Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Barwon South West - Greater Geelong
Reference: 1481900
Belmont High School is a large single campus co-educational secondary school south of the Barwon River in the regional city of Geelong with enrolments of 1225.2 students in 2023. We share boundaries with Roslyn Primary School and the Barwon Valley School (a specialist setting) and have had increasing cooperation and sharing with both in recent years. Camp programs operate at the school owned Tanybryn Campsite in the beautiful Otway Ranges. We have onsite access to BioLAB (the Victorian BioScience Education Centre) that specializes in human performance and sport.
A vertical House (pastoral care) system operates for all year levels and is pivotal in delivering management, leadership and wellbeing for students and teachers. The Year 9 Strive Program also supports pastoral care for students with the provision of a significant teacher, and community and pathways based curriculum, as well as a camping program. We are an RTO to support the delivery of VET programs at the school for our own and other school students and offer students VCE and VCE Vocational Major programs.
Significant leadership opportunities for students at both junior and senior levels of the school exist and an extensive co-curricular program supported by teachers exists to value add to students¿ experiences. This includes many opportunities for overseas travel increasingly with a community focus, including World Challenge. The school has also consistently been the top school in the Geelong region in inter school carnivals and team sport and has a very large and successful music and performance program.
The student population has become more culturally diverse over the past five years. The international student program adds to the cultural mix with students beginning their study in Australia with a school based EAL program in our English Language Centre prior to studying at appropriate year levels with mainstream students
We have experienced continued growth in enrolments as a result of interest in our programs, and pathways at the senior end of the school as well as our growing international fee paying program.
The school is accredited to offer a Select Entry Accelerated Learning Program, which has now operated for a number of years, and the school operates a student support centre for funded and unfunded students who require additional literacy and numeracy support. The Middle Years program caters for students in Years 7 and 8 and provides an innovative and engaging curriculum and pedagogy with a literacy and numeracy focus and individual learning plans for students. We offer two languages (Italian and Indonesian) both of which are growing in enrolment and both of which have sister school partnerships that see reciprocal visits.
A small but active parent association conduct monthly meetings that see guest speakers from program areas in the school give regular presentations, and our School Council regularly sees the need for an election. To support our students we employ a Mental Health Practitioner as part of our Student Wellbeing Team.
The Leadership consists of the Principal and 3 Assistant Principals with discrete portfolios and 16 Educational Leaders ¿ 8 House Leaders, 5 Leaders of Learning and 3 learning specialist. All Educational Leaders have a shared responsibility for addressing the goals of the AIP and SSP.
SC1: A demonstrated ability to effectively lead a team and contribute to a broad range of student wellbeing and school activities.
SC2: Demonstrated qualifications and experience in counselling and case managing young people at high risk.
SC3: Demonstrated ability to deliver programs and services in partnership with community organisations, and/or individuals.
SC4: Demonstrated knowledge of and experience in working collaboratively with partner agencies and families to support the needs of young people.
SC5: Demonstrated highly developed oral and written communication skills and an ability to interact effectively with people from diverse professional, cultural and linguistic backgrounds as appropriate to the context of the position
Primary purpose and objective of the position is to provide a holistic youth support service to students at the school who are at risk in their engagement with education. The role supports student retention and engagement in school and community programs through the development and implementation of appropriate learning programs and strategies that aim to improve their general wellbeing.
The school caters for the needs of students who are disengaged from education and training and who present with a complex range of risk factors, behaviours and life situations. For this reason it is necessary to provide a program that uses a holistic approach, catering for the educational, welfare, and broader health needs of each student. The role of the Wellbeing Co-ordinator will vary. The Wellbeing Co-ordinator will also prioritise their level of support based on workload capacity.
The role of the Wellbeing Co-ordinator will be to oversee the overall functioning of the Wellbeing team and act as a line manager reporting to the Assistant Principal responsible for Wellbeing.
The Wellbeing Co-ordinator position has a broader organisation responsibility, particularly in the areas of welfare counselling. Guidelines are broad and day to day direction minimal. Responsibilities extend to ensuring appropriate support levels are maintained across the school. Generally, the position provides key support and advice to the Principal class, Leading Teachers as well as staff members. This role undertakes effective liaison with the general school community, the Department and other government agencies and community service providers.
As a provider of professional services within a particular field there will be a high level of independence and accountability for the delivery of and achievement of objectives at this level.
The position is required to work cooperatively and consistently with both internal and external clients and involves close interaction with a range of staff, students, families and visitors.
Provide standard professional services independently within defined organisational parameters
Provide operational leadership and strategic planning with respect to professional service delivery
Provide complex professional reports requiring in-depth factual analysis, including assessments and recommendations for consideration by others
Conduct training and instruction to school colleagues within the professional field
Provide clinical professional services to students within the parameters of school policy and guidelines
Provide support and leadership within the Wellbeing Team.
Liaise with school staff and community agencies to identify, monitor, plan, implement and review programs for young people who are infrequent attendees or whose attendance and participation could be improved. Liaise with the parents/guardians of at-risk young people to investigate support mechanisms.
Assist with the delivery of resources suitable to engage at risk young people and promote a support network which includes prompt community referrals as required.
Work closely with committees and other key workers within the community who provide support to young people to build collaborative and integrated service delivery relationships.
Provide support, advocacy and assistance to at risk young people in a case management role.
Undertake administrative duties including recording, report writing and other documentation as required. Use these records and current research to advise on practices.
Actively participate in training and personal development programs to ensure continuous quality improvement in work practices.
The occupant can expect to be allocated duties, not specifically mentioned above which assist young people to engage positively in school, family and community eg Promotional activities
Liaise with BM to undertake relevant staff professional development and training.
Undertake other duties relevant to the field of responsibility as requested by the Business Manager or Principal
Comply with the school policies and procedures
Demonstrate the school organisational values on a daily basis
Commit to access and equity principles in carrying out work functions
Maintain a healthy and safe working environment.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
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
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