School Chaplain/Student Wellbeing and Support 0.6

Occupation: Education and training

Reference: 1497279

Location Profile

Context

Upper Yarra Secondary College is located in Yarra Junction in the Yarra Valley, 65 kilometres from Melbourne. Our enrolment is steadily increasing and currently is 800. Many of our students travel extensive distances to attend school from outer rural communities. The College is well regarded for supporting its students with a safe, healthy and supportive environment that nurtures self-esteem, leadership qualities, talent, curiosity and optimism for the future, providing them with a base to become responsible members of the College and the broader community. Our students come from a wide range of socio-economic backgrounds, with an SFO of 0.55.

The College leadership profile includes 9 Leading Teachers (Curriculum, Junior, Middle and Senior-Sub-School). The College staff supports our students by working in Year Level teams led by a Team Leader. The teams are responsible for overseeing curriculum, pedagogy and wellbeing and student management for students within their Year Level. We have a strong wellbeing team and run a Youth Clinic one day per week, and work on a five day timetable consisting of five 1hr periods.

Innovation and Future Directions

2. A model of Inquiry Learning developed at Upper Yarra Secondary College is now well established in Years 7 and 8. FLIP (Future Learners Inquiry Program) has elements of an Open Plan learning environment, closer attachments of fewer teaching staff for more time with students, an integrated inquiry-based approach to curriculum delivery, and enhanced processes that focus on more personalised learning for students through engagement of activities that relate to a variety of learning styles.

3. Innovations in reading and writing programs including Independent Reading, Readers and Writers Workshops have been developed and are having an impact on teaching practice and student engagement and achievement. A Sharing Classrooms program has also had an impact on improving pedagogy. Teachers engage in Professional Learning Teams and, via the focus on research outcomes, employ strategies discussed into classroom practice, in an Action Research model.

Selection Criteria

SC1 Qualifications or equivalent experience in counselling or social work

SC2 Demonstrated ability and experience to work strategically with existing services within the education, welfare, and health sectors to provide optimum support for students at risk.

SC3 Experience and demonstrated ability in the case management of adolescents with multiple and complex needs and the provision of counselling.

SC4 Highly developed communication and interpersonal skills including a capacity to develop constructive relationships with students, parents, staff and community agencies.

SC5 Ability to work effectively as part of a team within an educational setting and a commitment to continuous personal and professional development.

Role

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 minimal 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

- Develop and maintain healthy and positive working relationships with students, staff, caregivers and student support service providers and networks

- Assist students on an individual or group basis with wellbeing needs

- Facilitate or organise small groups and activities for students around aspects of behavioural change

- Liaise with Department of Education services, external agencies and professionals as needed to support student wellbeing needs

- Plan and implement evidence based intervention strategies for students as needed

- Develop meaningful case plans and goal setting with students

- Keep relevant, professional and up-to-date case notes on identified students in order to monitor progress and develop support plans

- Support Leadership Team in responding to critical incidents

- Alongside the Wellbeing team, provide professional learning to staff to build capacity

- Liaise with families and carers regarding student wellbeing needs, including development of Safety Plans, Re-engagement plans and being a part of SSGs where required, alongside Year Level Managers or Assistant Principals

- Provide information about services and resources for students and carers

- Contribute to the development of wellbeing policies, processes, programs and strategies

- Liaise with the Wellbeing Team to ensure a consistent and agreed approach to wellbeing at the school

- Other duties as requested by the Principal

Who May Apply

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

Diversity and Inclusion

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (seeWorkplace adjustment guidelines ).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) viamarrung@education.vic.gov.au

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.

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:

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:

Applicants are reminded that they need to supply a CV and the names, phone numbers and email addresses of three referees.

The selection criteria must be addressed.

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 Sunday 26 October 2025 at 11.59pm

#J-18808-Ljbffr