Student Wellbeing

**Overview**:
**Work type**:Full time

**Salary**:Salary not specified

**Grade**:Ed Support Level 1-Range 3

**Occupation**: Education and Training

**Location**: Sunbury

**Reference**: 1476673

**Location Profile**:
Sunbury College is a vibrant, cohesive and inclusive school located 35km (about 30 minutes drive) from the CBD in Melbournes north-west growth corridor. The college holds the values of respect, responsibility, resilience and endeavour as guiding principles. It has a focus on the academic growth, personal development and general wellbeing of each student. It is greatly valued by its local community of Sunbury and surrounds.

The student enrolment is currently 1050. The staff are in the main a mixture of mature, experienced teachers in the expert range along with a number of graduates providing the school with an energetic mix. Our staff are committed, professional and collaborative. They value continuous improvement and development.

A comprehensive curriculum is offered from years 7-12, including VET options, and the college is organised around three sub-schools (Years 7-8, 9-10, 11-12) and four houses. The college has well established co-curricular programs with high interest and success in sport, the performing arts, student leadership and student engagement activities.

Sunbury College is set on eight hectares and has well-established facilities in the final stages of being modernised. Our new classrooms and science building are now fully established.

Our strategic directions going forward have a strong emphasis on pedagogical development and on student agency and voice in their learning. In the area of student pathways and transition the college aims to provide a post compulsory program, counselling and advice that maximises the further education, training and employment options for all students. As part of its focus on student engagement and wellbeing, the college has undertaken to provide a supportive and productive learning environment supported by positive student and teacher relationships that promotes overall wellbeing and engaged, motivated learners with a strong sense of connection to the school community.

**Selection Criteria**:
**SC1** Experience in the development and implementation of programs, procedures and processes that foster resilience in young people to address their social, emotional, and educational needs.

**SC2** Demonstrated capacity and experience in working as part of a collaborative team and contributing expert knowledge and advice to meet the needs and achievements of the team.

**SC3** Demonstrated highly developed communication and interpersonal skills to improve the learning and wellbeing outcomes of young people.

**SC4** Well developed and demonstrated knowledge of mental health interventions, risk assessment skills and counselling skills to meet the wellbeing needs of the school community.

**SC5** Formal qualifications in the area of counselling, social work or psychology and the ability to qualify for membership to the ACA, PACFA, ASWA or APS.

**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 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 Educatio