Wellbeing Practitioner

Overview

Work Type: Fixed-term - Part-time

Salary: Salary not specified

Grade: Education Support - Level 1, Range 4

Occupation: Other

Location: Hume - Wodonga

Reference: 1491930

Location Profile

Wodonga Middle Years College is a supportive teaching and learning environment where student needs and backgrounds are reflected in the learning and design of the school.
The clear strategic intention is to maximize opportunities for all students by developing their talents and challenging them to have high aspirations so they achieve their potential and become logical, self aware, collaborative and inquisitive.
Importantly, Wodonga Middle Years College seeks to develop skills and competencies so students are well prepared for future study in the next stage of their education.

Wodonga Middle Years College caters for 1,000 students in Years 7 to 9 on three campuses.

The development of one Middle Years College with two campuses provides the flexibility associated with larger schools while still maintaining opportunities for the development of strong relationships and knowledge of student needs that is enhanced in smaller schools.
The College also provides unique opportunities for teachers to develop extensive teaching expertise in this important stage of schooling - the middle years.

The College has created opportunities for teachers who wish to accept the exciting challenge of teaching in a uniquely authentic middle school program.
The College has high expectations of its students and the staff understand the importance of engaging their learners.

Our Mission - To be a student focused learning community from which our graduates will:

Be confident, capable and self-motivated.
Be comfortable living in a world of diverse people, cultures, and beliefs.
Be able to establish and maintain effective relationships.
Be tolerant and act with empathy.
Be respectful of self and others.
Make meaningful contributions to society, the local and global community.
Demonstrates intellectual tenacity and persistence in problem solving
Be skilled analytic, critical, aesthetic and creative thinkers as the situation demands.
Respond positively and appropriately to change and challenges.
Set high expectations for themselves and act to meet those expectations.
Flourish in a digital world and be a skilled user of evolving technologies.
Be aware of post school options and successfully access them.

In the Middle Years College:

Teachers specialise in meeting needs and improving outcomes for middle years students.
Teachers generally work in a house across year levels.
There are improved leadership options for Year 9 students.
The Middle Years campuses have the scope to develop a variety of programs emphasising:

Victorian Curriculum

AVID (Advancement Via Individual Determination)

TLI (Targeted Literacy Intervention)

AAP (Academic Advancement Program)

Sporting Excellence

Civics and Citizenship

Excellence in The Arts and Technologies

There is a concentrated focus on transition with stronger links and co-operation with neighbourhood feeder primary schools and the Wodonga Senior Secondary College.
Common report writing, timetabling, roll marking and student management software is used at each campus.
There are expanded curriculum offerings for middle years including:

Strong academic studies in all areas of the Victorian Curriculum including classroom and instrumental music.

The two campuses offer language - Indonesian

Middle Years programs are not restricted by timetable constraints of senior campus requirements.
Authentic purpose - student outcomes will include the completion or production of tasks relevant to the young people demonstrated through presentations, performance, creation and event management.
Celebrate and share the opportunities that exist with the work of the Flying Fruit Fly Circus School.
There are strong partnerships with the wider community including tertiary institutions, community agencies, and businesses.

Wodonga Middle Years College has three campuses: Felltimber, Huon and the Flying Fruit Fly Circus School

Selection Criteria

SC1 Provide evidence of a Bachelor qualification or specialist/post graduate qualification in: Social Work, Psychology, Nursing with a mental health specialisation, Occupational Therapy or equivalent.

SC2 Demonstrated highly developed theoretical knowledge and practice expertise in relation to student risk management and crisis intervention strategies

SC3 Demonstrated experience in building rapport and connection with adolescents and families presenting with complex needs, and demonstrated capacity to facilitate effective intervention and service coordination

SC4 Demonstrate understanding of the developmental needs of children and adolescents, with an ability to apply this knowledge effectively when providing trauma informed interventions

SC5 Demonstrated experience in providing 1:1 therapeutic counselling support to children and adolescents using evidence-based theories/frameworks

SC6 Demonstrated experience developing and facilitating therapeutic groupwork interventions for adolescents

SC7 Demonstrated highly developed communication, interpersonal and networking skills with the demonstrated ability to liaise with a range of stakeholders within the education community and broader service system

SC8 Demonstrated commitment to Department of Education and WMYC values.

