Student Wellbeing - Join our outstanding 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.
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.
This role encompasses aspects of wellbeing, mental health and current teenage issues in a multicultural school environment. The provision of support and counselling, including crisis management, at both an individual and group level is a key component of this role. Development and encouragement of supportive relationships with students, the school community and outside agencies. A clear understanding of the issues of privacy, confidentiality, and the schools position in terms of mandated responsibilities is expected to form the basis of counselling and support at all times. The role forms an integral part of a dynamic student wellbeing team enabling a group support approach for students from Year 7-12.
Qualifications:
Professional qualifications in the areas of Social Work, Psychology, Youth Work or relevant Allied Health field are required for this position.
Responsibilities
The primary work of the College is directed towards the education of its students. Their wellbeing needs require support and assistance to more effectively meet their educational needs.
- Act in accordance with guidelines, processes and policies whilst maintaining confidentiality and privacy at all times.
- Provide support services for students on an individual basis, including liaison with parents regarding wellbeing and academic progress concerns.
- Respond to crisis situations as they arise, implementing timely and appropriate support for students, families and staff.
- Facilitate and support, mental health and all general youth counselling including referral to outside agencies as required.
- Provide staff with ongoing feedback and personal support to strengthen relationships between student support services and teaching practices.
- Develop effective referral and communication processes including maintaining accurate case notes and records of all counselling and interview sessions.
- Act as a resource person for students, families and staff.
- Develop, implement & evaluate wellbeing programs & events which address wellbeing key issues.
- This role has student but no staff supervisory responsibilities.
- Other duties may be assigned by the Principal and / or 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
This position is to replace a staff member on Family Leave.
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 WWCC 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.
This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.
