1. Student Wellbeing, Engagement and Relationships
Demonstrated ability to build positive, respectful and professional relationships with young people, assess psychosocial needs, and identify, implement and review strengths-based, evidence-informed wellbeing interventions that promote student wellbeing, engagement, attendance, connectedness and participation in learning within a Multi-Tiered System of Supports (MTSS).
2. Case Management and Collaborative Practice
Demonstrated experience supporting students with diverse and complex needs through effective case management and collaborative practice, including contributing to assessment, support planning, referrals, Student Support Groups and the development and implementation of individualised support strategies.
3. Communication, Family and Community Partnerships
Highly developed interpersonal and communication skills, with demonstrated ability to establish productive and respectful partnerships with students, families and carers, school staff, external professionals and community services to support positive student outcomes.
4. Professional Knowledge
Demonstrated knowledge of child and adolescent development, inclusive, trauma-informed, culturally responsive and evidence-informed practice, including an understanding of tiered approaches to student support, the Victorian Child Safe Standards, and Department of Education policies and procedures relevant to student wellbeing, engagement, inclusion and safety.
5. Organisation, Professional Practice and Continuous Improvement
Demonstrated ability to effectively manage competing priorities and an allocated caseload, maintain accurate and confidential records, exercise sound professional judgement within established policies and procedures, and contribute to reflective practice and continuous improvement within a multidisciplinary wellbeing team.
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.
Student Wellbeing Support
- Build positive, respectful and trusting relationships with students to promote engagement, belonging and wellbeing.
- Provide short-term wellbeing support, mentoring and coaching for students experiencing social, emotional, behavioural or engagement challenges.
- Deliver evidence-informed individual and small group interventions that build resilience, emotional regulation, social skills, attendance and school connectedness.
- Support students to identify strengths, set goals and develop strategies to overcome barriers to learning.
- Assist students during key transitions into, through and beyond secondary school.
Case Management and Early Intervention
- Maintain a caseload of students requiring targeted wellbeing support.
- Participate in multidisciplinary case management meetings, Student Support Groups and Individual Education Plan meetings.
- Monitor student wellbeing, engagement and attendance, identifying emerging concerns and contributing to early intervention planning.
- Support the implementation and review of Behaviour Support Plans, Individual Education Plans, Safety Plans and wellbeing support strategies.
- Maintain accurate and confidential records consistent with Department requirements.
Family and Community Partnerships
- Develop positive partnerships with parents, carers and families to support student wellbeing and educational engagement.
- Facilitate communication between home and school regarding student wellbeing and support planning.
- Assist families to access appropriate community services and supports.
- Liaise effectively with external agencies, health professionals and community organisations to coordinate support for students.
Whole-School Wellbeing
- Contribute to the implementation of the school's wellbeing framework and positive school culture.
- Support the delivery of wellbeing initiatives, social and emotional learning programs and student engagement activities.
- Assist in planning and facilitating wellbeing events, transition activities and preventative programs.
- Promote inclusive practices that support diversity, equity and student voice.
Child Safety and Professional Practice
- Promote and uphold the Victorian Child Safe Standards in all aspects of practice.
- Respond appropriately to student wellbeing concerns and escalate child safety, risk or protection matters in accordance with Department policy.
- Maintain professional boundaries, confidentiality and accurate documentation.
- Participate in professional learning, reflective practice and regular supervision.
- Work collaboratively within a multidisciplinary wellbeing team to provide coordinated student support.
Other duties:.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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 [email protected]
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.
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
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
Qualifications and Experience
Essential
- Relevant qualifications and demonstrated experience in Youth Work, Community Services, Social Work, Education Support, Psychology, Counselling or a related field.
- Experience supporting adolescents in education, community or youth settings.
- Current Victorian Working with Children Check (Employee).
Desirable
- Training or experience in trauma-informed practice, restorative practice, mental health, disability inclusion or behaviour support.
- Current First Aid qualification.
- 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
Mount Rowan Secondary College is a vibrant and growing Years 7-12 government secondary school in Ballarat, with a strong culture of high expectations, inclusion and care for every student. We provide a broad range of academic, vocational and applied learning pathways, ensuring every student is supported to achieve success and pursue their aspirations.
Our motto, "Together we grow and achieve," reflects our belief that the strongest outcomes are achieved through genuine partnerships between students, families, staff and the wider community. This is underpinned by our school values of Pride, Respect and Excellence through Effort, which shape the way we learn, work and interact every day.
At Mount Rowan Secondary College, we are committed to delivering high-quality, evidence-informed teaching and learning. Our whole-school instructional model, consistent teaching practices and collaborative professional culture support staff to continually refine their practice and maximise student learning growth. Professional learning, instructional coaching and leadership development are central to our commitment to continuous improvement.
Student wellbeing is at the heart of everything we do. We offer comprehensive wellbeing, engagement and inclusion programs that ensure every student feels safe, connected and supported to thrive both academically and personally.
Beyond the classroom, students are encouraged to participate in an extensive range of extracurricular opportunities including performing arts, music, sport, camps, student leadership, community partnerships and enrichment programs that foster confidence, belonging and personal growth.
Mount Rowan Secondary College also benefits from modern learning environments and outstanding facilities that support innovative teaching, collaboration and student engagement.
We are proud of the positive culture we have built for both students and staff. We seek passionate professionals who are committed to excellence, value collaboration and are eager to contribute to a school community where, together, we grow and achieve.
