Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Melbourne - Southern suburbs
Reference: 1539544
Thank you for your interest in the Student Wellbeing Officer at Noble Park English Language School. Our school is a multi-campus school which provides an intensive English language course for newly arrived migrants and refugees from non-English speaking backgrounds in the southeast Victoria region.
The students are introduced to the Victorian education system and assisted with settlement in Victoria. The basis of the curriculum is the study of the English language; however, the curriculum aims to prepare students for life in Australia. Many students have been displaced by war, economic hardship, or political persecution. The school is committed to assisting students to regain trust in people and systems and to develop the self-esteem and confidence required to face the challenges of a new country.
At any given over 50 different language groups are represented. The school provides a secure and caring learning environment where staff and students respect and tolerate differences between cultures and religions and caters for individual differences in language acquisition.
Since 2009 the school has expanded to four campuses due to changing settlement patterns in the region. The main campus is at Noble Park and caters for both primary and secondary students. Casey campus is located at Hampton Park and caters for primary and secondary students. Our Springvale campus and Stonnington (Glen Huntly) campuses are for primary students. Our Cranbourne campus caters for both primary and secondary students.
Successful applicant must have a valid working with children check WWCC (employee).
1 Demonstrated knowledge of, and experience in, supporting the social, emotional and wellbeing needs of children and young people, including the ability to identify wellbeing concerns and implement appropriate support strategies.
2 Demonstrated ability to provide student wellbeing support independently within established policies, procedures and professional boundaries, including the ability to exercise sound judgement and appropriately escalate complex matters.
3 Highly developed interpersonal and communication skills, with the ability to establish positive relationships with students and communicate effectively with teachers, school leaders, parents, carers and external service providers.
4 Demonstrated ability to manage competing priorities, maintain accurate student records and documentation, coordinate wellbeing activities and meet required timelines.
5 Demonstrated ability to work collaboratively as part of a multidisciplinary school team and contribute positively to student support planning and school wellbeing initiatives.
6 Demonstrated understanding of child safety, confidentiality, professional boundaries and the responsibilities associated with working with children and young people.
[Attendance requirement for this position]
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.
Key Responsibilities
Student Wellbeing Support
Provide individual and small-group wellbeing support to students experiencing social, emotional, behavioural, engagement or school-related difficulties.
Develop positive and respectful relationships with students and provide a safe, supportive and inclusive environment.
Support students to develop strategies that promote emotional regulation, resilience, positive relationships, engagement and participation in school.
Provide appropriate wellbeing interventions and support strategies within the scope of the position and school procedures.
Monitor student wellbeing and identify concerns that may require further support, intervention or referral.
Assist students to access appropriate school-based and community support services.
Support students experiencing difficulties with attendance, engagement, transitions, peer relationships or participation in school activities.
Student Support and Case Coordination
Work collaboratively with relevant school staff to support individual students and identified wellbeing needs.
Contribute to the development, implementation and review of student wellbeing support plans.
Maintain appropriate records of student wellbeing support, interventions, referrals and outcomes in accordance with school procedures and privacy requirements.
Participate in relevant student support meetings and contribute information and recommendations to assist planning and decision-making.
Monitor the effectiveness of wellbeing strategies and provide feedback to relevant staff.
Refer students to appropriate internal or external services where needs are outside the scope of the position.
Follow established processes for responding to student wellbeing concerns, including child safety, risk and mandatory reporting requirements.
Family and Community Engagement
Establish professional and respectful communication with parents and carers regarding student wellbeing matters, within the authority and responsibilities of the position.
Liaise with relevant community agencies and support services, as directed or authorised by the school.
Assist families to understand and access appropriate wellbeing and support services.
Promote positive partnerships between students, families, the school and relevant support services.
School Wellbeing Programs
Contribute to the planning, implementation and evaluation of school wellbeing initiatives and programs.
Support the delivery of programs that promote positive behaviour, resilience, social-emotional learning, respectful relationships, inclusion and student engagement.
Assist with transition programs for students entering, moving through or leaving the school.
Contribute to school activities and initiatives designed to strengthen student belonging and participation.
Provide information and practical support to teachers and other school staff regarding student wellbeing strategies within the scope of the position.
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
The successful candidate will need the preparedness to work at any campus of Noble Park English Language School.
Able to drive or commute to any campus of Noble Park English Language School.