Key Selection Criteria
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Demonstrated experience in student wellbeing and engagement
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Proven ability to provide individual and group support to young people experiencing social, emotional, behavioural, or engagement challenges within an educational or community setting.
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Knowledge of mental health promotion and early intervention practices
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Demonstrated understanding of evidence-based wellbeing, prevention, and early intervention programs that support student engagement, resilience, and positive mental health outcomes.
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Ability to build effective partnerships
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Highly developed interpersonal skills with the ability to collaborate effectively with students, families, school staff, external agencies, and health professionals to coordinate support and improve student outcomes.
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Experience facilitating student leadership and engagement programs
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Demonstrated capacity to design, implement, and evaluate student leadership, mentoring, wellbeing, and engagement initiatives that strengthen student voice, agency, and school connectedness.
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Strong organisational, administrative and case management skills
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Proven ability to maintain accurate records, analyse attendance and wellbeing data, prepare reports, manage competing priorities, and work within Department of Education and school policies and procedures.
The main objective of the wellbeing engagement facilitator/program role is to be responsible for the wellbeing support needs of students and to implement programmes to assist engagement and student agency in school also to provide resources and assist planning of targeted tier one and tier two programmes for wellbeing team and whole school community.
Scope of work:
Reporting to the Wellbeing Team Leader, the engagement program role is 4 days per week at both East and West campus. Based in the East
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Provide direct individual support and other early intervention prevention services for individual students and groups identified as at risk and/or experience disengagement from school.
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Coordinate supports for students with critical needs both within and external to school, including proactively working with external community support providers and other health professionals to engage further support as required.
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Enhance engagement and wellbeing prevention activities in the school by contributing to the whole school student leadership programs, building the capacity for student agency and student voice.
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Work to embed mental health promotion and prevention programmes and strategies in the school community, working closely with school leaders developing and implementing Building Respectful Relationship Rights and Resilience for the whole school community.
Responsibilities:
Ensure all activities are undertaken within the policy and procedure framework of RSC and DET including the maintenance of quality case notes and timely reporting when working with individuals and/or groups of students
Work closely with student leadership groups to help student investigate and address issues students currently facing. Organise facilitate and evaluate peer leadership and mentoring programs.
Advocate, consult with staff, family and community members to create an inclusive environment with a focus on students at risk of disengagement to school through analysis of school attendance data.
Provision of individual early intervention support for students with social concerns and emerging mental health problems, participate in SSG and care team meetings.
Organise and facilitate school events that promote positive mental health such as Wear It Purple Day, school camps and student lead celebration days.
Implement and evaluate a range of early intervention, small group (Tier 2) initiatives for students based on the collection and analysis of data regarding wellbeing and social issues identified within the school community.
Participate in BRR and RRRR meetings to support, plan, resourcing and implement T1 and T2 programs school wide.
Engage external organisations / professionals to support/resource, facilitate student wellbeing programs and interventions.
Opportunity to attend any Outer East Network or school networks and report back key information to core wellbeing team
Minimum Requirements:
Degree in social sciences
Current Working with Children¿s Card
A satisfactory police criminal check
At least 2 years demonstrated relevant experience
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
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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
Please refer to our website www.rowvillesc.vic.edu.au
