Greater Shepparton College (interim name) - College Wellbeing Leader [T-345]

Greater Shepparton College (interim name) - College Wellbeing Leader [T-345]

14 Sep
Victorian Government

14 Sep

Victorian Government


Shepparton VIC

Full-time, Temporary

Reference: 1166921

Location Profile

Greater Shepparton College (Interim name) will commence operations on 1/1/2020 and will be formed by the merger of four secondary colleges. On 18 December 2017, the Minister for Education approved the recommendation of the Shepparton Education Plan to merge the four Shepparton and Mooroopna secondary schools (Shepparton High School, McGuire Secondary College, Wanganui Park Secondary College and Mooroopna Secondary College) into a single school on a single site. In the interim period while the new college is being built, three of the current school sites will be utilised, which will become campuses of the new school entity.

Greater Shepparton City Council (GSCC)

is located 180 kilometres north of Melbourne, is the fifth-largest city in regional Victoria and consists of Shepparton City, Mooroopna and Tatura. 75% of the municipality’s population live in Shepparton and Mooroopna. The area is a culturally and linguistically diverse community with almost one quarter of the population born overseas, including recent arrivals and refugees from Africa and the Middle East. It has Victoria’s largest concentration of Aboriginal and Torres Strait Island people outside of Melbourne. There are over 6,000 businesses and a workforce of 30,000. Youth unemployment is currently 13%, with an overall unemployment rate of approximately 7%.

The establishment of the new secondary college in Shepparton is the initial phase of the Shepparton Education Plan which seeks to improve educational outcomes, P-12 and beyond through improved transitions, pathways and opportunities, improved teacher capacity, resources and a contemporary school infrastructure.

The Shepparton Education Plan and the creation of a revitalised secondary school model is the outcome of longer term work by schools and consultation with the community to collaboratively improve learning opportunities, community engagement and educational outcomes.

The development of the new secondary college in Shepparton provides exciting opportunities for the successful applicant to contribute to the leadership of the transformation of secondary curriculum, pedagogy and student connection and to build community participation and ownership of the new school. A key focus of the role will be either on the improvement of teaching and learning on the campus or on ensuing the inclusion and development of all students from the wide range of backgrounds within the campus.

The establishment of the new secondary college in Shepparton will support the transformational change in this space, through:-

- improving secondary learning and pathway options
- improving primary to secondary, and secondary to tertiary transitions
- improving literacy and numeracy outcomes
- enhancing school–community engagement - “enrol the family not just the child”
- providing more targeted learning programs
- providing more equitable access to community support programs
- supporting the renewal of teaching and learning practice, and professional collaboration
- providing more flexible facilities that support emerging pedagogies
- allowing a more effective and efficient use of resources

On completion, the school will include:

- Approximately 2700 students arranged in nine houses of 300 year 7-12 students.
- New school facilities with contemporary shared teaching and learning spaces and specialist areas
- Hubs for specialist subject delivery, including a STEM Centre of Excellence, and student wellbeing

The location of the new College is the site of the existing Shepparton High School in Hawdon Street, Shepparton. The site offers many opportunities being in close proximity to the Shepparton Campuses of Latrobe and Melbourne Universities and Goulburn Ovens TAFE, and to commercial and cultural precincts. This will support the development of student pathway options and community engagement.

Selection Criteria

SC1. Demonstrated high level understanding of initiatives in student well being and the capacity to provide high level leadership at the school level to meet students’ well being needs.

SC2. Ability to assume the responsibility and authority to make significant decisions relating to the program, budget and staff relating to the Well Being area within the framework of the school’s Strategic Plan, policies and budget.

SC3. Demonstrated ability to contribute to the overall management of the school through involvement in policy formulation and decision making as part of the Senior Leadership Team of the school.
SC4. Demonstrated high level written and verbal communication skills and high level interpersonal skills including a capacity to develop constructive relationships with students, parents and other staff and contribute to the leadership and management of the school.

SC5. Demonstrated commitment and capacity to actively contribute to and lead whole school improvement initiatives, manage major activities and a commitment to ongoing professional learning for self and others to enable further development of skills, expertise and teaching capacity.


The main functions of this position are:

- The development of an exemplary student health and wellbeing model, which integrates school, area/region and external service support agencies to provide support for students, with a focus on improved educational outcomes.
- The implementation and leadership of the Health & Wellbeing model for students, including on-site learning support and potential alternative settings.
- The development and implementation of a staff health and wellbeing model, to assist during the transition period.
- Lead the team of wellbeing staff within the school (eg youth workers, school nurse, visiting professionals)
- Lead the Program for Students with Disabilities, including the management of the student support staff
- Source and recommend appointment of well-being staff as required within budget
- Lead the performance planning process for well-being staff and conduct annual performance reviews for the team.
- Manage student access to external services
- Manage external well-being services access to the college
- The communication of all student and staff wellbeing issues to the College community.


Conditions of employment will be in accordance with the Victorian Government Schools Agreement 2017. The position is to be paid at ES Level 2 Range 6, paid at the 52/52 mode of employment, for the period 01/01/2020 to 31/12/2021.

An education support class position at level 2 will have a primary responsibility for the management of significant areas or functions within the school to support the educational services being provided to students. In exercising the responsibility an education support class position at level 2 will have the authority to make all significant decisions relating to the program, budget and staff relating to their area of designated responsibility within the framework of the school's strategic plan, policies and budget 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.

An education support class position at level 2 will contribute to the overall management of the school through involvement in policy formulation and decision making.


Typical Duties Include

A Resource to the Administration and Staff

- Develop, implement and evaluate a best practice model for student health and wellbeing
- Provide relevant information and strategies to staff and students to assist students who are experiencing difficulties.
- Formulate recommendations on student needs to curriculum and wellbeing bodies within the school, including house and neighbourhood support structures in the new College.
- Inform Principal on serious wellbeing issues, and provide professional advice.
- Work with the College community to develop positive programs to foster the health and wellbeing of all.
- Arrange meetings of relevant personnel to plan and implement strategies to resolve identified problems.
- Provide a communication link between the College and the broader community, in relation to student health and wellbeing strategies.
- Attend meetings where wellbeing and wellbeing issues are discussed.
- Work closely with the house team.
- Write submissions to seek financial assistance for students in need.
- Collaborate with all relevant external agencies involved in student support matters. Coordinate and maintain a centralised filing system for case notes and records of student contact.
- In collaboration with the student support coordinator maintain, and summarise student educational assessments, and track student progress.
- Liaise with visiting professionals (eg visiting psychologist, speech pathologist, Area/Regional staff.)
- Work with the Neighbourhood leaders and Principal team to develop and deliver proactive information sessions for students and / or staff.
- Actively seek out new programs and funding to enhance the college wellbeing system.

Be a Resource to Students

- Ensure support and counselling for students experiencing difficulties.
- Refer students to relevant outside agencies.
- Act as an advocate for students in the community.
- Provide information which will assist a student.
- Develop programs to reduce disadvantage.

Be a Resource to Parents

- Ensure consultation and encouragement is provided to parents when their child is facing difficulties.
- Ensure parents are assisted to connect with outside agencies, when required.

Other duties as detailed by the Principal team.

Who May Apply

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

Professional qualifications appropriate to the role

EEO AND OHS Commitment

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.

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

DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at

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.

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