SC 1: Demonstrated experience in assessing student wellbeing needs and providing counselling, wellbeing and therapeutic interventions that support positive student outcomes.
SC 2: Demonstrated capacity to apply sound theoretical knowledge and practical expertise to develop and implement evidence-based wellbeing strategies, interventions and support plans.
SC 3: Proven ability to facilitate individual and group programs that promote student wellbeing, engagement, resilience and social-emotional development.
SC 4: Highly developed interpersonal and communication skills, including the ability to explain professional concepts and approaches to students, parents/carers, staff and external stakeholders.
SC 5: Proven capacity to work collaboratively within multidisciplinary teams and establish productive partnerships with families, staff and external agencies.
SC 6: Demonstrated ability to work independently within defined organisational parameters while maintaining professional accountability, confidentiality and ethical practice.
The Student Wellbeing Coordinator plays a key role in supporting the social, emotional, behavioural and mental health needs of students to enhance engagement, learning and wellbeing outcomes. The position provides professional wellbeing, counselling, therapeutic and case management services to students, families and staff within established school and Department guidelines.
The Student Wellbeing Coordinator works collaboratively with school leadership, teachers, families and external agencies to identify student needs, coordinate support and deliver evidence-informed interventions that promote student wellbeing, inclusion and engagement.
The role requires the application of sound theoretical knowledge and practical expertise to assess student needs, provide targeted support and facilitate individual and group wellbeing programs.
Student Wellbeing Support
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Deliver care through a range of health, counselling, wellbeing and therapeutic services to support student engagement and learning.
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Assess student wellbeing, social-emotional and behavioural needs and deliver services within generally defined professional parameters.
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Provide short-term counselling, therapeutic interventions, mentoring and wellbeing support to individual students.
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Develop, implement and monitor wellbeing support plans and intervention strategies.
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Maintain accurate, confidential and professional records in accordance with Department and school requirements.
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Support students experiencing social, emotional, behavioural, attendance or engagement challenges.
Assessment and Case Management
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Conduct student wellbeing assessments and identify appropriate intervention pathways.
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Coordinate and monitor referrals to internal and external support services.
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Participate in Student Support Group meetings, case conferences and multidisciplinary teams.
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Monitor student progress and evaluate intervention outcomes.
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Provide professional reports requiring in-depth factual analysis, including assessments, recommendations and proposed support strategies for consideration by school leadership and other professionals.
Program Development and Delivery
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Design, facilitate and evaluate individual and group wellbeing programs for students.
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Deliver evidence-based programs focusing on areas such as resilience, social skills, emotional regulation, mental health promotion, respectful relationships and student engagement.
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Support whole-school wellbeing initiatives and positive school culture programs.
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Assist in the implementation of Department wellbeing frameworks and school strategic priorities.
Collaboration and Consultation
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Work collaboratively with school leadership, teachers, families and external agencies to support student wellbeing outcomes.
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Explain professional concepts, approaches and wellbeing strategies to students, parents/carers, staff and stakeholders.
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Provide advice and guidance to staff regarding student wellbeing needs and support strategies.
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Liaise effectively with allied health professionals, community organisations and government agencies.
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
Lilydale High School has a long tradition of providing excellent educational programs for students Years 7 to 12 and is highly regarded in the community. Significant efforts are made to see that students consistently reach outstanding achievements in a wide variety of areas, including VCE results, sports, arts, and community service activities. Collaborative decision-making processes, resulting in clearly defined policies and programs aim to ensure that each student is challenged and extended academically, creatively, socially, and physically.
Lilydale High School offers a comprehensive curriculum for Years 7 to 12 in the following eight Key Learning Areas: English, Languages, Technology, Science, Mathematics, Humanities, Physical and Sport Education and the Arts. All Year 7 and 8 students study units from these core areas. Year 9 and 10 students select from a wide range of units offered by all areas of study within set requirements. VCE subject choice is decided by vocational or further study ambitions and is made from a comprehensive range of courses. Specific features of the curriculum include the provision of an accelerated program for academically gifted and talented students, and the study of VCE units for Year 10 students. The school also offers VET and VCAL courses. The current Charter Priorities are: Improved Student Outcomes including improved NAPLAN and VCE results; Improved Connectedness and Improved Transitions from Year 8 to 9 to 10.
Our Vision Statement underpins all the school¿s decisions and actions: Lilydale High School provides an environment that values academic excellence and maximises opportunities and pathways to enable all students to become resilient and contributing members of the community. In brief, excellence in learning, resilience in life, thriving in community. Lilydale High School is committed to providing a safe, secure, and welcoming environment for all students. We believe that each student¿s happiness, confidence, feelings of security and sense of belonging are dependent upon an environment where all members are considerate, respectful, and courteous to each other. A strength of our school is our ability to support a pastoral concern for each student from first enrolment to post-school experience.
