Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Melbourne - Western suburbs
Reference: 1484331
Footscray High School is a new and contemporary multi-campus secondary school in Melbourne’s vibrant, geographically rich and culturally diverse inner west.
Footscray High School comprises of two junior 7-9 campuses and a senior 10-12 campus:
(1) Barkly Campus (Year 7-9)
(2) Pilgrim Campus (Year 7-9)
(3) Kinnear Campus (Year 10-12)
At Footscray High School we are committed to every student having access to a world class education. Inspiring young people to develop the ‘essential skills’ required for their future pathways in an inclusive and positive learning environment is our priority.
We provide all students with a comprehensive and innovative curriculum that focuses on individual growth and addresses the skills and dispositions required for citizens of the 3rd millennium. Our vision is to draw on international research and best practice to ensure that our curriculum and programs promote choice and agility to deal with complex, unknown and rapidly changing futures.
Footscray High School’s vision is to provide excellence in learning and teaching, achievement, innovation and self- improvement within a supportive, healthy, safe and secure environment that is inclusive of all.
Footscray High School’s mission is to provide excellence in education through a caring and diverse environment that encourages the holistic development of each student. We aim to provide students with rich academic, social, physical and creative experiences that develop their full talents and uniqueness.
We aspire to be an educational establishment renowned for its vibrant community, which develops creative thinking and learning dispositions in order for our students to engage with the complex challenges of an ever-changing world. The community have a collective responsibility to engage in the total life of the school and to actively pursue a range of learning experiences. Our ultimate aim is to develop compassionate students with the personal qualities and attributes that will enable them to face their future with confidence.
Footscray High School’s Pillars are:
UNITY
Our school is built on collaboration. This is where three campuses, many cultures and infinite personal journeys unite with pride and with purpose.
We lift each other up, building on the strength and support of our whole community to achieve greatness.
RESPECT
Respect – for ourselves, our colleagues, our individual traditions and our shared future inspires us in every way.
We treat each other with care, compassion and kindness; we act with integrity; and we are engaged in making a positive impact on our world.
CREATIVITY
We embrace doing things differently because we want to make a difference.
We draw on wisdom, experience and our own original thinking to create new possibilities.
Future focused, open minded and proudly progressive, we constantly seek a better way.
ENDEAVOUR
The boldness of our vision is matched by our relentless spirit, our self-belief and the pride that comes from hard work.
The enthusiasm which drives our endeavour also demonstrates our character: In the classroom and beyond, we strive to be our very best.
A tertiary qualification in an Allied Health field (social work/youth work/mental health/psychology/ other) is mandatory.
1. Demonstrated high level knowledge of relevant policy context, evidence based approaches, programs and research relating to child and adolescent health and development.
2. A demonstrated capacity to effectively implement and manage intervention strategies that address advanced and complex cases including critical incidents and those involving cross-profession or agency collaboration.
3. Demonstrated high level organisational, communication and inter-personal skills including the ability to work effectively with children and young people, parents/carers and teachers as well as professionals in the education and health systems.
4. Demonstrated capacity to successfully develop, lead and manage programs in a blended learning environment that meet the identified needs of vulnerable students and parents/ carers.
5. A demonstrated capacity to deliver professional learning to teachers and a commitment to ongoing professional learning in order to enhance student wellbeing in a school setting.
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.
The Allied Health professional - Student Wellbeing Coordinator will be a member of the Student Wellbeing & Inclusion Team at Footscray High School and accountable to the Campus Principal through the Assistant Principal, Student Engagement and Wellbeing.
The Allied Health professional will work with the Student well-being & Inclusion teams under the direction of the Student Wellbeing Team Leader to provide:
Case Management Support
Staff Consultation and Professional Learning:
· Provide consultation, advice and guidance to teachers in undertaking their role of Learning Advisor with students.
· Assist in the provision of appropriate professional learning and/or organisation of external consultants to meet staff needs in the area of student wellbeing.
· Compile and maintain resources on student wellbeing and mental health; promoting availability to teachers.
Whole School Wellbeing Guidance and Programs:
· Participate in Wellbeing & Inclusion Team planning and review of evidence to inform Footscray High School¿s student wellbeing policy, procedure and program responses
· Participate in planning and delivery of whole school, evidence-based wellbeing initiatives developed through the Health Promoting Schools work plan and priorities that are consistent with the Strategic and Annual Implementation Plan.
· Contribute to the development and delivery of targeted programs with students and parents/carers, including preparing submissions to funding bodies and planning, implementing and evaluating these programs.
· Provide school level advice related to areas such as mental health, drug education, mandatory reporting, critical incidents and suicide prevention.
· Develop and maintain networks with relevant youth and community agencies to assist young people and their parents/carers in gaining access to services.
Colleagues/Teams:
· The Wellbeing Coordinator will be an integral member of the Wellbeing & Inclusion Team.
· Wellbeing & Inclusions Team members will work in close collaboration with Heads of School and Learning Teachers: Student Engagement and with Learning Specialists Literacy / Numeracy / Special and Inclusive Education to deliver coordinated responses to students.
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