Student Wellbeing Officer - MH Art ES 1-4

Government schools; Melbourne; On-site; AUD 75,000 - 90,000; Full time

Job summary

Collingwood English Language School is seeking a qualified wellbeing professional to support students across multiple campuses in Melbourne. The role requires a Bachelor’s degree and eligibility for ANZACATA registration, with experience in diverse wellbeing contexts.

The position emphasizes collaboration with teachers, families and other professionals, plus development of practical intervention strategies and a strong focus on privacy compliance.

Qualifications

• Bachelor qualification and current registration or eligibility with ANZACATA.
• Experience in student wellbeing support.
• Experience with diverse wellbeing and support needs.
• Commitment to privacy of health information and professional scope.

Responsibilities

• Deliver individual and small-group wellbeing support for students.
• Collaborate with staff, families and other professionals to support students.
• Develop and implement practical intervention and support strategies.
• Work within privacy laws and maintain professional reflective practice.
• Provide ongoing professional learning support for staff and wellbeing team.
• Participate in school routines to support student engagement and wellbeing.

Skills

Communication

Interpersonal skills

Collaboration

Reflective practice

Education

Bachelor's degree

ANZACATA registration eligibility

Job description

SC1 Demonstrated tertiary qualification (Bachelor qualification or specialist/postgraduate qualification such as Master's or equivalent postgraduate degree) and current professional registration or eligibility for registration with ANZACATA or equivalent governing body, as well as experience in student wellbeing support.

SC2 Experience working with children and young people with diverse wellbeing and support needs.

SC3 Highly developed communication, relationship-building and interpersonal skills including the ability to collaborate with school staff, families and other professionals.

SC4 Ability to develop and implement practical intervention and support strategies.

SC5 Clear understanding of legislative requirements regarding privacy of health information and commitment to reflective practice, professional development and working within professional scope.

Selection Criteria

SC1 Demonstrated tertiary qualification (Bachelor qualification or specialist/postgraduate qualification such as Master's or equivalent postgraduate degree) and current professional registration or eligibility for registration with ANZACATA or equivalent governing body, as well as experience in student wellbeing support.

SC2 Experience working with children and young people with diverse wellbeing and support needs.

SC3 Highly developed communication, relationship-building and interpersonal skills including the ability to collaborate with school staff, families and other professionals.

SC4 Ability to develop and implement practical intervention and support strategies.

SC5 Clear understanding of legislative requirements regarding privacy of health information and commitment to reflective practice, professional development and working within professional scope.

Role

Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations. Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers. Specialized professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives. 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

To enhance engagement and wellbeing, CELS builds effective and connected support structures around a young person. It builds the capacity for staff to respond to the needs of complex and vulnerable young people and provides a safe, stable and supportive environment for young people to learn.

• Deliver individual and small-group wellbeing support for students
• To apply a high level of cross-cultural competency across the school with a sound understanding of Trauma Informed practices
• To work effectively as part of a team within an educational setting, using high-level communication and interpersonal skills.

• Collaborate with staff and families: Work closely with teachers, Leadership, families and the Wellbeing Team to create practical creative strategies and student support plans

  Work collaboratively with the school to contribute to policies and operational practices that will guide the work of others, including other school wellbeing staff and teachers.

• Adhere to Department f Education policies and guidelines, school procedures
• Meet relevant policies and legislative requirements in relation to student health information privacy, and mandatory reporting requirements.
• Maintain professional competence and continued professional learning, including attending professional development activities throughout the year.
• Maintain a safe art space, organise art materials and manage inventory
• In collaboration with leadership, support professional learning for teachers and education support staff, to build the capacity of schools to improve students¿ learning and developmental outcomes.
• Participate in the routines and activities of the school e.g. morning meetings, lunch, electives, outings, camps

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

Thank you for your interest in this vacancy at Collingwood English Language School.

Collingwood English Language School Commitment to Child Safety

Collingwood ELS is committed to child safety. We believe that all children should be safe, happy and empowered. We support and respect all children, as well as our staff and volunteers. We practise zero tolerance of child abuse, and all allegations and safety concerns are treated very seriously and consistently with our policies and procedures. We acknowledge and practise legal and moral obligations to contact authorities when we are concerned about a child¿s safety. Collingwood ELS is committed to preventing child abuse and early identification of risks and risk minimisation. Our human resources and recruitment practices for all staff and volunteers support child safety. We regularly train and educate our staff and volunteers on child abuse risks.

By applying for this position in the teaching service, the applicant is aware that information may be collected in order to establish whether they are suitable for child-connected work and is a fit and proper person (as defined in the Ministerial Order 1359).

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

Collingwood English Language School (CELS) is the major provider of the New Arrivals Program in the North-Western Victoria Region. It is a Foundation to Year 10 multi campus school, providing full time, intensive English Language courses for newly arrived migrants and refugees with campuses located in Collingwood, Broadmeadows and Craigieburn. The South Morang campus opened in July 2023 (Term 3).

We provide a safe, supportive and stimulating learning environment where students prepare for a seamless academic, social and cultural transition to mainstream school or other educational pathways. We also support families and guardians to understand and engage with our school community and the Victorian Education system.

Students attend the New Arrivals Program for intensive English as an Additional Language courses for 6 months if educational background is age equivalent. Students with disrupted schooling often attend for 4 terms. Assessment and reporting reflect this context.

The ratio of teachers to students is 13:1. Multicultural education aides support teachers, students and families.

Vision

We provide innovative, creative, high qualityEAL teaching and learning programs. Our students have a sense of curiosity, resilience and are excited about their learning and preparation for mainstream school or further education, leading to improved academic and life chances.

At Collingwood English Language School:

• We provide an exceptional English as an Additional Language program in a welcoming, caring, friendly, collaborative and inclusive learning community

• We provide EAL leadership and advocacy

• Our EAL Specialist teachers provide high quality learning and teaching in a safe and supportive environment

• Our students are courageous and determined learners and become effective members of the school and wider community

• Our parents and guardians are active participants in their students¿ learning and in the school community

Values

Our core purpose at Collingwood English Language School is underpinned by the following values

Respect: for ourselves, each other and our environment

Kindness:to others through compassion and celebrating success

Learning: being ready to learn, do my best, be actively engaged, share ideas and welcomefeedback. Seek support.

Collingwood Campus

The Collingwood Campus is located in Cambridge Street, approximately one kilometre northeast of the city centre. This is the original campus.

Broadmeadows Campus

The Broadmeadows Campus is in Johnstone St Broadmeadows, and is part of the Dimboola Hub, sharing the oval with Broadmeadows Valley Primary School and Hume Central (Dimboola Rd Campus)

Craigieburn Campus

The Craigieburn campus is located on Northleigh Ave, approximately two kilometres from the Craigieburn railway station and sits adjacent to Craigieburn South Primary School.

South Morang Campus

The South Morang campusopened in July 2023 and isco-located with The Lakes South Morang College, at 235 Gordons Road, South Morang.

Further information

Further information is available from the Collingwood English Language School website, including:

School Strategic Plan 2022-2025

https://www.collingwoodels.vic.edu.au/documents/CELS-School-Strategic-Plan-2022-2025.pdf

https://www.collingwoodels.vic.edu.au/images/documents/CELS_Annual_Implementation_Plan_2025.pdf

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