Location Profile

At Cobram Secondary College, we are proud to be recognised as a leader in student wellbeing, driven by our commitment to Creating the Community of Tomorrow.

Over the past five years, our student population has grown significantly from 317 to 515 students, reflecting the confidence our community has in the quality of education, care and support we provide.

Our approach to wellbeing is intentional, innovative and embedded across the college. Through a highly effective sub-school model and a strong multi-tiered system of support, we ensure every student is known, supported and able to succeed.

Wellbeing at CSC is not an add-on, it is central to how we operate. This role sits within a high-performing, collaborative sub-school team, where staff are supported through professional supervision, mentoring and ongoing qualified learning. We are committed to building the capability of our people as much as the outcomes for our students.

We are seeking a passionate and skilled Wellbeing & Inclusion Practitioner who is ready to contribute to a dynamic team, build strong relationships with students and staff, and play a key role in delivering targeted supports that make a real difference for young people in our community.

Hours / Days

- Monday - Friday 8.30am to 4.30pm

Term of position

- 1 year fixed term (with the potential for ongoing)

Meeting Requirements

- 1 x 1 hour Wellbeing Team meeting

- 1 x 1 hour subschool team meeting every second week

- 1 x 30 minute data huddle meeting every second week

- 1 x 60 minute complex case meetings as required

- Attendance at whole staff meetings when relevant to the role

Salary Range

Between $73,467 - $114,579 - negotiable

Selection Criteria

1. Qualifications, knowledge and experience utilising theories, frameworks that translate to school wellbeing work. Relevant qualification or progress toward a Bachelors degree or higher (e.g. Social Work, Youth Work, Counselling or other relevant qualification), with a sound understanding of wellbeing and inclusion practices in secondary schools, including Multi-Tiered Systems of Support and their impact on student engagement, regulation, attendance and learning (preferable).

2. Experience, training and capability holding and managing complex student wellbeing cases. Inclusive of sound information sharing, risk assessing/ safety planning, managing external referrals, working alongside parents and more.

3. Trauma - Informed, Restorative and Inclusive Practice

Sound knowledge and application of trauma - informed and restorative practices to support student wellbeing, behaviour and engagement through group work, 1:1 support and staged responses within an inclusive school culture.

4. Communication, Collaboration and teamwork

Highly developed interpersonal skills with the ability to work collaboratively with students, families, staff and external agencies, including effective participation in SSGs, complex case meetings, referrals and caseload management. Working alongside other disciplines (ES, Teachers, other) and being effective interpersonally

5. Professional Practice, Compliance and Child Safety

Demonstrated commitment to ethical, professional and child safe practice, including confidentiality, mandatory reporting, accurate record keeping, and compliance with DET policies, Child Safe Standards and OHS requirements.

Role

[Attendance requirement for this position]

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

The subschool wellbeing & programs leader, plays a key role in supporting student wellbeing, inclusion, and participation, with a primary focus on Wellbeing Supports across all tiers (1-3) in the Multi-Tiered Systems of support (MTSS) framework

This role is designed to be the key point of contact for student wellbeing needs, supports and interventions in one of our college ''subschools" (2 year levels).

The role is designed to hold and manage complex student wellbeing cases, with likely involvement from various external stakeholders, managing information sharing, risk assessing and safety planning. The role will also support in planning, delivery and review of 'Tier 2' wellbeing group interventions appropriate contextually for secondary school students, mapped to themes against real useable student level data. The role will also support the supervision - but not hold entirely - various 'Wellbeing Placement Students' (WPS) who will add value in student wellbeing across the week in this same team.

Primary Focus: Wellbeing Practice

· Work as an active member of the college wellbeing staffing group

· Complete wellbeing needs assessments and contribute to staged responses where required

· Provide 1:1 counselling and wellbeing check-ins for students addressing barriers to learning & engagement

- Complete risk assessments and safety plans for students as required
- Complete and request Information sharing requests in the best interests of children and families health & wellbeing

· Provide support and leadership in wellbeing attendance data follow up and student/ family engagement

· Complete mandatory reporting and risk-related documentation in line with DET policy

· Participate in complex case meetings, SSGs, and other multidisciplinary forums as directed

· Complete external service referrals to relevant agencies (e.g. Uniting, The Orange Door, Headspace, CAMHS etc)

- Working in early intervention & prevention (Tier 1 & 2)



to support prevention programs activities for students and families.

Who May Apply

Applicant with a qualification in: Social Work, Youth Work, Counselling or other relevant allied health or wellbeing qualification.

Highly desirable is qualification at the Bachelor level or higher

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) via *******@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:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

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:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

Other Information

- Understanding of multi-tiered systems of support (Tier 1, 2, 3) within a school wellbeing and inclusion context

- Capability to plan, organise, facilitate, and evaluate Tier 2 targeted group interventions (core responsibility)

- Understanding of Disability Inclusion processes, including DIPs, ROSIs, and reasonable adjustments

- Knowledge of trauma-informed practice, restorative approaches, and positive behaviour frameworks

- Strong interpersonal and communication skills with students, families, staff, and external providers

- Ability to conduct classroom observations and translate findings into practical adjustments

- Capacity to contribute to co-designed student support, regulation, and wellbeing plans

- Ability to manage caseloads, documentation, and mandatory reporting requirements

- Commitment to child safety, ethical practice, confidentiality, and inclusion

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

Program Benefits

No job description available

📌 Student Wellbeing & Programs Leader-3 (Victoria)
🏢 Department of Education Victoria
📍 Victoria