional Learning and Collaborative time for all staff.
•             Every Wednesday has a Professional Learning focus with PLCs or Domain collaboration meetings.

1. Demonstrated experience in the initiation, development and implementation of wellbeing support programs and strategies that addresses the physical, social, emotional and educational needs of students
    
2. Capacity to provide leadership and expertise within a multidisciplinary team delivering a range of wellbeing support services to school students
    
3. Strong communication and interpersonal skills and the ability to effectively influence others involved in the wellbeing of students
    
4. Highly developed capacity to assess, conceptualise and analyse more complex student wellbeing issues that translate to improving the educational outcomes of students 
    
5. Demonstrated ability to input into the development, implementation and evaluation of professional learning, policies and/or strategies relating to mental health & wellbeing and a clear understanding of legislative requirements regarding privacy of health information in a school setting
    
6. Demonstrated capacity to provide case management, intervention strategies and experience in training or promoting professional development programs for staff

The Wellbeing Leader position will have a significant role in assisting the school to improve student performance and educational outcomes determined by Tarneit Senior College¿s strategic plan, Annual Implementation Plan, state-wide priorities and the introduction of key reforms in wellbeing and mental health, relating to student health, wellbeing, education and engagement.

The successful applicant will oversee the school's Wellbeing Team in the delivery of student wellbeing services at Tarneit Senior College. They will provide leadership and advice in developing, supporting and monitoring work relating to whole-school initiatives and priorities to improve engagement and wellbeing for all students. 

The Wellbeing Leader will operate within the school community and with external providers, providing operational support in areas such as student health, wellbeing, attendance, engagement and behaviour. 

The successful applicant will work closely with the school leadership team which aims to conduct itself through mutual respect and promoting an understanding of diversity within the range of cultures and demographics of our school community. 

• Actively promote evidence-based primary health care, mental health and wellbeing across the College
• Manage the delivery and quality of student wellbeing support services to improve student learning outcomes using a multi-tiered system of support
• Undertake advanced wellbeing interventions that support students and school educational programs, including the identification of broad wellbeing issues and effective strategies to address these within the school and community
• Co-ordinate the management of the Wellbeing Team within a multi-disciplinary team, including the effective use of case management approaches with high-need students
• Develop and implement evidence-based strategies for the delivery of student support services within the College
• Provide authoritative professional advice to management, school leaders and team members, including strategies relating to student health and wellbeing
• Deliver primary health care, counselling, wellbeing, and therapeutic services to students in the College through health education, assessment, counselling, support referral and health and wellbeing promotion activities 
• Provide expertise and professional leadership dealing with more complex issues requiring specialised support 
• Work collaboratively within the school to contribute to policies and operational practices that will guide the work of others, including other school wellbeing staff and teachers
• Provide leadership and professional learning to others, such as teachers and other school wellbeing staff, to build the capacity of schools to improve students¿ learning and developmental outcomes
• Undertake wellbeing assessments and plans, including the ongoing care of students, to effectively address the healthcare needs of individual and groups within the school community
• Liaise with other Department areas (including secondary school nurses and Student Support Services staff) and external service providers where necessary to provide support to students (DFFH, CAMHS etc)
• Maintain professional competence and continued professional learning, including attending professional development activities throughout the year
• Act on referrals by parents, guardians, and employees
• Other duties as directed by the Principal

Applicants must be qualified, as a psychologist, social worker, mental health nurse, youth counsellor or occupational therapist. 

Specifically:

• For Psychologists, applicants must hold full registration with AHPRA
• For Mental Health Nurses, applicants must hold full registration with AHPRA and hold a postgraduate qualification in mental health
• For Social Workers, applicants must be eligible for membership with the Australian Association of Social Workers
• For Youth Counsellors, applicants must be eligible for membership with the Australian Counselling Association
• For Occupational Therapists must hold full registration with AHPRA
• Have demonstrated leadership experience
• Have a current Working with Children Check

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 (via Recruitment Online) includes:

• a resume including relevant experience, including detailed employment history, as well as personal details (name, address and contact numbers, business and home and WWCC number)
• a response addressing each of the selection criteria (recommended 1 page per criteria)
• Names and contact numbers (telephone and email if possible) of at least three referees who are able to attest to the claims made in your application/selection criteria.

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.

Applicants wishing further information about the college or this position, are encouraged to contact the Principal, Mr Shane Cole-Hayhow, prior to the closing date of applications. Please contact the General Office on 03-97490*** or email **********@education.vic.gov.au.

• 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