Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Health and allied health
Location: Melbourne - Western suburbs
Reference: 1506406
Kolorer College is a brand-new secondary school being built 33km west of the Melbourne CBD in the suburb of Cobblebank. The school will serve the diverse and growing communities of Strathtulloh, Cobblebank and Thornhill Park and will open for Year 7 students only on Day 1, Term 1, 2026, growing to a Year 7-12 school by 2031. Anticipated enrolments for 2026 are 150-175 students, with a Stage 1 built capacity for 865 students.
Our School
Kolorer College will be a supported inclusion school and will feature outstanding facilities including:
These facilities will enable our school to offer high-quality learning to our students and a modern work environment to our staff.
Kolorer, a Wurundjeri word meaning lava flow, embodies the powerful transformation and enduring impact we foster in every young person we serve.
At Kolorer College, we know that inclusion creates better outcomes for everyone. We are unashamedly ambitious for our students and committed to excellence, learning and growth for all students and staff.
Guided by our conviction that learning matters, our mission is clear:
We live our values every day by being our B.E.S.T.:
Our motto, Excellence Together, reflects this mission and we are strongly committed to the use of evidence-based best practice in teaching, learning and wellbeing to make this a reality. This is an exciting opportunity for you to be part of shaping a learning community where all students - and staff - are known, challenged to grow, and inspired to thrive.
We are now seeking applications from passionate, committed educators and school administration and support staff who are ready to build a school to be proud of.
Please note that, as a progressive and modern workplace, part-time and flexible work opportunities in line with DE policies will be available to all staff members, including those in the Leadership team. Feel free to contact the Principal, Ciar Foster, to discuss these possibilities.
Please provide a written response to each written criteria of no more than 1 page.
Preferred documentation format in a single PDF document.
SC1 Relevant tertiary qualification in counselling, social work, youth work, or a related discipline, with demonstrated ability to deliver individual and group therapeutic interventions for students.
SC2 Proven capacity to plan, implement, and evaluate targeted wellbeing and social¿emotional learning programs that enhance self-regulation, resilience, and connectedness.
SC3 Demonstrated ability to work collaboratively within multidisciplinary teams, providing wellbeing insights and evidence-based recommendations that inform educational and inclusion planning.
SC4 Highly developed interpersonal, communication, and case management skills, with the ability to foster and maintain relationships with a diverse range of students, families and external agencies.
SC5 Demonstrated ability to implement and adhere to school and Department processes and policy, including maintenance of accurate and confidential documentation, commitment to the Child Safe Standards and appropriate use of Information Sharing and Privacy policies.
SC6 Highly developed intrapersonal and self-management skills, including a capacity to reflect on practice. A demonstrated commitment to professional learning and growth.
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Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
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.
Position overview
The Wellbeing and Support Officer plays a vital role in promoting student wellbeing, engagement, and inclusion across the school community. Working collaboratively with the allied health team, sub-school team, teachers, and external services, this role provides therapeutic and case management support to students, facilitates group programs, and strengthens the school¿s capacity to respond to diverse wellbeing needs.
Responsibilities
Provide short-term individual and group therapeutic and counselling support for students using evidence-based and trauma-informed practices.
Act as case manager for identified students, including assessment, goal setting, intervention planning, and monitoring progress.
Respond to student referrals in a timely manner and participate in multidisciplinary wellbeing meetings and care teams.
Contribute to crisis intervention and emergency management support and recovery
Develop and implement targeted wellbeing and social¿emotional programs that build resilience, self-regulation, and connection.
Liaise with families, carers, and external agencies (e.g. DFFH, CAMHS, hospitals, specialist services) to coordinate support and care.
Maintain accurate and professional case notes, reports, and records in line with departmental and school protocols.
Support teachers and leaders to identify, understand, and respond to student wellbeing and behavioural needs.
Contribute to the development of Behaviour Support Plans, Re-engagement Plans, and Safety Plans.
Facilitate wellbeing initiatives, pro-social activities, professional learning and community partnerships that enhance inclusion and belonging.
Uphold the Child Safe Standards and all relevant Department of Education policies.
Engage in reflective practice, professional learning, and continuous improvement of wellbeing programs.
Undertake additional duties as directed by the Principal.
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