Occupation:
Education and training
Location:
Melbourne - Southern suburbs
Reference:
*******
Selection Criteria
Highly developed knowledge of mental health interventions and support strategies, with a demonstrated capacity to deliver a comprehensive wellbeing service to students and families in an educational setting.
Demonstrated experience in the development, implementation, and evaluation of programs that foster resilience in young people and address their social, emotional and educational needs.
Highly developed communication and interpersonal skills, including the ability to work collaboratively and network with the wide range of people within the education and wider community.
Demonstrate a commitment to professional learning and growth and have the appropriate qualifications and capacity to perform the roles and duties as described in the School Specific Roles section.
Role
A full-time employee is entitled to 152 hours (20 days) annual leave in respect of each twelve months of service and accrues progressively during a year of service according to the employee's ordinary hours of work.
Part-time employees receive annual leave entitlements on a pro rata basis calculated according to the time fraction worked.
Additional paid leave - education support class
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 **** (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 Responsibility Areas
The roles and responsibilities include:
Conduct holistic psychosocial assessments of students, including risk assessments.
Providing 1:1 mental health interventions and emotional support using a range of therapeutic interventions, and knowledge of risk and protective frameworks.
Supporting the physical, social-emotional, and intellectual development of all students by providing assistance to young people and, as appropriate, their families.




Being creative and innovative with the design and facilitation of evidence-based programs that assist vulnerable students to develop skills including resilience, communication, help‐seeking, and emotional regulation (e.g. Year 7 transition support programs).
Enhance college promotion and prevention activities by coordinating whole-school health and wellbeing events and initiatives, including RUOK?
Day, Wear it Purple etc.
Support the work of key college stakeholders, including the Learning Support and Disability Inclusion Profile (DIP) teams, to implement interventions and provide evidence, including the completion of relevant documentation.
Participate in extracurricular activities (e.g. Breakfast Club, camps, excursions).
Lead and oversee Wellbeing Team lunchtime clubs and afterschool activities (e.g. Sporting Change Program, Rainbow Collective lunch group).
Design accessible and engaging resources and materials for students of all abilities, that highlight key mental and physical health information, service providers, and initiatives.
Oversee the upkeep and presentation of Wellness Centre spaces, including organisation and adequate resource and material supplies.
Facilitate the effective and timely delivery of material aid to support students and families.
Utilise excellent teamwork skills, including attending regular team meetings and cooperating with a variety of other college staff in the best interests of student outcomes.
Contribute towards building staff capability to manage student health and wellbeing by assisting to facilitate professional development.
Maintain personal career development by undertaking clinical supervision and participating in ongoing professional learning.
Other duties as directed by the Student Services Leader or college 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 (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) ******.
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.
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: work as a member of the college's Wellbeing team, and in conjunction with other key college stakeholders, in the delivery of student wellbeing and support services contribute to improving student outcomes, engagement, and connectedness contribute to providing a safe, inclusive and supportive learning environment – particularly for vulnerable students including culturally and linguistically diverse (CALD), refugee, Koorie, out of home care (OOHC) and those with disabilities or additional needs.
Employ a strengths-based and client-centred approach when operating within the school community and with external providers, consistently maintaining confidentiality and privacy principals of the Department of Education.
Accountability, Authority and Decision Making
Actively promotes primary health care, mental health or wellbeing within the college.
Provides information and facilitates links between the school community and relevant services.
Delivers health and wellbeing education and promotion programs in collaboration with school community.
Implements evidence-based health promotion and preventative care within the school community.
Some degree of professional autonomy to determine how targets and goals are achieved within clearly established frameworks.
Skilled autonomy is generally limited by standard procedures and school and department policy.
Support and guidance is close at hand and deviation from standard procedures and school policy requires guidance and direction from the Student Services Leader and Principal class.
Other Relevant Information
Valid Working with Children Check Card (WWCC).
Applicants must have a relevant qualification such as a degree in Youth Work, Counselling, or Social Work etc. to apply.
Alternatively, extensive experience relevant to the position may be looked upon favourably.
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
#J-*****-Ljbffr

📌 Student Wellbeing Officer (Melbourne)
🏢 Department of Education & Training, Victoria
📍 Melbourne