ESC - Student Wellbeing

Department of Education Victoria; Melbourne; Vor Ort; AUD 65.000 - 75.000; Vollzeit

Zusammenfassung

Officer Secondary College in Melbourne is seeking a skilled education support professional to coordinate student wellbeing initiatives within six Learning Communities. You will work under the INSPIRE framework, aligning with VTLM2.0, to support students and staff, ensuring high-quality engagement and targeted wellbeing outcomes.

The role emphasizes instructional coaching and collaboration, with a focus on professional growth, mentoring, and safeguarding student wellbeing across the college

Qualifikationen

• Demonstrated ability to coordinate a specific education support function in student wellbeing.
• Ability to support a high functioning wellbeing team and develop procedures.
• Strong oral and written communications skills as part of the role.

Aufgaben

• Manage the design and production of school publications and documents.
• Provide professional student support services, e.g. therapy, psychology and counselling where applicable.
• Provide strategic advice on support services and their impact on students and school curriculum.
• Manage use of and access to school resources and reference materials.

Kenntnisse

Coordination

Wellbeing support

Communication

Tools

INSPIRE framework

VTLM2.0

Jobbeschreibung

Department of Education Victoria – Melbourne VIC

23h ago , from Department of Education & Training Victoria

Officer Secondary College was founded in 2015 and has experienced rapid growth, with a current student population of approximately 1000 students, but is expected to grow to 1100 in 2027. Located in Melbourne¿s South-East, the College offers convenient access to the M1 freeway and the Pakenham train line. The College has a Student Family Occupation and Education (SFOE) index of 0.3643.

Officer Secondary College shares a clear and collective vision for a thriving school environment, where student growth is prioritised and the College is the school of choice for families in the Officer community. This vision is realised through a strong focus on building staff capacity and professional practice, maintaining high expectations and culture of excellence, and fostering strong partnerships with families and the broader community.

The College workforce includes one Principal, three Assistant Principals, 75 teaching staff and 42 Education Support staff. Officer Secondary College offers a broad range of study pathways to meet the diverse academic needs of its students. High-quality relationships are central to our approach, supported through our Learning Community structure, which provides students with a rewarding social and cultural experience throughout their secondary schooling.

Learning Communities

Officer Secondary College is organised into six Learning Communities. The Bunjil, Murrumbula, Dorrong, Willum, Wongim and Now¿weenth Learning offer a welcoming, inclusive and supportive environment where students are known, valued and supported to succeed.

Each Learning Community is led by a Subschool Team, comprising a Subschool Leader and a Learning Community Leader, whose primary role is to support students¿ academic progress and wellbeing. This includes closely monitoring student growth, providing targeted support and maintaining regular communication with families. Students typically remain in the same Learning Community throughout their time at the College, enabling strong, trusting relationships to develop and ensuring each student¿s individual needs are well understood.

Teaching and Learning at Officer Secondary College

Our educational philosophy places learning and relationships at its core, underpinned by the values of Respect, Excellence, Inclusion, Critical Thinking, Creativity, and Global Citizenship.

Teachers choose Officer Secondary College because it is a school that invests seriously in professional growth. Teaching and learning practice is guided by our INSPIRE instructional model, integrating the three essential elements of effective teaching: the student, the curriculum and pedagogy. Grounded in cognitive science and aligned with the Victorian Teaching and Learning Model (VTLM2.0), INSPIRE offers staff a shared, evidence-informed language for practice, and the clarity that comes from knowing precisely who we teach, what we teach and how we teach.

For teachers at every career stage, a framework of professional learning supports continual improvement in teacher practice. A structured culture of coaching and mentoring sits at the heart of professional life at the college: instructional coaching conversations, collaborative inquiry through Professional Learning Communities, and peer observation cycles provide sustained, individualized support for the refinement of classroom practice. Significant meeting and professional learning time is protected for this work ¿ a commitment to recognizing that teacher expertise is highly valued asset.

Student Wellbeing and Positive Behaviour (SWPBS)

Officer Secondary College has achieved Gold recognition for School-Wide Positive Behaviour Support (SWPBS) three years running. This reflects the collective efforts of our staff, students and community in building a positive school climate, a culture of student competence and a responsive, supportive management system.

Our SWPBS framework is clearly communicated and consistently applied across the College, providing a shared understanding of expectations and a proactive approach to supporting students to achieve their best, both academically and behaviourally.

For further information about the school, please visit: https://officersc.vic.edu.au/

Applicants must include the following in their application:

• a resume including relevant experience as well as personal details (name, address, email address and contact numbers, business and home)
• a section addressing the selection criteria and the requirements for application under the Who May Apply section
• proof of residency, citizenship or naturalisation
• names and contact numbers (telephone and email if possible) of at least two referees
• VIT/WWCC copy

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

PLEASE ENSURE THAT YOU INCLUDE YOUR VIT/WWCC DETAIL IN YOUR APPLICATION

Selection Criteria

SC1 Demonstrated high level experience and skills in coordinating a specific education support function in the area of student wellbeing

SC2 Demonstration high level capacity to support the high functioning student wellbeing team and to develop procedures and guidelines relating to the work area

SC3 Demonstrated high level of oral and written communications skills

SC4 Possess the technical knowledge, qualification and expertise relevant to the position

SC5 Demonstrated capacity to provide advice and support to management in respect to the work area

SC6 Demonstrated commitment to professional learning & growth for both self and others.

Role

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*******@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

Other Information

• 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 https://www2.education.vic.gov.au/pal

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 https://www2.education.vic.gov.au/pal