Wellbeing and Inclusion Specialist
2 months ago
Location: Melbourne | Northern Metropolitan
Job type: Full time / From 13/05/2024
Organisation: Schools (Government)
**Salary**: Salary not specified
Occupation: Health and Allied Health
Reference: 1410738
**Selection Criteria**:
**Selection Criteria**
- A relevant qualification such as a degree Youth Work or Social Work and/or extensive experience to the position.
- Demonstrated skills and experience in the provision of support to young people with significant mental health issues including anxiety, Oppositional Defiant Disorder, Conduct disorder and behaviour associated with childhood trauma.
- Demonstrated ability to assess student need and to develop case plans and appropriate interventions for young people.
- Demonstrated ability to work collegiately with teachers and other professionals to improve the attendance of students and their engagement into the classroom.
- Demonstrated skills and experience in building and maintaining strong relationships with students, setting limits and assisting young people to meet behavioural expectations.
- Demonstrated ability to support students and deliver programs which are considerate of the learning needs and perspectives of students from culturally diverse backgrounds, including those of Aboriginal or Torres Strait Islander descent.
**Role**:
**R**ole**
The Wellbeing and Inclusion Specialist will provide high quality advice and support to students and staff. They will support and comply with DET and College procedures and policies in order to best support the wellbeing and inclusion of students and to build the capacity of staff. They will provide individualised support to students to foster resilience, improve attendance and respond to identified behavioural, social, emotional and educational needs.
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 mínimal 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.
**Responsibilities**:
**Responsibilities**
The Wellbeing and Inclusion Specialist duties may include:
**Case Manage Students**:
Student case management at Bundoora Secondary College is primarily a collaborative process intrinsic to the delivery of quality services designed to meet the needs of school students who have support requirements. Mindful of including the views of students, it is student focused and aims to develop, monitor, disseminate, and evaluate a plan of action to enable these students to function to the best of their ability.
Case Management at BSC has seven core aims:
- To enable students to function to the best of their ability and circumstances within and beyond the school system despite having support needs
- To contribute to engaging students in meaningful learning, this would include in classes supporting students (includes setting firm limits with students and following through with consequences)
- To develop,
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