SC1 Demonstrated tertiary qualification (Bachelor qualification or specialist/postgraduate qualification such as Master's or equivalent postgraduate degree) and current professional registration or eligibility for registration with ANZACATA or equivalent governing body, as well as experience in student wellbeing support.

SC2 Experience working with children and young people with diverse wellbeing and support needs.

SC3 Highly developed communication, relationship-building and interpersonal skills including the ability to collaborate with school staff, families and other professionals.

SC4 Ability to develop and implement practical intervention and support strategies.

SC5 Clear understanding of legislative requirements regarding privacy of health information and commitment to reflective practice, career development and working within professional scope.

Selection Criteria

SC1 Demonstrated tertiary qualification (Bachelor qualification or specialist/postgraduate qualification such as Master's or equivalent postgraduate degree) and current professional registration or eligibility for registration with ANZACATA or equivalent governing body, as well as experience in student wellbeing support.

SC2 Experience working with children and young people with diverse wellbeing and support needs.

SC3 Highly developed communication, relationship-building and interpersonal skills including the ability to collaborate with school staff, families and other professionals.

SC4 Ability to develop and implement practical intervention and support strategies.

SC5 Clear understanding of legislative requirements regarding privacy of health information and commitment to reflective practice, professional development and working within professional scope.

Role





Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations. Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers. Specialized professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives. 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





To enhance engagement and wellbeing, CELS builds effective and connected support structures around a young person. It builds the capacity for staff to respond to the needs of complex and vulnerable young people and provides a safe, stable and supportive workplace for young people to learn.

- Deliver individual and small-group wellbeing support for students
- To apply a high level of cross-cultural competency across the school with a sound understanding of Trauma Informed practices
- To work effectively as part of a team within an educational setting, using high-level communication and interpersonal skills.
- Collaborate with staff and families: Work closely with teachers, Leadership, families and the Wellbeing Team to create practical creative strategies and student support plans

Work collaboratively with the school to contribute to policies and operational practices that will guide the work of others, including other school wellbeing staff and teachers.

- Adhere to Department f Education policies and guidelines, school procedures
- Meet relevant policies and legislative requirements in relation to student health information privacy, and mandatory reporting requirements.
- Maintain professional competence and continued professional learning, including attending professional development activities throughout the year.
- Maintain a safe art space, organise art materials and manage inventory
- In collaboration with leadership, support professional learning for teachers and education support staff, to build the capacity of schools to improve students¿ learning and developmental outcomes.
- Participate in the routines and activities of the school

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