KSC1 Capacity to work co-operatively with a range of people including teachers, education support, students and parents
KSC2 Highly developed communication, networking and interpersonal skills
KSC3 Demonstrated ability to develop, implement & evaluate programs that directly support individual student wellbeing, engage students in learning and enhance school life.
KSC4 Substantial experience in the development and implementation of strategies that foster resilience in children and address their social, emotional and educational needs.
KSC5 Evidence of the ability to produce clear, comprehensive notes and reports for individual case work enabling cross team access for consultation, decision making and action plans.
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
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Undertake triage and provide intake and assessment
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When required, provide wellbeing support and advice for students experiencing social, emotional, behavioural, or mental health concerns.
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Maintain accurate, confidential student wellbeing/intervention records in accordance with Department and College policies.
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Support students during escalations or critical incidents using calm, low-arousal and restorative approaches while following school procedures.
Wellbeing Program Coordination
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Coordinate and run the Breakfast Club program, which will include an early start on each Tuesday and Thursday.
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Schedule and coordinate onsite appointments for allied health services
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Coordinate & assist with equity initiatives including our State Schools' Relief program and applications, as well as connecting families with community supports.
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Coordinate the planning, delivery, and evaluation of whole-school wellbeing programs aligned with the College's strategic priorities.
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Coordinate peer support, mentoring, and buddy programs to foster inclusion and belonging.
Administration & Management
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Work collaboratively with the Principal Team, Wellbeing Teams, subschool teams, teachers, and Education Support staff to provide coordinated supports for students.
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Liaise with external agencies including psychologists, youth workers, Child and Adolescent Mental Health Services (CAMHS), child protection, community health providers, and other support services.
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Coordinate wellbeing program schedules, resources, communications, and event logistics.
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Manage program budgets and resources where applicable.
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Prepare grant applications, funding acquittals, and program evaluations where required.
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Coordinate referrals to internal and external wellbeing services where appropriate.
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Assist students with complex needs, including coordinating, scheduling and documentation of Student Support Group meetings.
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Support Disability Inclusion processes by assisting with wellbeing documentation, gathering evidence and collaborating with relevant staff throughout Disability Inclusion Profile applications.
Data, Reporting & Continuous Improvement
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Collect and analyse student wellbeing, attendance, engagement, and behavioural data to identify emerging needs and trends informing the need for student intervention and school run programs
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Prepare reports and recommendations for College Leadership regarding wellbeing initiatives and student outcomes.
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Use data to inform strategic planning and continuous improvement of wellbeing programs.
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Follow an improvement cycle for programs, including the evaluation of programs¿ effectiveness using student feedback, participation data, and wellbeing indicators to support continuous improvement.
Qualifications
Qualification required - Diploma of Community Services, Diploma of Youth Work, Cert 4 in Mental Health or equivalent study.
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
This is a Full Time position- 1.0 Time Fraction. Hours are 8:00am to 4:06pm. School Holiday attendance may be required for up to 6 days across the year.
PREPARATION OF APPLICATION
Applicants should adhere to standard procedures for the submission of written applications. Applicants may prepare their applications in any form desired, but the following recommendations are provided to assist all candidates:
1. Responses to criteria MUST be no longer than 10 pages using a font no smaller than size 12.
2. Applications should include a CV containing at least your address and contact numbers (business and private), classification, current position, evidence of qualifications and VIT number
3. Applications should address all five of the Key Selection Criteria.
4. Applicants may nominate up to three (3) referees. Nominated referees should be individuals who can make relevant comments regarding the applicant in relation to the Key Selection Criteria.
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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
Join our outstanding Wellbeing Team!
We're on the lookout for highly skilled and passionate staff to be part of our dynamic school community.
More about our amazing school:
At Staughton College, we are deeply passionate about high-quality education and its positive impact on young people and their communities. For us, education is more than just imparting knowledge; it's about nurturing the whole individual, fostering a love for learning, and equipping students with the skills and values they need to succeed in life.
Over the past decade, our college has grown significantly, now serving over 1,800 students with a dedicated team of 200 staff members. Our community thrives on the belief that students excel when their learning and well-being are closely connected. We are committed to creating an environment where every student has the opportunity to become the best version of themselves.
Our guiding philosophy is grounded in equity of access and high expectations, ensuring that all children will learn and achieve their full potential. We ensure that all students leave Staughton College with a love of learning, a strong sense of self-worth, confidence, independence, risk-taking skills, and self-discipline. High expectations for learning and behaviour are tied to respect for the rights and responsibilities of all members of our community.
Staughton College is a place where students are empowered to be dynamic members of our community, actively participating in both classroom learning and extracurricular activities. Through our Staughton Student Matrix, we explicitly teach and acknowledge key positive behaviours that enhance learning, effort, and respect. As an accredited Select Entry Accelerated Learning (SEAL) school, we offer specialized pathways for highly able students, ensuring they receive the support and opportunities needed to excel.
A cornerstone of our philosophy is a staff culture that prioritizes strong relationships and open, meaningful conversations about what truly matters. This culture is not just a statement, it's something we live out every day. We consistently model and reinforce these values, ensuring we support one another while also holding ourselves accountable to the highest standards.
We believe that by investing in every staff member and supporting them in being their best, our students will be best placed to thrive. This commitment is reflected in the ongoing support and the many opportunities we provide for professional growth in teaching and leadership.
Our teaching staff use point-of-need data and assessments to plan personalized learning environments, effectively engaging students and meeting their unique needs. Our instructional model, based on the Marzano/Pollock GANAG framework, is used consistently across classrooms, ensuring deep learning. We also embrace a whole-school approach to curriculum development, where strong practitioners invest in writing robust curriculum frameworks, allowing teaching teams to focus on how to teach content effectively.
At Staughton College, we strive to exceed expectations, fostering a culture where everyone-students and staff alike-can grow, learn, and achieve excellence.
