Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Gippsland - Latrobe
Reference: 1525900
SC1: Demonstrated capacity to plan and implement evidence-based interventions and/or therapeutic support for students with complex needs, particularly those impacted by trauma, disengagement and/or with neurodiverse profiles.
SC2: Demonstrated understanding of trauma-informed practice and evidence-based frameworks, including the ability to support student engagement, emotional regulation, social skills and positive behaviour.
SC3: Highly developed interpersonal and communication skills, including the capacity to build positive relationships with students, staff and families, and to work collaboratively within a multidisciplinary team.
SC4: Demonstrated capacity to engage and work effectively with families and external services, including supporting hard-to-reach families, coordinating referrals, and contributing to wraparound support for students.
SC5: Capacity to work with a high degree of independence, efficiency, initiative and professional judgement, including the ability to prioritise tasks, manage competing demands, and respond effectively in a dynamic environment.
SC6: Demonstrated experience in responding to student wellbeing needs, including crisis response, risk assessment, documentation and maintaining accurate records in line with school and Department of Education requirements.
The Student Wellbeing and Engagement Facilitator provides hands-on support to students requiring targeted intervention within a multi-tiered system of support. The role focuses on improving student engagement, emotional regulation, social and communication skills, behaviour, and attendance through the implementation of trauma-informed and evidence-based practices.
Taking direction from the Wellbeing Leader, the Facilitator supports individual students and small groups, builds strong relationships with students, staff and families, and contributes to a coordinated, whole-school approach to wellbeing and inclusion. The role is best suited to a practitioner with a strong understanding of trauma, disadvantage, and inclusive practice, along with excellent time management, flexibility and a strong work ethic who can respond effectively to complex student needs in a dynamic school environment.
Student Support
Deliver targeted small group and individual interventions to students with identified social, emotional, communication and behavioural needs.
Implement therapeutic approaches to support engagement and regulation, including but not limited to Play, Lego or Art-based interventions.
Respond to students in crisis or distress and provide risk assessment, following up with families, services and external agencies with support from the Wellbeing Leader.
Help students use regulation strategies and safely return to learning.
Act as a key adult or go-to person for students who need additional emotional support.
Support students to reflect on their actions, repair harm, and rebuild relationships.
Student Engagement
Develop and maintain positive, consistent relationships with disengaged students and families to support improved attendance and school connection.
Work collaboratively with the wellbeing team and teaching staff to implement targeted attendance strategies and plans.
Liaise with external services and agencies to engage hard-to-reach families, strengthen school-home connections and remove barriers to attendance, including transport, mental health and family support needs.
Support the leadership team to coordinate and implement processes for students with identified attendance concerns.
Support with the delivery of the school-wide positive behaviour system, including supporting staff and students to engage with the token economy as a tool for reinforcing positive behaviours.
Family and Community Engagement
Support and empower families to engage with external services and school-based supports.
Promote inclusive practices that foster a strong sense of belonging and connection between families and the school community.
Complete and follow up with notifications/reports/referrals made to DFFH as required.
Collaboration and Teamwork
Work collaboratively within the Wellbeing Team to meet student needs, including regularly attending triage meetings, reflective practice and engaging in supervision and ongoing professional development.
Contribute to Student Support Group (SSG) meetings, Care Team meetings (CTM), Individual Education Plans (IEP), and behaviour support planning processes where appropriate.
Liaise with external agencies and service providers as required, including Our Place and Key Assets within the hub model.
Maintain accurate records in line with school and Department of Education requirements.
Support with school duties, including but not limited to yard, bus and first-aid.
Desirable Qualifications and Experience
Experience delivering targeted and/or therapeutic interventions (e.g. play-based, Lego-based, art-based or similar) to support wellbeing, engagement and emotional regulation.
Understanding of trauma-informed practice, inclusive education and supporting students with complex and/or neurodiverse needs.
Experience working collaboratively with staff, families and external agencies, including maintaining accurate records and following required processes.
Relevant experience or qualification in Education Support, Youth Work, Social Work, Psychology, Counselling or a related field.
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
Morwell Central Primary School is located close to the Morwell Leisure Centre precinct, in the Latrobe Valley area of Gippsland. The current enrolment is 421 students with a teaching staff of 34 and 40 support staff.
The proportion of single parent families and blended families in the school community is high. The schools Student Family Occupation [SFO] index is 0.73. The school believes that for students to be successful and Ready to Learn, staff need to build students learning and coping strategies, increase their ability to remain emotionally regulated, and to help them recognise and understand their reactions and responses. These skills are deliberately taught across the school, so students are Ready to Learn and know how to positively impact their own learning and others learning. All students spend the first half hour of the day with their home group and teacher; participating in a range of activities and discussions that focus on getting Ready to Learn.
Morwell Central Primary is a school with high quality, dedicated staff, who strive to ensure all students reach their full learning potential. Morwell Central offers a broad range of curriculum programs with a special emphasis on developing the essential skills of Literacy and Numeracy. Students participate in specialist programs, which include Performing Arts, Music, Information Communication and Technology, Physical Education and Design Technology.
At Morwell Central Primary School, staff believe everyone has the right to fully participate in an educational environment that is safe, supportive and inclusive. Underpinning all behaviours within the school are the core ASPIRE values of Acceptance, Support, Persistence, Individual Responsibility, Respect and Excellence. Teachers deliver explicit lessons focused on these values and in turn develop a common language that supports our values and beliefs as a school.
Morwell Central Primary School also implements a program called Rethink and Reflect, which aims to improve the social functioning of all children. The Rethink and Reflect program focuses on teaching children good communication, problem solving and behavioural skills. All staff have high expectations, build positive relationships and are fair and consistent.
Morwell Central Primary School has an Early Childhood facility on site, which is operated by Goodstart. Both the school and the early childhood facility are supported through a formal arrangement with Our Place, who seek to build community connections on site. This collaborative approach has enabled increased community connections through community workshops and the provision of various services which operate on site, including but not limited to, paediatric support, speech pathology, community nursing, occupational therapy, and psychology.