The original Coburg High School was one of the first high schools in Melbourne and we have a long and proud history. Between 2007 and 2014 the school was known as Coburg Senior High School with an enrolment of students in Years 10-12. In 2015 Coburg High School was re-established as a Years 7 to 12 school with the inaugural group of Year 7 students. In 2026 there are approximately 1270 students enrolled at CHS. Attendance rates are above state average. The SFOE is 0.18 in 2026, indicating low levels of disadvantage overall.
Through the involvement of staff and students, in recent years a set of four core values have been established¿Excellence, Integrity, Curiosity and Community¿and these values underpin expected behaviours, policies, practices, communication and decision-making at the school.
Coburg High School is structured around year level teams with the Student Support Team responsible for the engagement and wellbeing of all students. The dedicated Wellbeing team has
two counsellors, a Mental Health Practitioner, School Nurse and Youth Worker. Coburg High School is a School¿Wide Positive Behaviours School, Respectful Relationships lead school and adheres to the tenets of restorative justice. The school has undertaken significant work in establishing an online curriculum management system called Coburg Online Google Sites (COGS). Alongside the development of the COGS to establish a guaranteed and viable curriculum, the school has adopted an instructional model with the acronym GANAG. This model has the key components of goal setting (G), accessing prior knowledge (A), introducing new information (N), applying the new information (A) and finally reviewing the goal (G). Our challenge is to continue to embed the application of the VTLM 2.0 within the instructional model paradigm, underpinned by a comprehensive program of professional learning to ensure that strategies are implemented with
rigour and fidelity.
As outlined in the School Strategic Plan, the school¿s central purpose is to foster voice and agency and equip students them with skills for lifelong learning. We empower students to thrive in a complex and changing global society. To this end, Coburg High School offers a broad range of subjects, courses and programs for the Victorian Curriculum and the VCE. We are currently running 28 different VCE subjects and are offering the VCE Vocational Major for the first time in 2023.
We offer students a wide range of co-curricular programs including inter-school sport, music, drama, dance, student leadership, debating and public-speaking, science talent searches and fairs,
mathematics competitions, art exhibitions, community service, camps, tours and a range of interest-based clubs.
Coburg High School aims to be an interconnected community hub that serves the diverse needs of our students. The school is situated on expansive grounds with an oval and upgraded
netball/basketball courts and a native garden. The four main buildings incorporate generously sized classrooms and specialist spaces (including a theatrette, performing arts space, gymnasium as well as art studios and laboratories). There are a number of sustainability features including a 99.9kW solar array, several large water storage tanks and a thriving greenhouse for horticulture. The school is located in proximity to Merri Creek, Coburg Olympic Pool and Coburg Athletics Track. As part of the 2023 State Budget, the school received $17.8m for a new Technology Building and the school is currently in the planning stages for this exciting new facility, which will encompass Materials, Design and Food Technology subjects and is projected to be the base for Year 8 students from 2027. As Part of the Food wing, there will be a purpose built VET standard kitchen with coolroom, a junior Food Technology classroom, Dining Room and Food Servery.
SC1 Demonstrated experience in the development and implementation of programs, procedures, plans and policies that foster student engagement, wellbeing, resilience, social, emotional and educational needs.
SC2 Demonstrated capacity to communicate effectively with members of the school community including students and the capacity to provide support and guidance to students and families.
SC3 Capacity to work cooperatively with a range of people including teachers, education support staff, school leadership, external agencies, students and families.
SC4 Demonstrated ability to assist and support vulnerable and disengaged youth within an educational setting
SC5 Demonstrate experience in making and coordinating Program for Students with Disabilities / Disability Inclusion Tier 3 applications for funding and supporting these students and their families
SC6 A commitment to the Coburg High School values of Integrity, Excellence, Curiosity and Community, and own professional learning and growth.
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.
Operating in collaboration with their school, leadership and wellbeing team where relevant, the Mental Health and Wellbeing Leader will:
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Manage the delivery of support services to students, teachers, parents and other school clients.
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Ensure all external providers deliver the required service.
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Communicate with staff regarding student wellbeing concerns in a timely manner
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Provide counselling support to students as required
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Assist staff to identify students facing difficulties with attendance, behavior, and engagement, and to develop interventions and strategies
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Contribute and coordinate knowledge and skills of staff and the school community in the area of student wellbeing
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Develop whole school understanding and implementation of effective wellbeing practices
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Responsibility for actioning items presented in the Annual Implementation Plan (AIP) pertaining to student wellbeing
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In conjunction with the Year 7 and Transition Leading Teacher, manage transition of primary school students with wellbeing concerns and PSD/DI students, including transition profiles, parent meetings, and primary school visits
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Collect, analyze, and report data regarding wellbeing issues to Assistant Principal (Student Engagement and Wellbeing)
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Monitor and evaluate wellbeing programs and delivery
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Oversee PSD students, including writing PSD applications and the transition to the Disability Inclusion model
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Contribute to the process of Individual Education Plan creation
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Facilitate Student Support Group meetings for students (both funded and non-funded) as required
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Liaise with the Assistant Principal (Operations and Inclusion), Inclusion Leader, and other key school staff when required
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Lead crisis management, including postvention for suicide and safety planning for intentional self-harm
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Refer students to appropriate services for required support
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Liaise and consult with relevant external agencies
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Case management, including creation and secure storage of confidential case notes
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Manage SOCS referrals and liaise with Department of Education SSSO staff
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Coordinate relationships with partner organisations which can provide support to vulnerable and disengaged students
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Liaise with Year Level Leaders and Student Support Leaders to discuss appropriate referrals and support
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Provide professional development and training to staff regarding wellbeing processes and guidelines as well as student-specific training when required
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Develop, implement, and evaluate wellbeing programs, policies, and processes that are consistent with Coburg High School's values and current Department of Education policies and procedures
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Oversee all reports of Child Abuse and Sexual Assault, including implementation of Protect procedures, SOCIT liaison, DFFH notifications, and parental duty of care communications
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Manage the Wellbeing Centre, organise regular meetings and oversee relevant budgets
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Other tasks as directed by the Principal and Business Manager
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 ensure that your application includes:
- A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- A section addressing the selection criteria and the requirements for application under the Who May Apply section
- Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
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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
