Student Wellbeing Officer

Selection Criteria

SC1 Demonstrated knowledge of the Department of Education wellbeing frameworks and protecting children requirements

SC2 Demonstrated experience in supporting primary students with social, emotional and behavioural needs

SC3 Demonstrated strong collaborative practice within a school setting, networking with students, staff and the wider community

SC4 Demonstrated capacity to deliver targeted wellbeing programs

SC5 Demonstrated strong organisational, administrative and record-keeping skills, aligned to reporting practices

SC6 Demonstrated commitment to providing quality learning experiences, within a culturally diverse community

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

• Manage the design and production of school publications and documents.
• Provide professional student support services, e.g. therapist and psychological and counselling services.
• Provide strategic advice on specific support services and their impact on students, school curriculum and services.
• Manage the use of and access to school resource and reference material.

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 marrung@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

Location Profile

Wooranna Park Primary School is located within Dandenong North, situated in the south-east corridor of Melbourne approximately, 34 kilometres from the Melbourne Central Business District and close to a Monash Freeway exit.

We are proud of our school community, catering for a wide range of social, economic and cultural backgrounds. The current school population is 266 students with a SFO of 0.5731, serving a large proportion of students with language background other than English. The school currently comprises of 12 composite classes. Specialist curriculum subjects include Physical Education (PE), Japanese, STEM, and Performing Arts, with Visual Arts being added in 2024.

The school features two main school buildings, accommodating several learning spaces with a Building the Education Revolution (BER) gymnasium. The hidden grounds feature landscaped gardens and a running track around the perimeter of a sports field. The school is currently home to several chickens and an extensive vegetable garden with a strong focus on the environment and sustainability.

In 2024 the Annual Implementation Plan has focused on students¿ learning and wellbeing.  The Professional Learning Community process has provided us with a collective focus on continuous improvement across the whole school, helping to strengthen the importance of research-based frameworks and a documented curriculum that is cohesive and sequenced.

Resources have also been mobilised to support students¿ wellbeing and mental health. The School Wide Positive Behaviour support (SWPBS) framework has helped to bring the school community together to promote a positive, safe, respectful, and responsible learning culture.  We have been excited to implement a whole learning community approach to students¿ mental health and wellbeing, guided by the Be You framework and in 2024 the URStrong friendship program.

Currently 18 students receive funding through the Program for Students with a Disability (PSD) program with several other children having high inclusion needs.  All our students are supported through our tiered model of intervention, and our team of Education Support staff are second to none! 

The teaching staff comprises a range of levels of experience from recently graduated teachers through to highly experienced teaching practitioners who are ready to engage in school improvement. The school¿s middle leaders are developing the capacity to lead the school forward to ensure we are providing students with the best possible learning outcomes for every student.

There are plenty of opportunities for us to grow and develop this school together, creating a bright future for the children of the Dandenong North community.  Please read about the aspirations we have for our community on our website: https://www.woorannaparkps.vic.edu.au/page/15/A-Message-from-the-Principal

We would love to have you play a significant part on our team, helping to embed a whole-school approach to mental health and wellbeing for students, staff and families.