Student Wellbeing Officer

Selection Criteria

SC1 Demonstrated capacity to undertake individual and small group culturally sensitive, evidence-informed wellbeing support, including counselling for individual students.

SC2 Demonstrated experience in the development and implementation of programs that foster resilience in young people and address their social, emotional and educational needs.

SC3 Highly developed oral and written communication and interpersonal skills including the ability to liaise and work collaboratively with teachers, education support staff, external agencies, students and families.

SC4 Demonstrated capacity to record and manage information in an ethical and confidential manner.

SC5 Proven ability to form effective relationships and partnerships with all relevant stakeholders.

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

Key Responsibilities

• Direct Student Support
• Triaging/ Staffing the Wellbeing Room (Responding to student walk ins etc.)
• Provide group wellbeing support for students, addressing emotional, social, and mental heath concerns.
• Brief one-to-one counselling for low to medium level wellbeing needs.
• Being present to students during break times and assisting the coordination of lunchtime activities and groups that promote student interaction and engagement.
• Provide support to students in their peer relationships, and their relationships with parents/caregivers.
• Promote a positive school culture around mental health and wellbeing, ensuring all students feel supported and valued.
• Process referrals with wellbeing team support and maintain accurate records in a timely manner
• Provision of support for students requiring time out of class, e.g. using break pass,drop in/walk ins and documentation of each student visiting wellbeing
• Deal sensitively with confidential information
• Source relevant programs and initiatives as directed by the Director of Wellbeing and Mental Health Practitioner.
• Planning, developing and delivering whole school wellbeing initiatives (e.g. Wear It Purple, RUOK day.).
• Build inter-agency partnerships with local services
• Support group work programs through attendance and logistical set up, pre/post program interviews, and supported facilitation.
• Liaise with the Principal, Deputy Principal: Wellbeing and Wellbeing team in order to provide a continuity of care for all students and families.
• Collaborate with parents, staff and other professionals to further the wellbeing of individual students.
• Work within the boundaries of the College's Child Safe Policy
• Carry out a range of administrative activities in support of the role including duties related to preparing and responding to relevant correspondence and the recording and maintenance of confidential data.
• Connecting students in need of direction with existing services and programs.
• Supporting the Head of Student Wellbeing and Student coordinators in all areas of their role, including support with mediation for peer groups experiencing relationship issues and social skills.
• Supporting students and staff to create an environment that promotes the physical, emotional, social and intellectual development and wellbeing of all students.

Who May Apply

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

Youth worker/Social Worker/Counsellor or equivalent.

EEO AND OHS Commitment

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.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ , 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via *******

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:

DE Values

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:

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

Location Profile

South Oakleigh College is a co-educational secondary school located in the South Eastern suburbs of Melbourne. The College is one of the participating schools of the Oakleigh Education Plan, which is a Victorian Government¿s long-term project to improve educational outcomes in Oakleigh and surrounding areas.

Our values: High Expectations, Respect, Responsibility, Resilience, Teamwork and our mission statement providing opportunities for the future and a sense of belonging underpin the Colleges commitment to facilitating a safe and secure environment for all students where they can pursue academic excellence, achieve personal growth and graduate as responsible and resourceful young adults.

The College serves a diverse and multicultural community, providing supportive and stimulating environment for staff and students with impressive facilities and extensive grounds. We foster mutual respect, co-operation, personal responsibility and a growth mindset that values feedback, effort and resilience. The Colleges highly professional and motivated staff work collaboratively to ensure student welfare needs are met and high expectations are established and pursued.

The College is committed to providing students learning opportunities which develop a broad range of knowledge, skills and values will enhance their lives and empower them to critically contribute to society and equip them for further education and work in a changing world.

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