Student Wellbeing Leader

Government schools; Melbourne; On-site; AUD 70,000 - 100,000; Full time

Job summary

Homestead Senior Secondary College is seeking a Wellbeing Coordinator to lead high-quality wellbeing services for students and coordinate case management within a multidisciplinary team. You will liaise with staff, families, and external agencies to ensure timely, evidence-informed support that improves engagement and educational outcomes.

The role requires professional judgement, prioritisation of competing demands, and the ability to maintain confidential records while contributing to

Qualifications

• Coordinate and deliver high-quality student wellbeing services.
• Provide case management and targeted interventions for student needs.
• Lead within a multidisciplinary team and collaborate with school staff, families and external agencies.
• Communicate sensitively with young people, families, staff and external professionals in confidential circumstances.
• Provide advice, coaching and professional learning to build staff capability in wellbeing.
• Understand legislation and policies governing work with children, including child safety and privacy.

Responsibilities

• Coordinate wellbeing services to promote engagement, attendance, inclusion and resilience.
• Provide high-level wellbeing support and intervention for students with mental health concerns.
• Develop and review Student Support Plans and wellbeing documentation.
• Assess wellbeing concerns and implement evidence-informed strategies.
• Conduct risk assessments, safety planning and crisis response per policy.

Skills

Wellbeing coordination

Leadership in multidisciplinary teams

Communication and relationship‑builder

Job description

Demonstrated experience and capacity to coordinate and manage the delivery of high-quality wellbeing support services, including the development and implementation of programs, policies, procedures and operational practices that improve student wellbeing, engagement and educational outcomes.

Highly developed capacity to assess, conceptualise and analyse complex student wellbeing issues and implement evidence-informed case management and intervention strategies that respond to individual student needs.

Demonstrated capacity to provide leadership and professional expertise within a multidisciplinary team and to work collaboratively with school staff, allied health professionals, families, community organisations and external agencies to achieve positive outcomes for students.

Highly developed communication, interpersonal and relationship-building skills, including the ability to communicate sensitively and effectively with young people, families, staff, leadership and external professionals in complex and confidential circumstances.

Demonstrated capacity to provide professional advice, consultation, coaching, supervision and professional learning that builds the capability of staff to support student wellbeing, engagement, inclusion and learning.

Demonstrated understanding of the legislation, Department of Education policies and professional requirements governing work with children and young people in schools, including child safety, privacy and the appropriate management of sensitive health and wellbeing information.

Selection Criteria

• Demonstrated experience and capacity to coordinate and manage the delivery of high-quality wellbeing support services, including the development and implementation of programs, policies, procedures and operational practices that improve student wellbeing, engagement and educational outcomes.
• Highly developed capacity to assess, conceptualise and analyse complex student wellbeing issues and implement evidence-informed case management and intervention strategies that respond to individual student needs.
• Demonstrated capacity to provide leadership and professional expertise within a multidisciplinary team and to work collaboratively with school staff, allied health professionals, families, community organisations and external agencies to achieve positive outcomes for students.
• Highly developed communication, interpersonal and relationship-building skills, including the ability to communicate sensitively and effectively with young people, families, staff, leadership and external professionals in complex and confidential circumstances.
• Demonstrated capacity to provide professional advice, consultation, coaching, supervision and professional learning that builds the capability of staff to support student wellbeing, engagement, inclusion and learning.
• Demonstrated understanding of the legislation, Department of Education policies and professional requirements governing work with children and young people in schools, including child safety, privacy and the appropriate management of sensitive health and wellbeing information.

Role

Education Support Class Level 1-Range 4 positions provide specialised support to the educational services provided to students. The position supports the achievement of educational outcomes but does not include duties of teaching as defined by the Education and Training Reform Act 2006 (Vic), or its successor.

The Wellbeing Coordinator will operate with a high level of professional independence and accountability within the scope of the position. The role will require the ability to exercise professional judgement, manage competing priorities, respond to complex and sensitive matters and provide timely advice to College leadership.

At Range 4, the position carries broader responsibility for the coordination and management of wellbeing functions and provides specialist advice and support to College leadership and the broader school community. The successful applicant will be expected to work with broad objectives and guidelines, requiring initiative and professional judgement in determining appropriate approaches to complex matters.

The Wellbeing Coordinator will contribute to ensuring appropriate levels of wellbeing support are maintained across the College and will liaise with the Department of Education, government agencies, allied health professionals, community organisations and other service providers as required.

Supervision of students will not be a general requirement of the position, except where it is an integral component of the role or involves supervision of individual students or small groups in controlled circumstances where responsibility for students remains clearly with a teacher.

