Wellbeing Support Officer

Wallan 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

1. Demonstrated experience supporting the general wellbeing of students and the school community.
2. Demonstrated experience in providing services to improve student engagement and connectedness.
3. Ability to foster a safe, inclusive and supportive learning environment.
4. Demonstrated experience in delivering wellbeing services within a multidisciplinary team
5. Ability to operate within the school community and with external providers, including providing students with referrals to specialist services when required.
6. Ability to support schools and teachers to identify and develop educational, social and emotional programs to support students. 

An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.

An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.

Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).

A role at this range may include:

• Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
• Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
• Supervised health and Wellbeing Support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
• Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.

An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.

• Supports the first aid facilities and assists in delivering first aid to students
• Undertakes administrative procedures associated with:
  • delivery of various health, counselling, wellbeing and therapeutic services to a school(s)
  • health assessments
  • delivery of health and wellbeing education and promotion programs in collaboration with school community
  • provision of follow-up service for students
  • medical alerts and specific medical conditions

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

Student wellbeing officers must hold a Certificate IV equivalent or higher qualification that includes competencies in:

·         mental health and making appropriate referrals, and

·         providing pastoral care or working with youth.

Qualifications in the Community Services Training Package that meet these requirements are::

·         Certificate IV in Chaplaincy and Pastoral Care (CHC42315)

·         Certificate IV in Community Services (CHC42015)

·         Certificate IV in Mental Health (CHC43315)

·         Certificate IV in Youth Justice (CHC40513)

·         Certificate IV in Youth Work (CHC40413).

Information on training providers for these courses can be found at www.training.gov.au.

Other qualifications in psychology or social work may be suitable. See:

·         the Psychology Board of Australia approved courses of study

·         the Australian Association of Social Workers accredited courses.

Student wellbeing officers must hold a valid employee working with children clearance.

Student wellbeing officers must comply with the school¿s child safety screening requirements.

The roles and responsibilities of National Student Wellbeing Program (NSWP) student wellbeing officers could include:

·         supporting student attendance, engagement and mental health

·         supporting students in difficult or challenging situations such as during times of grief

·         providing students with referrals to specialist services when required

·         supporting physical, emotional, social and intellectual development and wellbeing of all students

·         supporting an environment of cooperation and respecting a diversity of cultures and traditions.

·         Supporting group work programs across a range of wellbeing needs