Role

The Wellbeing Practitioner works together with the Wellbeing Team, WMYC Leaders, Teachers, Education Support staff and families to provide a coordinated approach to student mental health and wellbeing at WMYC.
Students can access support through the Wellbeing referral process.

The Wellbeing Practitioner is responsible for providing mental health and wellbeing support and intervention across the 3 Tiers of practice:

Tier 1: School-wide positive mental health and wellbeing promotion

Tier 2: Early intervention and cohort specific mental health support for students

Tier 3: Targeted 1:1 support for students with complex mental health needs.

Crisis Response

Our Wellbeing Team provides immediate crisis care for students presenting with risk.
Following a crisis, we support students and families by offering follow-up care, which may include a Single Session Appointment with our Wellbeing Team or referrals to external support services within the community.

Single Session Appointment ¿ `one at a time¿ approach to counselling

We offer timely therapeutic support without the wait through our Single Session Appointment (SSA) model.
This `one at a time¿ approach ensures that students can access confidential, client-centered sessions when they need them the most.
Students can choose to have just one session or return for another when they feel ready.

Short-term Case Management and Advocacy support

Our Wellbeing Team provides short-term case management and advocacy support to students and their families to ensure students are connected to the right supports in the community

Therapeutic Groupwork

The Wellbeing Team offers therapeutic groupwork programs designed to support students¿ mental health and wellbeing.
These groups are tailored for specific student presentations.
Each group aims to empower students, providing them with practical strategies and emotional support to improve their overall wellbeing and build a positive sense of self.

Whole school education and capacity building

We are committed to equipping students with the knowledge and skills they need to navigate the challenges of adolescence.
We provide whole school programs that address prominent issues facing young people today.
These initiatives aim to empower our students to make informed and responsible choices as they grow into young adults.

Responsibilities

Participate in the Wellbeing Triage roster providing crisis care to students presenting with immediate risk
Conduct comprehensive risk assessment and safety planning to manage and coordinate student presentations of risk
Provide secondary consultation to WMYC Leaders and staff regarding a range of mental health and wellbeing presentations
Complete case formulation using 5 P¿s formulation framework to support individualised intervention in collaboration with the young person and their family
Provide therapeutic counselling support to students using our Single Session Appointment (SSA) model
Provide short-term case management and advocacy support to students and their families to ensure students are connected to the right supports in the community
Develop and deliver therapeutic groupwork to students using a variety of approaches, depending on presenting themes and identified need
Provide psychoeducation to students and their parent/carers around a range of mental health and wellbeing concerns
Provide recommendations to parent/carers and WMYC staff regarding specific strategies to support the behavioural, emotional and social needs of students
Attend and contribute to Student Support Group (SSG) and Care Team/Professional¿s Meetings
Develop and deliver professional learning to WMYC staff on a range of Wellbeing issues
Develop and maintain strong working relationships with internal and external key stakeholders and professional networks
Ensure student privacy and confidentiality is maintained
Maintain clear and accurate documentation/record keeping including case notes, assessments, case formulation, support letters and data collection processes
Maintain documentation to support Disability Inclusion Profile (DIP) requirements
Participate in regular supervision with chosen external supervision provider
Participate in regular internal supervision with Wellbeing Team Leader
Adhere to Department of Education Values and Child Safe Standards of practice.

Who May Apply

Applicants must:

Hold a Bachelor qualification or specialist/post graduate qualification in (or equivalent):

Social Work
Psychology
Nursing with a mental health specialisation
Occupational Therapy

Have a current Working with Children Check (Employee)
Have a current driver¿s license.

Social Work applicants, applicants must be eligible for membership with the Australian Association of Social Workers

Mental Health Nurse, Psychologist and Occupational Therapist applicants must hold full registration with the required professional body.

EEO AND OHS Commitment

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 marrung@education.vic.gov.au

Child Safe Standards

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

DE Values

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

Other Information

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

Conditions of Employment

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

Applications close Saturday 4 October 2025 at 11.59pm

Posted

5 September 2025

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