Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Loddon Mallee - Swan Hill
Reference: 1497554
1. Educational leadership in student wellbeing
Demonstrated capacity to provide strategic leadership in the development, implementation, and evaluation of whole-school wellbeing initiatives that enhance student engagement, connectedness, and achievement. Proven ability to lead staff in embedding evidence-based wellbeing practices aligned with the Framework for Improving Student Outcomes (FISO) and the school¿s strategic plan.
2. Expertise in child safety, mental health, and inclusion
Comprehensive understanding of the Child Safe Standards and a demonstrated commitment to maintaining a safe, inclusive, and respectful learning environment. Proven ability to identify and respond to the wellbeing needs of students through early intervention, targeted support, and collaboration with internal and external professionals and agencies.
3. High-level interpersonal and communication skills
Demonstrated ability to build and sustain positive relationships with students, staff, parents, and community partners. Proven capacity to lead and collaborate effectively within multidisciplinary teams, provide professional learning and guidance to staff, and communicate sensitively and effectively in complex or confidential situations.
4. Data-informed practice and program evaluation
Demonstrated ability to collect, analyse, and interpret wellbeing and engagement data to identify priorities, inform decision-making, and measure impact. Proven experience in using evidence-based frameworks and reflective practices to continuously improve wellbeing outcomes and contribute to whole-school improvement planning.
5. Organisational management and strategic planning
Demonstrated capacity to plan, coordinate, and manage the operations of the wellbeing team, including staff supervision, budget management, and resource allocation. Proven ability to align departmental priorities with school strategic goals, manage competing demands, and deliver high-quality outcomes within a dynamic school environment.
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.
Operating in collaboration with their school, leadership and wellbeing team where relevant, the Mental Health and Wellbeing Leader will:
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
Applications MUST address the specified Selection Criteria. Applicant responses to the Selection Criteria are requested to be a maximum of one page of standard 12-point text per criteria. Personal and other information should not exceed 3 pages. Please include your name in the title of your attachment. Please place your name on each page of the application and combine your CV and your application responses into one PDF document. Applicants should provide contact details of 3 referees, including email and phone numbers. Position descriptions are reviewed regularly by the Principal and may change, with consultation, to support the schools needs and growth.
Swan Hill College is located 350 kilometres north west of Melbourne on the Murray River and is situated within the CBD of the rural city of Swan Hill. In 2025 756 students are enrolled at the College supported by in excess of 100 teaching and non-teaching staff. There is an equal gender balance and the catchment area includes township primary schools, local private schools and outlying primary schools some of which are 60 kilometres or further from the College. A comprehensive bus system services the College and other schools in the township. Some of our students travel for over 2 hours every day to gain access to the College.
The College has continued to work on facilities development to a point where it now boasts some of the best facilities in the State. A 250 seat theatre, modern technology facilities, outstanding library and extensive sporting arenas including stadium are but a few examples. Swan Hill College continues its focus on information technology the addition of a technology hub based in our library which includes VR, 3D printers, laser cutters/engravers and green screen.
The College Leadership Team currently comprises of the Principal, three Assistant Principals, the Business Manager and six Leading Teachers with specific portfolios.
Positive Behaviour Support (PBS) is well embedded across the college. At Swan Hill College we work together to achieve excellence and have high expectations of behaviour to create an environment which promotes individual academic and social growth. A clear set of behavioural expectations are developed around the school values of Respect, Responsibility, High Expectations and Belonging.
The College has a Flexible Learning Options (FLO) campus. This program offers flexible learning opportunities for students who are disengaged or challenged by structured learning in Years 8 to 12. The program is very successful and has given many students the chance to continue their education through various VET subjects, SBATs and VPC. At our FLO campus, we have also continued to work on improving our facilities, which include outdoor learning and sustainability areas. The FLO campus also boasts its own gymnasium, indoor pool and commercial size kitchen. The students operate the "FLO Campus Coffee Shop" each week and, as part of their barista studies, sell to the college community and public.
At Swan Hill College, we have a focus on the continued development of our teaching through the implementation of our Professional Learning Community. Our work is guided by the high impact teaching strategies and the inquiry cycle with a current focus on questioning and the high reliability literacy teaching procedures.
Our College enjoys considerable parent and community support in our vibrant rural setting. Student engagement, aspirations and welfare are the key focus for the College and wider community.
The College is an accredited performance and development culture school and professional development will be targeted to address these priorities.
The College's Annual Implementation and Strategic Plans are available on our website www.shc.vic.edu.au