KSC1 - Qualifications, knowledge and experience utilising theories, frameworks that translate to school wellbeing work. Relevant qualification or progress toward a Bachelors degree or higher (e.g. Social Work, Youth Work, Counselling or other relevant qualification), with a sound understanding of wellbeing and inclusion practices in Special Education, including Multi-Tiered Systems of Support and their impact on student engagement, regulation, attendance and learning (preferable).
KSC2 - Experience, training and capability holding and managing complex student wellbeing cases. Inclusive of sound information sharing, risk assessing/ safety planning, managing external referrals, working alongside parents and more.
KSC3 - Trauma - Informed and Inclusive Practice
Sound knowledge and application of trauma - informed and inclusivepractices to support student wellbeing, behaviour and engagement through group work, 1:1 support and staged responses within an inclusive school culture.
KSC4 - Communication, Collaboration and teamwork
Highly developed interpersonal skills with the ability to work collaboratively with students, families, staff and external agencies, including effective participation in SSGs, complex case meetings, referrals and caseload management. Working alongside other disciplines (ES, Teachers, other) and being effective interpersonally
KSC5 - Professional Practice, Compliance and Child Safety
Demonstrated commitment to ethical, professional and child safe practice, including confidentiality, mandatory reporting, accurate record keeping, and compliance with DET policies, Child Safe Standards and OHS requirements.
[Attendance requirement for this position]
Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.
Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.
Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.
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.
The sub school wellbeing & programs leader, plays a key role in supporting student wellbeing, inclusion, and participation, with a primary focus on Wellbeing Supports across all tiers (1-3) in the Multi-Tiered Systems of support (MTSS) framework
This role is designed to be the key point of contact for student wellbeing needs, supports and interventions.
The role is designed to hold and manage complex student wellbeing cases, with likely involvement from various external stakeholders, managing information sharing, risk assessing and safety planning. The role will also support in planning, delivery and review of 'Tier 2 and 3' wellbeing group interventions appropriate contextually for secondary school students, mapped to themes against real useable student level data. The role will also support the supervision - but not hold entirely - various 'Wellbeing Placement Students' (WPS) who will add value in student wellbeing across the week in this same team.
Primary Focus: Wellbeing Practice
- Work as an active member of the college wellbeing staffing group
- Complete wellbeing needs assessments and contribute to staged responses where required
- Work with the team towards assessments and safety plans for students as required
- Complete and request Information sharing requests in the best interests of children and families health & wellbeing
- Provide support and leadership in wellbeing attendance data follow up and student/ family engagement
- Complete mandatory reporting and risk-related documentation in line with DET policy
- Participate in complex case meetings, SSGs, and other multidisciplinary forums as directed
- Complete external service referrals to relevant agencies (e.g. Uniting, The Orange Door, Headspace, CAMHS etc)
- Working in early intervention & prevention (Tier 1, 2 and 3) to support prevention programs activities for students and families.
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
- 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
Remuneration $93,265 - $109,967 with no attendance required during all school holidays.
Located in Melbourne's western suburbs, Sunshine Special Developmental School (SDS) provides a unique and innovative learning environment for students aged 5-18 years with moderate to severe intellectual disabilities. As a P-12 school, Sunshine SDS is structured around a Primary and Secondary Learning Centre model that supports continuity of learning and development.
Our school community is culturally rich and diverse. We have a strong Vietnamese community and continue to welcome an increasing number of Burmese and African families into our learning environment.
Sunshine SDS has an enrolment of 200 students and a dedicated staff team comprising:
- 4 Principal Class Officers
- 4 Leading Teachers
- 2 Learning Specialists
- 28 Teachers
- 53 Education Support Staff
Teaching and Learning
Our programs are tailored to meet the individual needs of each student. Learning is student centred, with Individual Education Plans (IEPs) developed in partnership with families. Teaching is guided by data to identify priority learning goals and monitor progress.
Learning is aligned to the Victorian Curriculum, with a strong focus on:
- English
- Communication
- Mathematics
- Personal and Social Capability
Students engage in a range of hands on, meaningful learning experiences, including play based learning, enrichment programs, and Intensive Interaction. Specialist programs further enhance engagement and skill development, including:
- Visual and Performing Arts
- Drama and Learn to Play
- Bike Education
- Physical Education
- Cooking
- Respectful Relationships
Wellbeing and Allied Health
Our Wellbeing and Allied Health team plays a vital role in supporting students and staff. Sunshine SDS is a School Wide Positive Behaviour (SWPBS) school with a team of Behaviour Support Coaches in classrooms building staff capacity and student behaviours.
Speech Pathologists
- Occupational Therapists
- Physiotherapist
- Behaviour Support Team
- Allied Health Assistants
Additional support for students and families is provided by our:
- African Cultural Worker
- Wellbeing Officer
- NDIS Navigator
- School Nurse
Together, these teams work collaboratively to ensure every student is supported to thrive academically, socially, and emotionally.
Sunshine SDS promotes and upholds our vision of Excellence in education for every
student, every day without exception.
LEARNING | COLLABORATION | RESPECT | COURAGE | PERSISTENCE
