SC1 Demonstrated experience in addressing a range of student wellbeing needs, both through individual counselling and facilitation of small group therapeutic programs.

SC2 Demonstrated experience in working in effective teams and demonstrated experience in developing new initiatives.

SC3 Demonstrated experience in keeping confidential, professional records and case notes.

SC4 Highly developed communication and interpersonal skills, including the demonstrated ability to network with a wide range of people and support the work of others involved in the engagement and wellbeing of children and young people.

SC5 Demonstrated ongoing commitment to developing professional understanding and expertise in the area of student wellbeing.

Selection Criteria

SC1 Demonstrated experience in addressing a range of student wellbeing needs, both through individual counselling and facilitation of small group therapeutic programs.

SC2 Demonstrated experience in working in effective teams and demonstrated experience in developing new initiatives.

SC3 Demonstrated experience in keeping confidential, qualified records and case notes.

SC4 Highly developed communication and interpersonal skills, including the demonstrated ability to network with a wide range of people and support the work of others involved in the engagement and wellbeing of children and young people.

SC5 Demonstrated ongoing commitment to developing professional understanding and expertise in the area of student wellbeing.

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

- Work with Disability Inclusion & Wellbeing Co-ordinator to lead programs that address needs and promote student engagement and wellbeing.




- Work collaboratively with School Leadership and Wellbeing Team to address needs and establish an effective work plan based on needs within the school.
- 1:1 support or work with others to facilitate group work of students.
- Provide professional student support services, e.g. counselling services and wellbeing support.
- An understanding of trauma-informed practice, restorative justice principles and the necessary skills to engage young people with multiple and complex needs e.g. case management experience.
- Provide high quality outreach supports to disengaged young people to support re‑engagement.
- Liaise with service providers, welfare agencies and relevant organisations and to facilitate student referral.
- Liaise with parents, staff and students as required.
- Develop positive relationships with students when managing them on a daily basis.
- Assist in student withdrawals and restorative conversations where necessary and support students and staff around behavioural issues.
- Seek feedback from teachers and Learning Centre Leaders in regard to student behaviour.
- Respond to major incidents after they have been contained by staff on duty (e.g. physical altercations, thefts).
- Case notes keep accurate and current case notes e.g. records of major and minor incidents.
- Support the communication of consequences as decided by the Leadership Team to students and their families.
- Participate and conduct Student Support Group meetings (SSGs) and develop Student Support Plans (SSPs) as required.
- Participate in parent meetings in relation to student learning and wellbeing, and encourage others to build partnerships and have regular and open communication with the parent community.
- Provide support for students to access course counselling and support in subject selection meetings where necessary.
- Performing duties in accordance with DET guidelines, accepted practice and College policy, respectful of confidentiality, mandatory reporting requirements and observing necessary boundaries.
- Other duties as reasonably required by the Principal or their

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📌 Student Wellbeing Officer (Mildura)
🏢 Government schools
📍 Mildura