Primary Student Well-Being ES1-3, Fixed Term

Occupation: Education and training

Location: Melbourne - Northern suburbs

Reference: 1512352

Selection Criteria

SC1 - Demonstrated high level understanding of factors that lead to engagement and connectedness of students to the College.

SC2 - Demonstrated ability to lead the development, delivery and evaluation of programs and initiatives that improve engagement and student well‑being in education and learning.

SC3 - Demonstrated ability to work effectively with young people from a variety of backgrounds, valuing student input and voice in order to further improve school‑wide interventions, programs and strategies.

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

The SWO will be a member of the College Wellbeing team.

Responsibilities may include:

- Behaviour Support

- Coordinate the Berry Street Education Model for Foundation to Yr 6 classes.

- Liaise with parents regarding intervention and support for students experiencing social, emotional or behavioural difficulties at school.

- Coordinate the integration aide timetable, provide a timetable for withdrawal programs including social skills, and supported recess and lunch break activity groups.

- Support teachers on an as‑needed basis with behaviour support.

- Coordinate professional learning for staff, related to student’s social, emotional or behavioural needs on an as‑needed basis.

- Liaise with other wellbeing personnel and teachers to implement social skills programs, for example, BSEM, Zones of Regulation and Developmental Approach to Classroom Management.

- Coordinate the Berry Street Education Model across Olympic Village Primary School.

- Support teachers with SSG meetings (advising and/or attending) on an as‑needed basis.

- Support the leadership team members and teachers with general student welfare/wellbeing issues.

- Liaise with staff regarding referrals to Child First or other outside agencies.

- Safe Schools: support the school’s Anti‑bullying policy; coordinate cyber safety programs such as eSmart.

- Support students with mental health or other individual needs, including liaison with outside agencies to link students to support services outside the school (Headspace, Reconnect etc.).

- Program for Students with Disabilities (PSD) and Disability Inclusion.

- Out of Home Care students: use SOCS to make referrals for SSS services; ensure all students who have SOCS referral have this recorded into Cases 21 and Compass.

- Ensure all Indigenous, funded or out of home care (OHC) students have a termly student Support Group Meeting and that a termly Individual Learning Plan is provided.

- Attend SSG meetings on an as‑needed basis.

- Liaise with parents/carers of students where there are attendance concerns (or students are on an attendance plan).

- Teacher Aide and Trainee Coordination: assist in coordination and management of the work of the teacher aides and trainees; organise and lead professional development for the teacher aides and trainees in consultation with Primary Campus Principal.

- Integration: keep an up‑to‑date register of students involved in integration programs; list the time fraction, the mainstream school/contact person; contact special schools to confirm information and ensure that each school has the correct time fractions (entered into Cases 21 – this is important for school funding).

- Home School Partnerships: provide support to parents/carers regarding cyber‑safety at home; complete State School’s Relief applications, submit them to the AP for approval and then forward them to SSR for consideration; inform the family of the outcome and organise the necessary requisites; link parents to outside agencies or supports including parenting programs.

- Accountability: enter all information on Compass as required; maintain records, including the minutes of SSG, CTM, and other parent meetings; check that Individual Education / Learning Plans are completed as per schedule.

The successful applicant will have an appropriate qualification in social work, counselling, psychology or other clinical practice. Ideally the applicant would have a minimum of five years clinical or practical experience, but may not have worked in a school setting.

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 (see Workplace 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) via 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:

- The applicant must possess an appropriate qualification in social work, counselling, psychology or other clinical practice.

The following should be included:

A specific response to the key selection criteria and position details.

A cover letter providing contact information including home address, email and phone number as well as the phone number of the work address at which the applicant can be contacted.

A CV with a summary of experience and qualifications.

The names, email addresses and contact details of three referees who can provide information regarding the applicant in relation to the key selection criteria.

Please note: The selection panel may contact referees other than those listed.

- THIS POSITION WILL BE LOCATED AT THE OLYMPIC VILLAGE CAMPUS – CHARLES LA TROBE COLLEGE IS A MULTI CAMPUS SCHOOL AND THERE IS AN EXPECTATION THAT ROLES MAY BE PERFORMED ACROSS CAMPUSES WHEN REQUIRED.

- TIME FRACTION TO BE CONSIDERED WITH EXISTING STUDENT WELLBEING SUPPORT WORKERS. DAYS AND TIMES TO BE NEGOTIATED.

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.

Location Profile

Charles La Trobe P‑12 College is a diverse and inclusive learning community. Charles La Trobe College is a multi‑campus setting and operates under a one‑college model. Our college campuses are La Trobe P‑12, Olympic Village, The Pavilion, with the Victorian Specialist S.T.E.M centre Quantum Victoria (also based at La Trobe). The work of staff is driven by commitment to our Instructional Model and Teaching and Learning Charter that are underpinned by our Professional Learning Communities. Our staff understand their students and expect that they will achieve to their full potential. We offer education programs that cater for students diverse interests to promote engagement in learning this enables each student to achieve to their full potential.

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Applications close Monday 19 January 2026 at 11.59pm

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