Description:
Selection Criteria
SC1. Suitable qualifications and or experience in psychology, youth work or a wellbeing field, experience in working with refugees an advantage.
SC2. Understanding of common approaches, policies, programs and research relating to student wellbeing in a senior years school setting.
SC3. Experience in the delivery of student and family wellbeing services in a relevant setting and, preferably, experience working with students, teachers, families and external agencies in the area of student wellbeing.
SC4. Demonstrated experience in the coordination of services and the provision of information, support and consultation.
SC5. Highly developed communication and interpersonal skills, including the ability to work collaboratively and network with the wide range of people within the education and wider community.
SC6. Demonstrated ability to design, deliver or coordinate professional development in the area of student, family or youth 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
Contribute to the delivery of student support services within a multi-disciplinary team.
Work with others to identify and develop educational, social, and emotional programs with a focus on prevention and intervention
Develop and maintain networks with relevant youth and community agencies to assist young people and their families in gaining access to services.
Provide direct support to students and families that address the social and emotional needs of students (including liaising with external community service providers, including but not limited to DFFH, Anglicare, specialist programs and other professionals)
Refer students to external agencies where applicable, including DFFH, Mental Health Services, Youth Support Services, Community Programs, Drug and Alcohol support services and Counselling and Medical services
Effectively manage complex cases and critical incidents and bring about positive outcomes for student wellbeing.
Advocate on behalf of students and families undertaking supported referrals to appropriate services and programs.
Maintain appropriate and accurate case notes and records.
Consult on the development of evidence-based interventions and programs
Offer advice in relation to developing return to school plans
Debrief students (and staff if required) after critical incident
Support the development of student Safety Plans
De-escalate students who pose risk to self or others
Provide post-vention support to students following critical incident.
Offer support to highly affected families following critical incidence
Support staff learning to inform on areas of concern for students¿ wellbeing
Provide individual and group counselling and therapeutic services to students as required
Support the tracking of behaviour and attendance and work collaboratively to provide intervention where required
Contribute to the running of school programs including Breakfast Club and Lunch Time activities
Support whole-school wellbeing focused events
Other duties as directed by the Principal or the Principal's delegate and Leadership Team
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
- 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
Crusoe College is a 7-10 Secondary College in the Bendigo region. Formerly known as Kangaroo Flat Secondary College, it was merged with the Golden Square Secondary College and undertook a name change and major upgrade of facilities in 2008. The goals of the College include the target that students will make at least one year of learning growth for each year they are at school. This can only be achieved if teachers, students, and families are working together to create an environment where learning is the priority. To enable this culture to be reinforced, teachers have a strong focus from the start of the year on encouraging students in attending school every day in the correct uniform, being in class on time, bringing the required equipment and resources, paying attention to the instructions of teachers and making the effort to complete the required learning tasks. We ask parents to support us by reinforcing to students that school expectations exist to help promote achievements and should be adhered to in all circumstances.