Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Education and training
Location: Melbourne - Southern suburbs
Reference: 1527431
Highly developed knowledge of mental health interventions and support strategies, with a demonstrated capacity to deliver a comprehensive wellbeing service to students and families in an educational setting.
Demonstrated experience in the development, implementation, and evaluation of programs that foster resilience in young people and address their social, emotional and educational needs.
Highly developed communication and interpersonal skills, including the ability to work collaboratively and network with the wide range of people within the education and wider community.
Demonstrate a commitment to professional learning and growth and have the appropriate qualifications and capacity to perform the roles and duties as described in the `School Specific Roles¿ section.
Annual Leave
A full-time employee is entitled to 152 hours (20 days) annual leave in respect of each twelve months of service and accrues progressively during a year of service according to the employee's ordinary hours of work. Part-time employees receive annual leave entitlements on a pro rata basis calculated according to the time fraction worked.
Additional paid leave - education support class
A full-time education support class employee is entitled to 228 hours (30 days) additional paid leave in respect of each calendar year. Part-time employees receive additional paid leave entitlements on a pro rata basis calculated according to the time fraction worked.
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.
The roles and responsibilities include:
Conduct holistic psychosocial assessments of students, including risk assessments
Providing 1:1 mental health interventions and emotional support using a range of therapeutic interventions, and knowledge of risk and protective frameworks
Carry out case management, ensuring compliance with Department of Education requirements, including consultation with a range of stakeholders both internal and external to the college
Complete referrals to external support services and agencies, as required for students and families
Supporting the physical, social-emotional, and intellectual development of all students by providing assistance to young people and as appropriate their families
Being creative and innovate with the design, facilitation, and evaluation of evidence-based programs that assist vulnerable students to develop skills including resilience, communication, help-seeking and emotional regulation i.e. Year 7 transition support programs
Liaise closely with all relevant members of college staff, including providing contributions during Team Around the Learner (TAL) meetings with House Teams
Support the work of key college stakeholders, including the Learning Support and Disability Inclusion Profile (DIP) teams, to implement interventions and provide evidence including the completion of relevant documentation
Enhance college promotion and prevention activities by coordinating whole-school health and wellbeing events and initiatives including RUOK? Day, Wear it Purple etc.
Participate in extracurricular activities i.e. Breakfast Club, College Open Night, camps, excursions
Lead and oversee Wellbeing Team lunchtime clubs and afterschool activities i.e. Sporting Change Program, Rainbow Collective lunch group
Design accessible and engaging resources and materials for students of all abilities, that highlight key mental and physical health information, service providers, and initiatives
Promote student wellbeing to the college and broader community through Newshamper articles and other media platforms
Utilise excellent collaboration and communication skills, working within a multi-disciplinary team; including attending regular team meetings and cooperating with a variety of other college staff in the best interests of student outcomes
Actively participate in whole-college working parties and initiatives including School Improvement Teams (SIT), Refugee Education Support Program (RESP) etc.
Contribute towards building staff capability to manage student health and wellbeing by assisting to facilitate professional development and helping to embed mental health promotion and prevention programs and strategies into the school
Maintain personal professional development by undertaking clinical supervision and participating in ongoing professional learning
Other duties as directed by the Student Services Leader or college 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
The Student Wellbeing Officer will:
Work as a member of the college¿s multi-disciplinary Wellbeing Team, and in conjunction with other key college stakeholders, in the delivery of Student Wellbeing and Support Services
Contribute to improving student outcomes, engagement, and connectedness
Contribute to providing a safe, inclusive and supportive learning environment ¿ particularly for vulnerable students including culturally and linguistically diverse (CALD), refugee, Koorie, out of home care (OOHC) and those with disabilities or additional needs
Employ a strengths-based and client-centred approach when operating within the school community and with external providers, consistently maintaining confidentiality and privacy principles of the Department of Education
ACCOUNTABILITY, AUTHORITY AND DECISION MAKING
The Wellbeing Officer responsibilities are carried out with a high level of autonomy and with minimal reliance on professional supervision
Professional autonomy is limited by standard Wellbeing Team procedures and college policy
Objectives are generally clearly defined with broad guidelines and minimal day to day direction
Actively promotes primary health care, mental health or wellbeing within the college. Provides information and facilitates links between the school community and relevant services
Delivery of a professional support service, including the development of policy and operational practices that will guide the work of others, including other school staff
Undertakes advanced interventions in dealing with particularly complex cases that may require cross-profession or agency collaboration
Provides expert advice in the professional field, which will influence the strategic approach to student learning and support
Support and guidance are close at hand and deviation from standard procedures and school policy requires guidance and direction from the Student Services Leader and/or Executive Leadership Team
OTHER RELEVANT INFORMATION
Valid Working with Children Check Card (WWCC)
Applicants must have a relevant qualification such as a degree in Youth Work, Counselling, Psychology, Social Work and/or Allied Health etc. to apply.
Hampton Park Secondary College is a large multi-cultural learning community situated in southeast Metropolitan Melbourne. We currently have over 1200 students, from over 60 cultural backgrounds. We have approximately 190 staff, comprising of Teaching and Educational Support staff. At Hampton Park Secondary College, we are rich in diversity and, by empowering and engaging students, wholehearted in our pursuit of excellence. Our vision of learning is underpinned by our values of Respect, Learning and Working Together. Through our values, we hope that our students manifest the qualities of understanding the world with a global view, engaging in life-long learning, and always being critical and creative problem solvers. Hampton Park Secondary College is committed to providing education that is both student-centred and focused upon personalised learning experiences. Several years ago, we redesigned our learning program to enable students to excel through a researched based, future focused model of student empowerment.
In 2022, we made structural changes to our Sub Schools. Following extensive collaboration and consultation with students and staff, our new House System was launched. Students and staff are now aligned with one of our four Houses: Hollows, Freeman, Mabo, and Walton. Each House comprises of students from Years 7-12 and includes staff from a range of positions and teaching areas. Our new House System has already created a stronger sense of connection amongst both staff and students, and we see Houses as being a powerful way to enhance student engagement and sense of belonging.
At Hampton Park Secondary College, we are deeply committed to improving student learning outcomes and supporting the wellbeing of our students. Building upon our already extensive and intensive interventions that sit within our MTSS Framework, we have bolstered and extended these supports through refining our Literacy and Numeracy programs. As always, the programs for our at-risk students are mirrored by the opportunities offered to our High Ability students.
In 2023, we achieved the best senior school results the College has seen since its establishment over 40 years ago. We achieved a median Study score of 29, which was maintained in 2024. In 2025 we achieved the strongest NAPLAN results the College has received across both Year 7 and 9. In 8 out of 10 categories we were ahead of similar schools across the state.
Our College is a rich and diverse community that supports the whole child. We encourage those keen to get to know Hampton Park Secondary College more to visit our website: https://hpsc.vic.edu.au/