Student Wellbeing Coordinator

Blackburn English Language School (ELS) has been operating for over 30 years and provides full time, intensive English courses for both primary and secondary newly-arrived migrants, refugees and International students.

The students usually enrol in our program prior to their enrolment in a mainstream school or further education. The school has three campuses: one in Burwood East (Whitehorse Campus), a second campus in Croydon North (Maroondah Campus) and a third in Wodonga (Wodonga Campus).

The school¿s beliefs and operations are based on a number of core values. These are:

- Future Making
- Building Communities

Within the context of these values the school has a number of purposes. These are to provide:

- a focused learning environment that supports all students to reach their potential in English language development and aims to prepare them for the academic, behavioural and social challenges of mainstream schools or alternative learning pathways.
- a school environment that encourages students from a range of culturally and linguistically diverse backgrounds to become confident and active participants in the wider Australian community.
- a supportive and stimulating work environment for all staff that encourages commitment, innovation and excellence.
- learning opportunities for newly arrived families that broaden their knowledge of the Victorian schooling system and prepare them for involvement in the school community.
- professional learning opportunities for mainstream school staff to support newly arrived and EAL students in mainstream schools across the NEVR.

Selection Criteria

SC1Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.

SC2Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.

SC3Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.

SC4Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

SC6Knowledge or experience of the wellbeing needs of newly arrived students, including strong communication skills in order to effectively support students and families who are experiencing significant change and are learning about systems, supports and education in Victoria.

Role

The Student Wellbeing Coordinator (SWC) contributes to school and network priorities to improve student behaviour, mental health and wellbeing. They work in partnership with families, schools, community-based services and networks to develop programs that promote the health and wellbeing of all students, ensure smooth transitions and provide additional support to students who are at risk.

The SWCresponds to emerging school and student wellbeing needs through evidence-based strategies and evaluation techniques. They support student interventions and they strengthen partnerships to provide responsive and diverse services for young people and their families.

The SWC also coordinates enrolment and transition at the campus, supporting families and developing partnerships with schools and agencies to support students and families entering and exiting the school.

Responsibilities

- Work with the campus leader to coordinate student transition to next schools, by liaising with local schools, informing parents of options and supporting the enrolment process.
- Work collegiately across the school with teachers and the wellbeing team to promote student health and wellbeing.
- In collaboration with the wellbeing team, develop and implement tier 1 strategies to improve the wellbeing and learning of all students.
- Work with classroom teachers to build capacity to make observations, record chronicles, develop Individual Education Plans and Behaviour Support Plans.
- Manage student wellbeing in consultation with the wellbeing team and referencing a 3-tiered approach and work towards next steps in identifying and addressing student needs.
- Manage interactions with parents relating to student wellbeing and the home-school partnership with sensitivity to cultural groups and needs.
- Coordinate Parent Engagement sessions relating to health and wellbeing.
- Develop connections with relevant community organisations and services in the local area such as settlement, health and recreational supports services.
- Liaise and coordinate programs with SSSO, community health services and other relevant external organisations.
- Follow DE guidelines, processes and procedures for Disability Inclusion and assessments.
- Work with the campus leader coordinate enrolments and ensure important wellbeing information is sought and recorded upon entry and through a student¿s stay at the school.
- Work within the program budget.
- Undertake other tasks as directed by the principal and consistent with the scope of this position.

Who May Apply

Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for 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:

Blackburn English Language School operates campuses in Whitehorse, Maroondah, and Wodonga. Staff may be requested to work at any campus and work across campuses located in Melbourne. In 2026this position is for Wodonga campus, which is situated at the Wodonga Middle Years College, Wodonga.

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

Qualification Requirements

To be eligible for employment, transfer or promotion in the principal or teacher class:

- The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
- if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
- a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements (this condition is satisfied where the LANTITE requirement is part of the Victorian ITE program completed by the person).

Applications close Wednesday 5 November 2025 at 11.59pm

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