Student Wellbeing Teacher

Location: Melbourne | Southern Metropolitan
Job type: Full time / From 28/01/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1441492
Location Profile Saltwater P-9 College is a new co-educational Prep to Year 9 school that opened its doors to the first intake of Prep-Six students in 2019.
The Year 9 cohort commenced their journey at Saltwater College in 2024.
Saltwater P-9 College is positioned within a thriving bayside community, located only 20kms from the city.
Situated in tranquil Point Cook, it's surrounded by the Point Cook Coastal Park, a protected marine sanctuary and the Cheetham Wetlands.
Saltwater P-9 College aims to build a school culture that demonstrates a strong belief in and a commitment to providing a rich and rigorous curriculum within a safe, secure and enriched learning environment for our children.
We will have a clear focus on catering for the diverse range of students at their point of need.
We will strive to be internationally minded, and provide a supportive, nurturing and challenging learning environment, with high expectations for student success.
The school's values will be aligned with the Department of Education's philosophy: 'We support students to reach their potential, regardless of their background, postcode or circumstance, and to develop the knowledge, skills and attributes they need to participate and thrive in a complex economy and society.
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Saltwater P-9 College will not just be a school committed to high academic standards, it will also be a school that prepares students to be curious, critical and creative thinkers and problem solvers who are technologically literate and capable of bringing about positive change in the world in which we live.
This will be underpinned by our school motto: 'Wisdom Begins with Wonder.
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Another major feature of our school's curriculum will also be around the establishment of an exclusive Performing Arts and Sporting Program which will foster students' intellectual, social and physical development.
Vision We provide more than just an education to prepare students for success in an ever-changing world.
Mission To educate and guide Intelligence and character in order to live creatively, ethically and productively.
Objective Offer high quality education within a supportive and understanding environment Provide evidence-based Literacy and Numeracy Instruction, Teaching and Learning Offer an exclusive Performing Arts, Visual Communications and Sporting program that develops students' intellectual, social, emotional and physical wellbeing Provide a safe and secure one-to-one Digital Technology platform that supports student learning and develops a culture of Digital Agency Offer production based learning such as Robotics and Coding and STEM to increase students' creativity, innovation and problem solving skills Offer a Personalised Learning model through goal setting which promotes a sense of self mastery allowing each individual to reach their full potential Offer an Inquiry Based Learning model that develop critical and creative learners who actively engage in the learning process to acquire knowledge, skills, concepts and attitudes in order to promote student voice, agency and student-led action Encourage cultural understanding and acceptance of diversitySelection Criteria SC1 Demonstrated high level knowledge of relevant policy context, evidence-based approaches, programs and research relating to child health and wellbeing SC2 Demonstrated capacity to effectively implement and manage interventions strategies that address advanced and complex cases including critical incidents and those involving cross professional or agency collaboration SC3 Demonstrated high level organisational, communication and interpersonal skills including the ability to work effectively with young people, parents/carers and teachers as well as professionals in the education and health systems SC4 Demonstrated ability to provide ongoing support and professional development to teachers, students and the wider community to enhance the wellbeing and learning needs of all students. SC5 Demonstrated ability to deliver evidenced based counselling services to children utilizing various modalities and therapeutic interventionsRole 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.
ResponsibilitiesThis position is responsible for:
Oversee the engagement and wellbeing of students in a specific year level Provide an effective support service to the school community that positively influences student behaviour Provide consultation and expert advice on serious matters involving risk arising from mental health and complex issues arising within a school context, including child protection concerns. Respond to referrals to and from the Student Wellbeing Team. KEY DUTIES AND TASKS
Liaise with relevant Assistant Principals, Leading Teachers, Wellbeing Team members, Classroom Teachers and Psychologists to identify issues which are detrimentally affecting students' emotional wellbeing, academic achievement and social functioning at the school. Assess whether further/external assistance is required. Refer students who require additional needs to the Wellbeing Team who will then seek support from external support agencies or health care professionals where required. Create summary notes for relevant external support where appropriate/required. Draw upon knowledge and understanding of mental health conditions to support student wellbeing. Provide feedback and support to parents, caregivers, and staff with overall pastoral responsibilities for students. Work with the Student Wellbeing Team to build staff capacity around student wellbeing issues. Maintain accurate and confidential student files on an online student management platform. Record contact and intervention strategies on the school's online student management platform. Provide written reports as required for referral and support of funding applications. Provide group support and interventions when required. Be familiar with and comply with the school's child-safe policy, code of conduct and any other policies or procedures relating to child safety. Liaise with relevant staff members regarding students' individual emotional and learning needs and work in collaboration with teaching staff to create Individual Education Plans and Behaviour Management Plans. Support the development of Social and Emotional Learning Programs. Develop and deliver evidence-based group programs for mental health issues and resilience building. Adhere to and comply with Child Safe Standards regulations and Child Safe Code of Conduct.Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS CommitmentApplicants 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.
Child Safe Standards 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:
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.
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