Ongoing ES1|3 Student Wellbeing Officer |Time Fraction Negotiable|

Location: Western Region | Moorabool

Job type: Full time / From 07/10/2024

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Education and Training

Reference: 14331+4

Selection Criteria
SC1 Demonstrated experience in addressing a range of student wellbeing needs, both through individual counselling and facilitation of small group therapeutic programs.


SC2 Demonstrated experience in working in effective teams and demonstrated experience in developing new initiatives.

SC3 Demonstrated experience in keeping confidential, professional records and case notes.

SC4 Highly developed communication and interpersonal skills, including the demonstrated ability to network with a wide range of people.

SC5 Ability to provide leadership and professional learning that informs and influences the work of others involved in the engagement and wellbeing of children and young people.

SC6 Demonstrated ongoing commitment to developing professional understanding and expertise in the area of student wellbeing.
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
Develop and maintain healthy and positive working relationships with students, staff, care givers and student support service providers and networks
Assist students on an individual or group basis with wellbeing needs
Facilitate or organise small groups and activities for students around aspects of behavioural change
Liaise with Department of Education services, external agencies and professionals as needed to support student wellbeing needs
Plan and implement evidence based intervention strategies for students as needed
Develop meaningful case plans and goal setting with students
Keep relevant, professional and up-to-date case notes on identified students in order to monitor progress and develop support plans
Support Leadership Team and Wellbeing Coordinator in responding to critical incidents
Alongside the Wellbeing team, provide professional learning to staff to build capacity
Liaise with families and carers regarding student wellbeing needs, including development of Safety Plans, Re-engagement plans and being a part of SSGs where required, alongside other staff.
Provide information about services and resources for students and carers
Contribute to the development of wellbeing policies, processes, programs and strategies
Liaise with the Wellbeing Coordinator to ensure a consistent and agreed approach to wellbeing at the school
Other duties as requested by the Principal and Business Manager
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

EEO AND OHS Commitment
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.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au

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
Applications must include:

1. A cover sheet providing contact information including home address, email and phone number.

2. A CV with a summary of experience and qualifications.

3. Specific Key Selection Criteria response.

4. The names, email addresses and contact details for three referees.



For ease of handling by the school, all documents (cover letter, cv and key selection criteria responses) can be¿saved as one pdf and uploaded to Recruitment on Line.¿ Please also ensure that your name is included in the header of each document.

All applicants should ensure that their personal profile on Recruitment Online is up to date

Applicants seeking further information about the position or a tour of the school are encouraged to contact the Assistant Principal Ashlee May. Please contact reception on 8015 2+00 or email Eynesbury.ps@education.vic.gov.au

ES: Education Support Class positions accrue 50 days (pro rata) of annual and additional paid leave per year which is taken during the school holidays as per the Victorian Government Schools Agreement (VGSA). When attendance by an employee is required during the school vacation period, a leave purchase allowance is paid.
A current Working with Children Check (WWCC) (employee) is required or the ability to obtain a WWCC
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
Background

Eynesbury Primary School is located in Melbourne's outer west, presently catering for an enrolment base of 448 students which has exceeded our projected capacity of 400. The school occupies modern and architecturally designed facilities including two Learning Communities, a STEAM building, performing arts space and a competition-grade gymnasium.

The school was founded in January of 2021 and caters for students and families living within the Eynesbury Township. Predicated on a foundation of high expectations for all members of our school community, Eynesbury Primary School aims to guarantee an outstanding education for every child in our care and does so through an emphasis on ******** and direct instruction across all learning areas, supported by a commitment to a literacy framework informed by the Science of Learning and Reading and the ongoing development and implementation of a knowledge-rich curriculum.

Educational Vision

Eynesbury Primary School¿s objective is to ensure that all students will attain the knowledge and learning traits that will enable a lifelong love of learning and the disposition and capacity to engage critically and confidently within Australian society.

Our mission during this foundation period is to create a school that will ensure the learning and achievement of every child and to empower young people and their community to work together in this pursuit.

Students at Eynesbury Primary School will become creative and critical thinkers, empowered to positively impact both their school and their community.

They will work in partnership with their teachers to monitor their progress, identify their next point of challenge and collaborate positively with their peers.

Eynesbury Primary School will maintain high expectations for all students, underpinned by an aspirational learning culture based on evidence, best practice and inclusion.

Our founding values are Excellence, Integrity, Community and Kindness:

We will embrace high expectations for ourselves and our community and strive for excellence in all endeavours

We will act according to our values, demonstrating integrity through honesty and trust in each other

We will come together as a learning community of students, teachers and families in a way that represents the hopes and aspirations of the Eynesbury township

We will demonstrate kindness towards each other and to ourselves.

Eynesbury Primary School¿s Child Safety Code of Conduct:

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 the Child Safe Standards. Eynesbury Primary Schools Child Safety Code of Conduct is available on the school¿s website. All successful candidates will be required to provide documentation outlining suitability to working with children.

This organisation promotes the safety, wellbeing and inclusion of all children, including those with a disability. Eynesbury Primary School also promotes the safety and wellbeing of Aboriginal children, and encourages applications from Aboriginal peoples. This organisation promotes the safety and wellbeing of children from culturally and/or linguistically diverse backgrounds, and encourages applications from people from culturally and/or linguistically diverse background.

Applicants are welcome to elaborate on experience they may have working with Aboriginal children and/or communities, children with disabilities and children from culturally and/or linguistically diverse backgrounds.