Responsibilities

• Coordinate and deliver high-quality student wellbeing support services that promote student engagement, attendance, inclusion, resilience and educational outcomes.
• Provide high-level wellbeing support, case management and individualised intervention for students experiencing social, emotional, behavioural or mental health concerns.
• Undertake wellbeing assessments and develop, implement and review Student Support Plans, Individual Education Plans and other relevant wellbeing planning documentation.
• Assess, conceptualise and analyse complex student wellbeing concerns and develop evidence-informed strategies to address identified needs.
• Undertake appropriate risk assessment, safety planning, crisis response, referral and follow-up in accordance with Department of Education policies, procedures and professional standards.
• Coordinate multidisciplinary support for students with complex or multiple needs, ensuring appropriate communication between internal staff, families and external professionals.
• Advocate for students requiring additional support and promote equitable access to educational opportunities, wellbeing services and appropriate pathways.
• Provide ongoing support and case management for students experiencing significant barriers to engagement, attendance, learning or successful completion of their senior secondary education.
• Coordinate appropriate support for vulnerable cohorts, including students in Out of Home Care and students requiring complex wellbeing planning.
• Coordinate the effective delivery of student wellbeing services across the College within a multidisciplinary team.
• Provide professional advice and guidance to the Assistant Principal, the Leadership team, the Engagement and Wellbeing Directors, teachers and education support staff regarding student wellbeing, engagement and complex student needs.
• Provide leadership and professional expertise in responding to complex wellbeing issues requiring specialised support.
• Contribute to the development, implementation and evaluation of whole-school wellbeing initiatives, programs and strategies.
• Develop and implement evidence-informed preventative and early intervention strategies that promote resilience, mental health, respectful relationships, positive behaviour and student connectedness.
• Support the College's implementation of a multi-tiered system of wellbeing support.
• Build the capacity of staff through consultation, coaching, professional learning, resources and practical advice regarding student wellbeing and engagement.
• Contribute to the development, review and implementation of wellbeing policies, procedures, protocols and operational practices.
• Provide leadership within multidisciplinary meetings, case conferences, student support groups and other forums focused on improving student outcomes.
• Promote consistency, collaboration and effective communication across the College's Wellbeing Team and broader school community.
• Establish and maintain effective partnerships with parents, carers, community organisations, allied health professionals and external support agencies.
• Liaise with Department of Education services, including Student Support Services and other relevant specialist teams.
• Coordinate referrals to appropriate external services and monitor the effectiveness of support provided.
• Develop effective working relationships with community and government agencies to facilitate coordinated support for students and families.
• Support students and families to navigate appropriate wellbeing, health, community and educational services.
• Monitor student wellbeing, engagement, attendance and other relevant data to identify trends, emerging issues and areas requiring targeted intervention.
• Analyse wellbeing data to inform preventative programs, intervention strategies and College improvement priorities.
• Contribute to reports, presentations and recommendations for College leadership regarding student wellbeing trends and priorities.
• Use case management and wellbeing data to evaluate the effectiveness of interventions and support continuous improvement.
• Contribute to the College's Strategic Plan, Annual Implementation Plan and other school improvement processes through wellbeing expertise and evidence.
• Maintain accurate, comprehensive and confidential case notes and records in accordance with Department of Education requirements, privacy legislation and professional standards.
• Actively promote positive mental health, wellbeing, resilience and student engagement across the College.
• Contribute to a safe, inclusive, respectful and culturally responsive school environment.
• Support the development of initiatives that strengthen student connectedness, belonging and participation.
• Contribute to proactive wellbeing programs that respond to identified student and cohort needs.
• Work collaboratively with teaching and education support staff to identify students requiring additional support at the earliest appropriate opportunity.
• Promote practices that support students to successfully engage with their learning, maintain attendance and achieve positive educational and pathway outcomes.
• Maintain professional competence and participate in relevant professional learning and development.

This Position Description may be altered from time to time to meet the operational needs of the School.

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 (seeWorkplace 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

Enquiries regarding the position can be directed to the Principal Danijel Banovic0436 922 *** - we encourage you to contact the Principal to arrange a school tour.

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Location Profile

Homestead Senior Secondary College opened in 2020 and is located in a developing area of Point Cook, approximately 28 kilometres from Melbourne CBD. Our feeder schools are the local P-9 colleges - Alamanda and Saltwater P-9 Colleges. A significant percentage of our enrolments are new arrivals to the greater Point Cook community. Homestead also attracts a growing number of enrolments from the independent school's sector. Rapid growth is predicted for both the suburb and school over the next 5 to 10 years.

In 2027 we expect approximately 900 students at HSSC, and it is projected that the college's peak enrolment will be in excess of 1500 students. In addition to this, we expect to be supporting Saltwater P-9 at years 7-9 on the Homestead site while Saltwater undergoes major capital works to increase capacity on their site.

The foundation years of the college focused upon building social capital, creating structures and practices, purchasing resources and establishing staff professional learning teams. This is an amazing career opportunity for educationalists as they are part of a staff cohort playing an integral role in the development of the college's culture, teaching & learning style and place in our community. Our new phase includes solidifying our culture of the young adult learning environment and our consistent teaching and learning model, while managing significant growth in student and staff population.

HSSC is a state of the art 21st Century learning environment for young adults. With a build cost of $53 million, and a new build of 21.6m in the next three years,facilities are second to none. Students learn in a three-storey main building, a standalone Performing Arts/Physical Education building, multi-purpose courts and a playing field. Our landscaped grounds feature amazing spaces for our students and staff.

The college curriculum focuses on providing the right pathway for all students to achieve their academic goals. The college offers a broad range of studies at Year 10, VCE, VCE VM, VET & other programs.

HSSC is defined by:

• A well balancedonlinecurriculum program that utilises purposeful and explicit teaching aimed at empowering students to be active learners, striving for personal excellence and ongoing growth and development
• Challenging, innovative and creative approaches in learning and teaching practices that embrace a full range of post compulsory pathways for Years 10 to 12 students
• Highly skilled, versatile, dedicated and caring staff committed to life-long learning and developing each student through the implementation of personalised learning programs
• The active participation of staff in professional learning communities
• Shared educational responsibility between parents, staff and students
• Powerful student agency & voice in their learning
• Mature student social and learning behaviour with embedded high expectation, including efficient process and consequences.
• Effective & open channels of communication that promote trust, positive interactions and strong links with the wider community.