Selection Criteria

SC1 Demonstrated experience in leading, developing and coordinating a Wellbeing Team in a complex environment fostering collaboration, professional growth and a solid focus on student outcomes.

SC2 Highly developed practice skills and expertise in providing evidence-based, solution focused intervention to students with a demonstrated ability to provide case management for students and to manage intervention at an individual point of need.

SC3 Demonstrated ability to contribute effectively as a member of the school leadership team and to lead initiatives aligned with the school's strategic priorities and improvement agenda.

SC4 Highly developed organisation and planning skills, with the ability to manage competing priorities, allocate resources effectively and establish systems that support high-quality wellbeing support services.

SC5 Highly developed communication, interpersonal skills and the ability to build strong partnerships with all stakeholders, both within and outside the school through consultation, coaching and professional learning.

SC6 Clear understanding of DE and legislative requirements regarding privacy of health information, child safety and the DE priorities.

Role

No attendance requirement for this position

Will usually be a member of the leadership team who is accountable for the development and delivery of key services that are integral to the effective operation of a school/s. Provides a range of services and/or undertakes the analysis of complex problems that form part of the policy framework.

A school or group of schools would need to have the necessary diversity and complexity to create a role at range 5. Management of a major school or district initiative, project or Department targeted strategy would be an indicator depending on the breadth of management responsibilities.

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

Whole School Responsibilities:

- As a member of the leadership team contribute, develop and implement key policy initiatives.

- Manage delivery of the school's budgetary, administrative and operational targets, involving liaison with school staff and leadership.

- Contributes to the overall management of the school through internal decision making.

- Manages a scientific, technical or specialist team and/or projects.

- Specialist in an area of their profession and relied on for advice in this field.

- As a member of the leadership team lead, develop and/or implement key policy initiatives/improvement strategies in health and wellbeing in a school or group of schools.

- Specialist in an area of their profession and relied on for expertise in their profession.

- Manages a defined service delivery function or project/s.

- Undertakes advanced interventions in dealing with particularly complex cases that may require cross-profession or agency collaboration.

- Makes decisions on complex intervention strategies that may have significant consequences for students and their families.

- Contributes to the development of knowledge and innovation in a specific field of the profession.

- Provides leadership, training, and development for others in the adaptation and application of professional concepts which relate to health and wellbeing.

Specific Responsibilities

Wellbeing Team Leader roles could include:

- Leads all members of the Wellbeing Team and is responsible for managing a service that provides effective, solution-focused mental health support to students.

- Responsible for ensuring that all practices within the Wellbeing Team are evidence-based, appropriately implemented and continuously evaluated.

- Providing advice and professional learning to others, including teachers and other school wellbeing staff, to build the capacity of schools to improve students wellbeing, learning and developmental outcomes.

- Works across House Leadership, Disability & Inclusion to provide a co-ordinated approach to student wellbeing.

- Ensure high standard of administrative tasks, including accurate, confidential files, and maintenance of case statistics and records.





- Lead triage process for students who self-refer or external referrals from House Leadership or families.

- Support leader for Disability & Inclusion in the implementation of the Multi-Tiered of Support (MTSS), in particular our Tier 2 & 3 students.

- Lead the connection with external providers and professionals for the support of all students.

- Assist with the planning, development and implementation of programs that will assist students and their family at age-appropriate levels.

- Observations of students within the classroom to provide recommendations to support learning & wellbeing.

- Responsible for gathering and using data to inform student interventions and whole school wellbeing needs.

General Student Wellbeing counselling roles could include:

- Delivering professional support services in a school, including mental health prevention and promotion activities and early intervention activities (including short-term counselling) for students with a range of mental health needs, applying sound theoretical knowledge and practical expertise.

- Planning and implementing evidence-based intervention strategies for students with complex needs including collaborating with families, other professionals and agencies when appropriate to effectively manage risk.

- Working collaboratively with the school to enhance mental health prevention and promotion across the school by contributing to policies and operational practices that will guide the work of others, including other school wellbeing staff and teachers.

- Liaising with other department areas (including secondary school nurses and Student Support Services staff) and external service providers where necessary to provide appropriate support to students.

- Maintaining professional competence and continued professional development, including attending professional development activities throughout the year.

- Meeting relevant policies and legislative requirements in relation to student health information, privacy and consent.

- - General Responsibilities

- Working collaboratively with members of the House Leadership Team, ES Classroom Support team & Disability/Inclusion Team.

- This person will share office spaces within the Wellbeing Centre and be led by the Assistant Principal for Wellbeing/Inclusion.

- The role will lead the Wellbeing Team, including Mental Health Practitioners.

- Other duties as determined by the 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) via [email protected]

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

REQUIRED:

- Applicants must be qualified as a psychologist, social worker, mental health nurse, occupational therapist or counsellor of a prescribed class.

Specifically
- For Psychologists, applicants must hold full registration with AHPRA.

- For Mental Health Nurses, applicants must hold full registration with AHPRA and hold a postgraduate qualification in mental health.

- For Social Workers, applicants must be eligible for membership with the Australian Association of Social Workers.

- For Occupational Therapists applicants must hold full registration with AHPRA.

- For Counsellors applicants must have completed a Bachelor or Master of Counselling and be a practising member of either the Australian Counselling Association (ACA) or the Psychotherapy and Counselling Federation of Australia (PACFA)

- Demonstrated direct counselling experience

- A current Working With Children Check.

- Desirable
- For Psychology applicants, specialisation in educational and/or developmental psychology

- For Mental Health Nurse applicants, holding a Mental Health Nurse Credential and membership with the Australian College of Mental Health Nurses.

- For Social Work applicants, membership with the Australian Association of Social Workers and an Accredited Social Worker Trade Mark.

- For Occupational Therapy applicants, a Better Access to Mental Health Endorsement.

- For Counselling applicants, Level 3-4 registration (ACA) or a Registered Clinical Counsellor endorsement (PACFA).

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

Location Profile

VIEWBANK COLLEGE

With a student enrolment of approximately 1450 and located on 5.4 hectares in the City of Banyule, Viewbank College provides outstanding educational opportunities to families in Rosanna, Heidelberg, Viewbank and surrounding suburbs. The College is academically focused and has a high level of participation in other curriculum areas such as Sport, Music and the Visual & Performing Arts.

The College has developed a strong and tangible ethos based around hard work, respect for learning, the rights of others and the pursuit of success. We are a Respectful Relationships School, promoting positive behaviours, empathy, inclusion and respect for diversity. Through the very successful student leadership program, the house program and our Social and Emotional pathways programs, the College promotes involvement, student participation and service to others.

The College's sporting teams are regularly successful right through to the state level. The College production, the debating program, public speaking and the previously mentioned Music Program and the Social Action group are ways students can become involved and inspired.

The College Curriculum is a standard academic curriculum with VET subjects offered off campus. The College offers German and Japanese through to Year 12 and Music Performance is a strong VCE subject. The Instrumental Music program has over 300 active participants and the College employs 20 instrumental music teachers. The College has a much sought after Acceleration and Enhancement Program and a stratified Maths program at Year 10. Students transition through to VCE and VCE/VM.

The College maintains buildings and facilities to a high standard with well - equipped classrooms and staff rooms, complete with data projector facilities. A 1:1 laptop program was introduced in 2015 and has been expanded to include all year levels. Other valuable facilities include a well-resourced library and our new 420 seat Performing Arts Centre and STEAM Complex which opened in July 2018

📌 -5 Wellbeing Team Leader Full Time Ongoing (Melbourne)
🏢 Government schools
📍 Melbourne