Occupation: Education and training

Location: Hume - Greater Shepparton

Reference: 1550325

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.

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

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, qualified and child safe practice, including confidentiality, mandatory reporting, accurate record keeping, and compliance with DET policies, Child Safe Standards and OHS requirements.

Role

Responsibilities

The Year 7 & 8 Sub School 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

📌 Year 7-8 Sub School (Greater Shepparton City)
🏢 Victorian Government
📍 Greater Shepparton City